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Session: 2022/23
Last modified: 23/03/2022 14:03:57
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Title of Module: Early Years Pedagogy |
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Code: EDUC11095 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | C
Gollek |
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| Summary of Module |
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This module uses pedagogical approaches based upon social justice, resilience and relational pedagogies. It will consider the learning environment indoors and outdoors to stimulate and engage children in early education settings.
This module aims to expand participants' understanding of the impact of playful pedagogies on the child as an active agent in their learning, motivation and development. Participants will be asked to analyse and reflect on their past or current practice, including learning experiences that meet the needs and interests of the children and the fundamental importance of play. Consideration of the nature of children's everyday lives will expand participants' knowledge of children's geographies and the resulting consequences for their development.
This module will explore the patterns of education and care which are every child’s underpinning for future challenges, successes and achievements. Participants will consider strategies to promote social and emotional wellbeing. Early years development is now recognised as a critical and most creative period for developmental health and self-confidence, forming the psychological and emotional foundations for future learning and health. Participants will have the opportunity to explore contemporary research and theories in relation to the importance of play in the development of cognitive and emotional functions.
Additionally, this module will focus on the adult's role in supporting children's development through investigation of working with children in a range of settings relating theory to practice and critically evaluating/assessing current approaches which address the social context of children’s learning.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate a critical understanding of the role of play in early childhood in relation to cognitive, social and emotional functions.
L2.
Demonstrate critical knowledge and evaluation of epistemological beliefs underpinning pedagogical practice and their influence on patterns of education and care in the early years.
L3.
Critically evaluate environments which stimulate and engage children as active agents in their learning and support their development of positive learning dispositions. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 11.
Demonstrate a critical understanding of the role of play
Demonstrate a critical awareness of the influence of epistemological beliefs related to pedagogical practice
Demonstrate a critical understanding of strategies to promote motivation, resilience, social and emotional wellbeing.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Use a range of specialised skills and practices, informed by forefront developments, to plan play practices.
Apply knowledge, skills and understanding to plan and execute a significant investigation into an area of specialism.
Demonstrate originality and/or creativity, in planning play practices.
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| Generic Cognitive skills |
SCQF Level 11.
Apply critical analysis and evaluation to issues that are informed by forefront developments in the area of specialism
Develop original and creative responses to problems and issues.
Critically review, consolidate and extend knowledge, skills, practices and thinking
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise.
Communicate with peers, more senior colleagues and specialists.
Use a wide range of ICT applications to support and enhance work at this level and adjust features to suit purpose
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercise substantial autonomy and initiative in professional activities.
Take responsibility for own work
Demonstrate leadership and/or initiative and make an identifiable contribution to change and development.
Practice in ways which draw on critical reflection on own role.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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This module has been designed to provide participants with the opportunity to develop and demonstrate competence in providing effective playful pedagogy for children within a teaching and learning context. The module has been designed to support those working in educational and other allied fields where management and implementation of learning programmes are required. The module may also form part of other validated online postgraduate programmes.
Participants will engage with relevant textual and audio-visual resources (through the University VLE) and have opportunities to reflect on their own practice and professional development. A range of tasks and activities will be undertaken to probe participants growing knowledge and understanding. National and international research will be considered within a learning and teaching context and implications for practitioners and learners will be examined. The module assessment will relate to the participants own practice and specific work environment. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Asynchronous Class Activity | 80 |
| Independent Study | 120 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Perry, E (2009) The Value of Play. London: Continuum.
Owen, K. (2021) Play in the Early Years. London: Sage.
Whitebread, D. (ed.) (2019) The SAGE Handbook of Developmental Psychology and Early Childhood Education. London: Sage.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: https://www.uws.ac.uk/current-students/supporting-your-studies/your-rights-responsibilities/regulatory-framework/ |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Education |
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| Moderator | X Qu |
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| External Examiner | E Black |
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| Accreditation Details | |
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| Version Number | 1.04 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Summative assessment:
A written 4000 word assessment demonstrating the participant’s critical understanding of the role of play and evaluation of epistemological beliefs underpinning pedagogical practice.
The participant should provide a critical evaluation and analysis focused on an area of their own specialism or interest. This might include observations from practice, reflections or feedback from children/parents/colleagues.
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(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using VLE, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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