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Session: 2022/23
Last modified: 23/03/2022 12:42:48
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Title of Module: Children's Holistic Learning and Development |
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Code: EDUC07040 |
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: | TBC
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| Summary of Module |
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The module explores the construction of childhood and examines the underpinning theory of child development pre and post birth. In turn, the Pre-Birth to Three framework and early level frameworks will be investigated through the lens of psychological research, socio-cultural theory and developmentally appropriate practice (DAP). A particular emphasis will be placed on empowering children to become metacognitive.
Students will compare, contrast and evaluate the contribution of psychology towards understanding human development e.g. neuroscience, nature-nurture debate, cognition, language and learning, social and emotional elements - particularly looking at core theorists such as Moyles, Piaget, Vygotsky, Bruner, Bowlby, Chomsky and Nutbrown. Current Early Learning and Childcare frameworks will be explored and liked to this underpinning theory.
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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 an understanding of developmental theories relating to Early Learning and Childcare;
L2.
Compare and contrast theory and link to play, learning and development;
L3.
Acquire broad knowledge of the Scottish Government frameworks for children’s learning and the resulting expected practice;
L4.
Investigate some aspects of professional practice by drawing on the main psychological and learning theories and principles which underpin the frameworks; |
| 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.
Broad knowledge of Scottish Government frameworks, Pre-birth to six years, with detailed knowledge of assessment.
Broad knowledge of the theories of developmental psychology, with detailed knowledge of attachment and socio-cultural theory of learning.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Ethical observation of children in line with the everyday functioning of the setting with the purpose of progressing children’s learning and development.
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| Generic Cognitive skills |
SCQF Level 7.
Synthesis of ideas through writing reflective reports.
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| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Present data documenting children’s learning using observation schedules and other means of displaying data.
Communicate this information to children’s key workers and parents.
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| Autonomy, Accountability and Working with others |
SCQF Level 7.
Exercise some initiative and independence in carrying out defined activities supporting children’s learning.
Work, under guidance, with others to acquire an understanding of current professional practice.
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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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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.
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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:
Pound, L (2009) How Children Learn: Contemporary Thinking and Theorists. London: Step Forward Publishing.
Meggitt, C. (2012) Child Development: An Illustrated Guide. Oxford: Pearson.
Fabian, H., Mould, C ( 2009) Development and Learning for Very Young Children London: Sage Publications
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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 | S Henderson-Bone |
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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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The summative assessment for this module consists of a two-part assignment:
• Part A: A Poster presenting one main area of psychological or learning theory, and applying it to practice observed/undertaken in the work place. (40%)
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| • Part B A discursive essay displaying broad knowledge of psychological and learning theories which underpin the Scottish Government frameworks for children’s learning. (60%) |
(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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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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