Module Descriptors

This module aims to enable students to understand the principles and terminology associated with UK social policy and to apply theoretical concepts, models and approaches to their own interprofessional practice in early learning and childcare.

Students will research child poverty in the UK and policy to eliminate child poverty. Students will retrospectively examine Scottish Early Childhood policy milestones and will critically analyse Getting It Right for Every Child, The Early Years Framework, community development and planning as well as current initiatives such as A Blueprint for 2020: The Expansion of Early Learning and Childcare in Scotland and Closing the Attainment Gap. 

Students will examine the ecological systems, influences and diversities that can affect children’s lives. Perceptions of childhood in society and the importance of children’s rights and autonomy will be debated. Models of partnership and teamworking will be explored and students will be encouraged to lead their own critical examination into how partnership methods and approaches are practised by diverse professional teams; identifying some of the barriers and challenges of working with different agencies/expertise.

The module will analyse interprofessional collaboration in early childhood centres and students will apply principles of teamworking to their own practice in integrated working to build the capacities of individuals, families and communities. Students will evaluate their own innovative approaches towards building relationships with children, parents and staff and will be encouraged to reflect upon their own interprofessional development in relation to the MetaSkills/Graduate Attributes required within the ELC standard.

On successful completion of this module the student will be able to:

L1. LO1 Identify and examine the principles and terminology associated with UK social policy and explore the development of interprofessional practice in Early Learning and Childcare.

L2. LO2 Critically analyse the diversity of children’s lived lives and develop a broad, integrated knowledge of the benefits of building relationships with parents and involving them in the work and life of the early childhood setting.

L3. LO3 Draw upon a range of research to develop a critical understanding of the roles and responsibilities of the different agencies that can provide support to children and families.

L4. LO4 Use knowledge and understanding of theory, concepts and specialisms to develop and to critically evaluate their own interprofessional work-based practice within an Early Learning and Childcare setting.

Understanding the scope and defining features of Early Learning and Childcare and an integrated knowledge of its main areas and boundaries.
Critical understanding of a range of the principles, principal theories, concepts and terminology of Early Learning and Childcare practice and in particular, rights and responsibilities, integrated working and listening to children and families.

Carrying out routine lines of enquiry, development or investigation into professional problems and issues which may occur within the disciplines associated with Integrated Children’s Services.
Using a range of the principal professional skills, techniques, practices and/or materials associated with Early Learning and Childcare.

Using advanced skills, techniques, practices in teamworking, building relationships and listening to children and families.
Practising routine methods of enquiry and/or research into work-based practice.

SCQF Level 9
Critically evaluating evidence-based solutions to difficulties and routine problems and issues within an Early Years context.
Undertaking critical analysis, evaluation of, information and issues in Early Learning and Childcare.
Identifying and analysing routine professional problems and issues drawing on a range of sources in making judgements.

Using a wide range of routine skills and some advanced and specialised skills in support of established practices in Early Learning and Childcare sector for example: developing and implementing projects, working with parents.

Presenting or conveying, information on identified topics in Early learning and Childcare for a range of audiences.

Take continuing account of own and others’ roles, responsibilities and contributions in carrying out and evaluating tasks.
Exercising autonomy and initiative in some activities at a professional level in practice or in Early Learning and Childcare

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

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: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/

1.03

1. More than one assessment method can be used to assess individual learning outcomes.
2. 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.