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Session: 2022/23
Last modified: 23/03/2022 13:45:14
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Title of Module: GA Intro Early Childhood Philosophy&Practice |
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Code: EDUC07038 |
SCQF Level: 7
(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: | K
Mohammed |
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| Summary of Module |
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This module focuses on developing students’ knowledge of early childhood philosophy and practice, including significant influences in the development of policy and practice on early childhood and current trends in the early childhood curriculum. Students will: examine the concept of an early childhood philosophy; consider what is meant by an early years pedagogical model and related ‘whole child concept’; explore child-centred, developmentally appropriate and inclusive practice. Students will consider the effects of the ‘hidden curriculum’ on the development of the young child.
Historical perspectives such as those of Froebel, Steiner, Montessori, Issacs and McMillan will be considered as well as contemporary ideas of Bruce, Sylva, Donaldson, Tough and Katz. Consideration will also be given to the development of some international early childhood curriculum programmes and initiatives such as High/scope, Te Whariki and Reggio Emilia.
The aims and objectives of current early childhood frameworks including Building the Ambition, Pre-birth to 3 and Curriculum for Excellence will be investigated from the perspectives of both the learner and practitioner. Students will be given the opportunity to explore how policy, practice and strategies support the early childhood curriculum. Students will be directed to investigate resources available to support practitioners in their implementation of the curriculum.
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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 knowledge and understanding of early childhood philosophy.
L2.
Identify historical and contemporary perspectives that have influenced the development of early childhood philosophy.
L3.
Describe the themes and characteristics of curriculum frameworks in early childhood.
L4.
Demonstrate an understanding of curriculum policy, practice and strategies that support the early childhood curriculum. |
| 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 7.
An awareness of childhood philosophy which influences practice.
Understanding a range of core theories, principles and concept related to child development, curriculum and practice. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Carry out routine lines of enquiry, development and investigation, applying knowledge gained to practice within the work-place. |
| Generic Cognitive skills |
SCQF Level 7.
Use and begin to evaluate a range of approaches to evidence based solutions. |
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Present and evaluate arguments, information and ideas that relate to childhood philosophy, early childhood education and practice. |
| Autonomy, Accountability and Working with others |
SCQF Level 7.
Exercise autonomy and initiative in some activities at a professional level to promote children’s experiences. |
| 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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Use of VLE, Interactive Whiteboards, on-line tutor/student led discussions, individual and group tasks. Workshops and student-led seminars, group-work, role-play, presentations, problem based learning, will be used to develop student learning.
Formative and summative assessments will be used including such instruments as presentations and work based learning. Student handbooks, and other detailed material made available to students, will give
more specific information on the particular learning and teaching methodologies, and combinations of these methodologies, to be used for timetabled student sessions. This will clarify for students both their expectations for timetabled sessions, and their expectations for the overall balance of learning and teaching methodologies to be used during the module. |
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) |
| Lecture/Core Content Delivery | 36 |
| Work Based Learning/Placement | 100 |
| Independent Study | 64 |
| 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:
Bruce, T. (2015) Early Childhood Education (5th Ed) London. Hodder Education
Dowling, M. (2014) Young children's personal, social and emotional development. 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:
In line with the Academic Engagement and Attendance 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 Moodle, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance procedure
For the purposes of this module, academic engagement equates to the following:
It is expected that students will attend all scheduled classes or participate with all delivered elements as part of their engagement with their programme of study. Please refer to UWS Regulation 5.3.6. Low attendance at classes (absence for more than 2 sessions) can result in withdrawal from the module. |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Childhood Studies/Practice |
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| Moderator | TBC |
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| External Examiner | I Birnie |
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| Accreditation Details | |
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| Version Number | 1.02 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| A 2000 word essay exploring the influences on current early childhood curriculum frameworks. Students will describe what is meant by an Early Years pedagogical model. Students will demonstrate knowledge of historical and contemporary perspectives, relating this to current policy and practice in the Early Years sector. (100%) |
(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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UWS Equality and Diversity Policy
In line with current legislation (Equality Act, 2010) and UWS Equality Scheme (2010-13) the School of Education encourages the disclosure of additional / enabling support requirements (including disability) throughout recruitment, selection and throughout the duration of this module. The School of Education strives to ensure equality and diversity in the recruitment of students to this programme, irrespective of socio-economic background, age, gender, race, disability, religious and/or sexual orientation.
Emphasis is placed on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced. Flexibility and anticipatory adjustments in teaching and learning strategies and assessment facilitate inclusiveness will be incorporated within the modules. Students are actively encouraged to engage in wider university services such as Enabling Support Tutors.
The modules associated with the programme are appropriate for all students irrespective of ethnicity, disability, age, gender, socio-economic background, religious and sexual orientation and actively promote inclusive practice procedures. All modules have on-line Moodle presence and staff use a range of learning and teaching approaches to meet the learning students and needs, ensuring accessibility.
Within the programme, quality of care, inclusiveness and employability are achieved by:
Provision of a welcoming and supportive culture that promotes accessibility and equal opportunities to prospective students and employees;
Promotion of confidence and knowledge of their rights as a student and employee;
Promotion of respect and knowledge of client diversity, their needs, rights and the associated practitioner responsibilities.
The above aims, supported by staff belief in fairness and equal opportunities, guide programme and module content, teaching and learning, assessment and evaluation.
Disability disclosure is encouraged throughout recruitment, selection and throughout the duration of the module. Emphasis is placed on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced.
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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