module specification

SE6003 - Leading Practice with Children, Families and Professionals (2022/23)

Module specification Module approved to run in 2022/23, but may be subject to modification
Module title Leading Practice with Children, Families and Professionals
Module level Honours (06)
Credit rating for module 30
School School of Social Sciences and Professions
Total study hours 300
18 hours Assessment Preparation / Delivery
150 hours Guided independent study
72 hours Scheduled learning & teaching activities
60 hours Placement / study abroad
Assessment components
Type Weighting Qualifying mark Description
Coursework 40%   Ten-minute Podcast
Coursework 60%   A Reflective Essay
Running in 2022/23

(Please note that module timeslots are subject to change)
Period Campus Day Time Module Leader
Year LMET Distance Learning Not applicable -
Year North Monday Morning
Year North Monday Afternoon

Module summary

This module will critically evaluate a range of theories and current perspectives on the distinctive features of leading practice within early years. This will include the various ways of managing, supporting and developing teams.  It will examine the role of the early years practitioner in leading and improving practice.  Working in partnership with parents and other professionals will also be examined.  It will investigate the various concepts of families and parenting in a historical and socio-cultural context.

This core module enables students to:
 Examine the role of leaders, practitioners and other professionals when leading practice and developing quality provision.
 Observe, reflect on, and critically analyse practice in relation to young children’s well-being.
 Critically evaluate concepts of families and parenting in a historical and socio-cultural context.
 Consider the key role of parents and the key person in supporting children’s wellbeing, learning and development.
 Examine a range of theories in relation to leadership and leading practice, particularly in developing and supporting teams.
 Explore the range of professionals involved in the provision of early years services and explore some of the challenges and barriers faced when working with other professionals.

Prior learning requirements

Enhanced DBS
Students are expected to undertake 60 hours work placement providing for children in the birth to six age range as part of this module, normally in a group setting.


This module aims to enable students to:

 Develop a knowledge of what reflective practice means so that practitioners, leaders and other professionals can understand the impact on the lives of babies, young children and their families

 Utilise a range of methods and strategies to evaluate the quality of provision and consider the role of leaders in empowering teams to extend knowledge and practice.

 Identify and evaluate effective practice and provision for 0-6 year olds through considering the learning and care needs of children from 0-6.

 Critically analyse a range of theories relating to leadership approaches when leading, supporting and developing practice within the early years

 Support the development of professional skills in working in partnership with parents including the range of approaches to assessing young children and their families in a multi-professional context LO1,LO2,LO3,LO4

Balance of independent study and scheduled teaching activity

For taught course students theoretical input will be through lectures and seminars. Online students will receive the same theoretical input through bespoke on-line module materials with access to an allocated tutor who is available to support them online as well as by e-mail or by telephone.

All students will benefit from a blended learning approach through the use of Web Learn for supplementary materials, links to E-books, on-line discussions and self-assessment exercises such as quizzes and reflective tasks.

Reflection and discussion are key to teaching for all students – for taught students this will be in the context of tutor-led sessions while for distance learning students reflection will be promoted by the exercises incorporated into the web-based materials.  For all students experiential learning promotes their growing ability to act as a reflective practitioner.

Teaching and learning strategies and methods also focus on workplace skills and professionalism. All students undertake and reflect on observations in the workplace and weekly tasks and reflective exercises support increased knowledge and understanding. Observations, action research, work-related tasks and the use of development planning tools support the growth of practitioners’ professional competence. 

The development of transferable skills in presenting evidence, arguments and points of view to a range of audiences, through a range of media, including the use of ICT also supports individual learning.

The development of transferable skills in presenting evidence, arguments and points of view to a range of audiences, through a range of media, including the use of ICT also supports individual learning.

Learning outcomes

On successful completion of this module students will be able to:
1. Discuss and evaluate the impact of their role in developing and leading effective practice

2. Critically evaluate provision and practice and how it impacts on the development and well-being of babies and young children

3. Describe, analyse and constructively critique legislation, social policies, and research related to partnership between young children (0-6), families and professionals

4. Describe, analyse and constructively critique the theory and practice of leadership when supporting teams in promoting high quality provision

Assessment strategy

Assessment A:  A ten-minute podcast that will constructively critique, discuss and evaluate the impact of provision on babies and young children’s learning, development and well-being from a leadership (of practice) perspective. (40%)

Assessment B: A reflective essay in which students analyse the complexities of leading practice (drawing on relevant legislation, theory and research) in promoting high quality provision.  (60%) 4,000 words


Davis, G., and Ryder, G. (2016) Leading in Early Childhood, London Sage
Stacey, M. (2009) Teamwork and Collaboration in Early Years Settings, Exeter: Learning Matters

Whalley, M. and Allen S. (2011) Leading Practice in Early Years Settings, London: Sage

Rodd, J. (2013) Leadership in Early Childhood, Open University Press 

Pugh, G. and Duffy, B. (2013) Contemporary Issues In The Early Years (6th Ed) SAGE Publishers London

Campbell-Barr, V. and Leeson, C. Quality and Leadership in the Early Years SAGE Publishers London

Children Act 1989 HMSO: London.

DCSF Children Act 2004 HMSO: London

Childcare Act 2006. London: HMSO.

DfE (2017) Statutory Framework for the Early Years Foundation Stage. HMSO: London

Helping Young Boys Be Successful Learners in Today's Early Childhood Classrooms
Academic Journal
By: Gropper, Nancy; Hinitz, Blythe F.; Sprung, Barbara. Young Children, v66 n1 p34-41 Jan 2011. (EJ930005)
National Profiles of classroom quality and family involvement: A multilevel examination of proximal influences on Head Start children's school readiness
Academic Journal
By: Bulotsky-Shearer, Rebecca J.; Wen, Xiaoli; Faria, Ann-Marie; Hahs-Vaughn, Debbie L.; Korfmacher, Jon. Early Childhood Research Quarterly. Dec2012, Vol. 27 Issue 4, p627-639. 13p.

Parents’ expectations about early years services.
By: Sollars, Valerie. Early Years: Journal of International Research & Development. Sep2017, Vol. 37 Issue 3, p285-299. 15p.

Lindon, J. and Trodd, L. (2016) Reflective Practice and Early Years Professionalism 3rd Edition: Linking Theory and Practice: Hodder Education
Dowling, M. (2014) Young Children’s Personal, Social and Emotional Development. London: SAGE Publications