BA (Hons) Early Childhood Education and Care

The Independent Learner

20 Credits

(Compulsory)

This module supports the transition to studying in a Higher Education environment. Generic key transferable skills, such as communication, information technology, problem-solving, working with others, and improving one’s own learning, will be introduced and practiced. Links will also be made to other modules being studied in semester one, namely, The Developing Child and Constructs of Childhood in order to provide an early childhood context to the module. The nature and demands of becoming a successful university student will be analyzed with reference to the role played by a directed and self-directed study on a university course, with the care of self-being emphasized, using seminal theory to support individual perspectives. Students will audit their own skills, identify aspects that need improving and devise plans for self-development in those areas.

The Developing Child

20 Credits

(Compulsory)

This module will develop students’ knowledge and understanding of babies' and young children’s development, learning, and care. The module will focus on physical, cognitive, brain, language, social, and emotional aspects of development. Students will also consider the importance of holistic development and care with reference to the work of Bronfenbrenner. The students will explore a variety of theories of learning and development and consider the implications of these for educational practice and care in relation to the current Early Years Curriculum. Key theorists explored include Piaget, Bronfenbrenner, Bruner, Vygotsky, Skinner, Chomsky, and Wood among others. We will also investigate individual factors that impact on child development such as culture, health, transition, attachment, and environmental factors. It will consider the idea of learning as a social process. The role of the Early Years practitioner will be discussed in relation to observing, supporting, and caring for the developing child.

Constructs of Childhood

20 Credits

(Compulsory)

Childhood is defined largely through the attitudes, beliefs, and values of particular societies at particular times. Using a multi-disciplinary approach, this module will promote an understanding of how childhood has changed or is different and continues to be socially constructed. This leads to a number of contested discourses for example: Romantic, Puritan, Utilitarian and Developmental which continue to influence policy and practice in the Early Childhood context. This module will also make reference to students' own experiences of childhood and will explore how this, alongside other constructs, is influenced and represented through a variety of means such as media imagery, children’s literature, and artifacts from a range of sources. Students will be encouraged to consider the potential implications for their practice in Early Childhood in respect of dominant discourses around childhood for example the emphasis on children’s ‘care and protection’ in the dominant romantic discourse.

Play Matters

20 Credits

(Compulsory)

This module provides an introduction to thinking about play. Play is a contested concept for which there is no one agreed definition. Many theorists are able to discuss what some of the features of play are or are not. In this module, we will look to consider what constitutes play and why it is key to early learning. We will investigate what constitutes a play environment and how it can be used as a vehicle for learning, curriculum, and assessment. It will provide an introduction to some of the key theorists and pioneers and their influence and the role of the adult will be explored in play in terms of fostering caring and supportive relationships, planning, facilitating, and assessing. Students will also undertake a setting visit to explore how play supports children’s learning in practice.

Family and Transitions

20 Credits

(Compulsory)

This module will encourage students to explore the structure and diversity of families. It will consider the policy and practice context relating to the care and education of children and the importance of working in partnership with families as highlighted within reports such as ‘Starting Strong’ (OECD 2012). It will also explore models of partnership working to support a range of transitions that children and their families experience such as: starting nursery; school readiness; family bereavement and loss and changes in family structure. How practitioners might work with families and children to mitigate the impact of life changes will also be considered.

The Early Childhood Context

20 Credits

(Compulsory)

Since the late 1990s, Early Childhood has been identified as an area of special interest for successive governments who have identified this period of a child’s life as providing an opportunity to have a significant impact on their progress in education, care, and general well-being as well as presenting the opportunity to tackle child poverty, social exclusion, and safeguarding issues. In light of this Early Childhood has seen an unprecedented level of social policy reform and developments in the way in which practitioners engage with children. This module will therefore begin to explore the nature of these developments in terms of the underlying philosophies and political ideas which have helped to shape the Early Childhood context in the UK. It will also seek to locate this approach to engaging with children in Early Childhood in a broader international context in order to encourage students to begin to understand and locate their own position in terms of the underlying philosophical and political values. It will begin to locate the significance of public and private values in terms of services for children and families. This module will provide a foundation for future modules where students will be expected to consider their own position in respect of working with children and families in Early Childhood.

Professional Practice in Early Childhood Contexts

40 Credits

(Compulsory)

This double module provides students with an opportunity to explore the concept of quality practice with the content being framed around the standards for the Early Years Educator (NCTL, 2013) and the Early Years Foundation Stage Framework (DfE 2017). The module also requires students to work alongside professional practitioners in Early Years settings/schools/organizations to further develop their knowledge, skills, and competence in working in practice with children, families, and other professionals. Students will be required to identify and attend an appropriate setting/school/organization locally, or internationally, agreed in negotiation with the student, the tutor, and the setting, in order to experience, participate in and develop competence in a range of tasks associated with education and care in an Early Years setting/school/organization. Alongside the practical experience, students also attend taught sessions around aspects of Quality Practice in Early Childhood Education and Care. Settings are provided with information in the form of an Employer Handbook which provides information on all aspects of the Placement including the aims of the placement, the role of the setting in supporting the students, information as to what students need to undertake whilst on placement and contact details of tutors. Students also have access to a handbook that includes information as to the purpose of placement, their role in terms of professional conduct, and an overview of the taught sessions and the assessment.

Safeguarding Children and Families

20 Credits

(Compulsory)

The issue of safeguarding children has come into sharp focus as a result of high-profile public inquiries detailing significant failings and as such recent governments have sought to reassure the public that they have the capacity to address these issues. As a consequence, policy reforms have broadened the responsibility for safeguarding children in terms of both prevention and protection to incorporate the whole children's workforce with an emphasis on the importance of collaborative working. There have also been ongoing debates in respect of the role of state intervention and the privacy of the family. This module focuses on the care of children and protecting them from harm and the responsibilities of ECEC practitioners in safeguarding children's welfare. It aims to explore some of the complex issues involved in safeguarding children and the interventions designed to drive this agenda. It will provide students with an exploration of the historical and political context that has served to shape current policy and practice. Specific attention will be given to exploring the social and cultural notions of neglect and abuse, and the impact that abuse can have on the lives of children and their families. Key child abuse inquiries will be examined to analyze common themes and issues in respect of the failure of child protection systems, policies, and practices to safeguard children and young people. Students will explore current policy and legislation and its implications for practice for all those working with children and their families. A clearer understanding will be gained of the different roles and responsibilities of those working in the area of safeguarding children.

Inclusive Practice and Human Rights

20 Credits

(Compulsory)

Children, parents, and educators have the right to good quality care and education in early childhood services which is free from any form of overt and covert, individual and structural discrimination due to their race, color, sex, language, religion, political or another opinion, national, ethnic or social origin, property, disability, birth or another status (Equality and Human rights commission. Article 2). This module will cover all the above elements as the Early Years are logically and practically a good place to start fostering children’s identities and to raise positive awareness of diversities. A range of key policies and legislation will be drawn on whilst exploring critical perspectives around children’s rights (UNCRC) and challenging dominant thinking of key principles such as dignity, fairness, equality, respect, power, and autonomy. Identity and difference in the broadest sense will be explored and examined, celebrating children’s multilingual skills and highlighting the basic rights and freedoms of children and their families. This module will further examine the tools and strategies that support the inclusion and care of children within practice and society who have a wide range of disabilities or further needs. This will be explored through the context of research, policy, and legislation. Implications for the Early Years Practitioner working with children, families, and multi-agency teams will be critically examined.

Engaging with Research

20 Credits

(Compulsory)

This module aims to develop student’s knowledge and understanding of research methodology and specific research terminology. It critically analyses the importance of research design, focusing on key aspects required for undertaking small-scale research studies. It addresses ethical principles, examines the role and responsibilities of the researcher, and identifies issues for management and organization. It enables students to access, compare and critically analyze academic research, and ascertain how this impacts practice. This module is significant in developing students’ knowledge, skills, and understanding for their Dissertation in year 3.

Developing Early Learning

20 Credits

(Optional)

This optional module will provide an option for students wishing to develop their knowledge, skills, and understanding of supporting children’s learning. It will explore a variety of learning theories, including learning as a social process, and the policy requirements of the Early Years Curriculum. The module will explore key areas of learning within the curriculum from a practical and theoretical positioning and will make reference to inclusive practice such as supporting children with EAL and learning difficulties. The role of the adult will be a key element within this module in terms of reflecting on, facilitating, observing, assessing, and planning for children’s learning. It will also consider the interplay between care and learning. Students will have the opportunity to produce and evaluate a specific resource created to support children’s learning.

Health and Wellbeing

20 Credits

(Optional)

This module will provide an optional pathway for students wishing to develop their knowledge, skills, and understanding of health and well-being topics relevant to the early years. Students will explore a historical overview of the NHS and explore Child Health policy in the UK. Students will critique and debate theoretical and ethical issues of topics such as mental health, healthy eating, and health promotion. Students will also consider factors influencing children’s health and well-being, for example, poverty, culture, and socioeconomic factors. They will explore a variety of strategies to support and care for children with specific health issues including developing resilience, attachments, positive relationships, and physical activity.

International Comparisons of Children’s Services

20 Credits

(Optional)

This module is available to students undertaking a work placement in another country. It is taken in conjunction with and will run parallel to ECU518 Professional Practice in Early Childhood Contexts. The module will focus on aspects of comparative education and care between England and the country in which the student is undertaking placement. This module may also be suitable for international students studying at Newman who may wish to compare children’s services in England with that of their country of residence.

Introduction to the Teaching Profession

20 Credits

(Optional)

The purpose of this module is to inspire students to embark on a professional career in teaching and provide them with the knowledge and skills required to progress to a teacher education program. In particular, it offers to students the opportunity to develop an appreciation of the personal and professional values and attributes underpinning the profession, as well as to understand teachers’ professional roles and responsibilities. This module will support students to begin to develop professional knowledge and understanding across the compulsory school age ranges, in a variety of learning settings. This module enables vocational learning and progression in Higher Education providing opportunities for students to develop confidence and belief in their potential, together with an increased awareness of the professional career options open to them. This module is designed specifically to promote highly skilled, graduate-level employability by supporting aspirant student teachers to progress onto a PGCE. It provides valuable, practical insights into the application processes for the various professional routes into the teaching profession.

Dissertation

40 Credits

(Compulsory)

This double module aims to enable students to identify a specific issue or area of interest to investigate for their research study. It will enable students to examine the aspect in depth through an empirical study. It requires students to identify and apply an appropriate research design, address ethical principles, and employ systematic research procedures. Students will present and analyze their findings with critical reflection on their research question, methodology, management, and organization and analyse the limitations of their study. They will identify the implications for policy and practice in the field of early childhood education and care.

Leadership and Management in Early Childhood Education and Care Settings

20 Credits

(Compulsory)

This module provides students with the opportunity to gain a critical understanding of the current issues facing leaders and managers within Early Childhood Education and Care setting settings in England, with a particular focus on the management of change and multi-agency and multi-professional (integrated) partnership-working. This will involve analysis of a range of skills, knowledge, and understanding concerned with team membership, management, and leadership as well as pertinent theories to support becoming an effective leader within early years and care settings. Seminal and contemporary theoretical perspectives and research on leadership and management will be presented and analyzed in order to increase students’ understanding and appreciation of the roles and values of practitioners from different professional cultures. Students will also participate in activities that will enable them to learn from their own and others’ experience of leadership and management in practice in order to develop their own leadership and management strengths.

Social Policy: Rhetoric and Reality

20 Credits

(Optional)

This optional module will develop the social policy themes introduced at levels four and five with particular reference to the foundation provided in module ECU416 ‘The Early Childhood context’. This module considers all aspects of social policy that impact ECEC practice and as such makes significant reference to social care policy and the issues of meeting the care needs of children who experience poverty/social exclusion. It is designed to engage students in the critical analysis of current social policy at both, local, national, and international levels and critically examine its impact on Early Childhood services. Students will be encouraged to critically reflect on the impact of political ideology on government intentions for social policy, and how such intentions serve to shape practice. Social policy across all sectors of the welfare state will be explored, as will some of the challenges of working within an uncertain and constantly changing policy landscape. Students will be encouraged to consider the development of social policy in terms of both personal and public values, and critically reflect on their involvement in this process. Alternative models of social policy provision, and the ideological context of these models, will be utilized for critical reflection, discourse, and debate.

Discourses of Education

20 Credits

(Optional)

This optional module is aimed at students who wish to progress to an educational or teaching role after completing their degree. It will begin by exploring personal ideologies around the nature and purpose of education. Students will be encouraged to debate issues such as curriculum, assessment, learning, and teaching which are discourses in the educational field in the UK, and explore international comparisons. It will encourage students to critically analyze these and reflect upon their own impact on educational settings and the education and care of the child. It will encourage students to be reflective practitioners and be politically aware of discourses around education.

New Beginnings: Working with the Under-Fives and their Families in a Multi-Agency Context

20 Credits

(Compulsory)

Since 2001 UK governments have committed to the care and education of the youngest children in our society. There are a number of contentious issues in the study of children from birth to five. This module discusses and debates the issues which surround this important period of a child’s development. It explores and critically analyses how practitioners who work with very young children can work together with babies, families, and other service providers to give young children the best start to life, based on an ethic of care (Noddings, updated 2013). Students will explore a range of services and agencies, within multi-agency provision; the regulations and laws that constrain them, and the issues that arise from the provision of services. Care and education of children from conception to five is also viewed internationally as a key factor in the support of families and is considered to be vital to a country’s development, in western and non-western cultures. This module focuses on the professional practice of those working for agencies in, or related to children and young people’s services, and will explore relevant policy and practice development debating these and other issues which surround this important period of a child’s development. It explores and critically analyses how practitioners who work with very young children can work together with babies, families, and other service providers to give young children the best start to life.

Critical Reflections on Early Childhood Education and Care

20 Credits

(Optional)

This student-led optional module will explore and critically analyze a range of contemporary issues at both national and international levels, relevant to the field of early year education and care. These may include issues relating to curriculum design and pedagogy, learning in contemporary culture, the impact of international perspectives, defining quality, the role of assessment in children’s learning, the balance between education and care, and transitions. It will critically examine “good practice” in the light of contemporary understanding of research, policy, and practice, and will enable students to reflect critically upon the issues discussed. Students will develop their own curriculum for this module and have ownership of the VLE. Through this student-led approach we will consider the importance of listening to all voices as a model for working with children. The module will also explore the ideas of action and reflection linked to students’ future practice.

Inclusive Practice: SEND

20 Credits

(Optional)

This optional module will explore the philosophical and educational debates around the inclusion of children with additional learning needs and disabilities in mainstream settings in England It will provide the opportunities to critically explore the historical perspectives of Inclusion but also examine how this is currently portrayed within the media past and present. This module will further consider the issues for practitioners in supporting children and families, within the wider global context of human rights. It also examines the dominant voices of society around disability and allows for critical consideration of the impact of this on children and families.