FdA Early Childhood Studies

This module aims to provide a framework for developing professional and academic skills at the undergraduate level, while promoting an appreciation for the value of research, critical analysis, and reporting within the context of your programme specialism. It also supports the identification and development of a developmental approach to learning, as well as the professional skills necessary for employment. 

Assessment:

• Group presentation
• Reflective journal 

The early childhood sector is sensitive to change, and the sector is affected by political, environmental, social, technological, economic and legal (PESTLE) factors. The purpose of this module is to explore the professional competencies required by the practitioner working within early childhood settings.  You will explore key debates and trends within early childhood and examine the influence of policy and practice initiatives. You will develop a foundational knowledge of the sector in which they are practicing, or aim to practice in.  The module will examine and explore the professional standards and expectations, whilst leading students to create a portfolio evidencing their development of these skills required for the sector.  

Assessment:

• Placement visit and reflection
• Portfolio 

This module will develop your knowledge and understanding of the major traditional and contemporary theories, which underpin children’s holistic learning and development from conception to 8 years.  You will be given the opportunity to undertake observations of a child using appropriate observation methods. You will be encouraged to evaluate the effectiveness of the methods undertaken and explore the ethical and practical considerations, strengths and potential limitations. You will present strategies to support children’s development making clear links to relevant curricula documentation. The module includes making links between the observations and theoretical perspectives, which will support subsequent modules.  

Assessment:

• Report 

This module explores the key ideas and debates surrounding children and childhood from sociological, cultural and historical perspectives. You will examine how the social construction of childhood has evolved over time and across cultures to further their understanding and knowledge of children’s experiences.  In addition, you will examine and challenge, where appropriate, your own preconceived ideas, attitudes and values about childhood critically debating societal values and beliefs.  The module further aims to encourage you to look beyond the contemporary Western model of childhood towards the plurality of childhood experiences across time and space. Drawing on academic research, theories, policies and legislation you will discuss issues surrounding ‘the child’ and ‘childhood’ including children’s rights, poverty, family and crime and punishment.    

Assessment:

• Poster presentation 

This module aims to develop your understanding of the importance of play for children’s holistic development. You will explore historical, current and international perspectives of play, whilst considering how these both support and possibly contradict existing statutory and non-statutory guidance, policies and expectations within settings.  In addition, you will begin to explore the neuroscience behind play; looking at why the brain matters and developing their skills, as practitioners, to confidently explain the benefits of play for children, linked to the neuroscience behind it.  These two elements will strengthen your understanding of best practice within early childhood, allowing you to embed knowledge of theory into practice, whilst critically reflecting, to further expand and develop how to best support each child’s individual needs.  

Assessment:

• Essay
• Presentation 

This module is designed to further your knowledge and understanding of how best to meet the needs of children with additional needs when working in early childhood.  There will be a focus on defining what “additional needs” means and how practice can be adapted to best meet the needs of different children. There will be a consideration of special needs/special educational needs, with additional consideration given to other needs including but not limited to children in care, refugees, English as an additional language, health conditions, attachment disorder/trauma.  

You will explore the concept of inclusion and how this differs from integration, and the complexities of making this a success in early childhood. Diagnosis will be considered alongside current legislation and guidance and how effective this is in terms of meeting the needs of individual children and practicalities of putting this into practice.  You will be encouraged to explore a variety of strategies to differentiate your practice to support learning and development. You will also explore the importance of working effectively as part of a multi-agency team, in order to best meet individual needs.  

Assessment:

• Essay 

It is crucial that you have self-awareness and knowledge of professionalism and professional practice. This module aims to develop these skills highlighting the importance of effective communication and, the ability to work as part of a team.  You will critically examine the effectiveness of leadership and management within your settings in order to promote best practice, in turn positively impacting outcomes for all children.  As part of the portfolio, you will identify potential career paths and professional development opportunities. You will reflect upon your own employability skills and, plan for your career pathways, in line with sector standards.  

Assessment:

• Portfolio
• Placement visit 

In this module, you will explore the main pedagogical approaches and their impact upon children’s holistic development. You will have the opportunity to reflect upon your own pedagogy, whilst considering how societal norms or government policy may influence those choices.  

You will explore the importance of knowing each child as an individual and how strengthening this understanding will positively inform the practitioner’s ability to plan, create and deliver a resource, for a chosen child’s identified needs. You will explore enabling environments; inclusion, reflection and pedagogy, whilst building upon knowledge of the child’s brain and the importance of nurturing it, to positively support children's holistic development.  

Assessment:

• Essay
• Exhibition

All children experience change in various forms throughout their early life. This module aims to equip you with the necessary knowledge, understanding and empathetic approaches required to best support children's holistic development during these times.  

You will understand that children do not function in isolation from family or community and so, will consider the impact of transitions from a range of ecological spheres. You will draw on a range of frameworks including; anthropology, educational theory, creativity, philosophy, and psychology as well as newly emerging approaches and paradigms, to critically examine the impact of transition and how it can be best supported.     

A range of transitions will be identified and examined including but not limited to; starting in a setting, room/key stage moves, birth of a sibling, bereavement, separation/divorce, immigration/relocation.    

Assessment: 

• Essay  

Early years practitioners need to have a good understanding of all aspects relating to maintaining and encouraging children’s health and wellbeing from conception to age eight. You will explore prenatal factors as well as considerations of social determiners of health and how these impact on the lived experiences of babies and children. This includes, not only an awareness of both physical and mental health of the individual child but also the family and how these factors can impact on development in all areas.     

The importance of multi-disciplinary approaches combined with a holistic view of the child through health promotion and wellbeing will also be a key focus.  The module will encourage you to review how government initiatives and theoretical models can impact on the role of the early years practitioner and their ability to carry out health promotion activities.  

It is also imperative that you are fully aware of the ethical challenges that health promotion can present and therefore how professionals can work together to provide equality and diversity within your individual practice as well as your settings.   

Assessment:

• Presentation
• Evaluation 

This module is designed to enable you to further develop the learning and development skills introduced in the Professional and Academic Skills module at Level 4. It provides the opportunity for you to focus on practice-based research and evaluation skills.  

The module will develop an appreciation of methodological approaches and critical thinking skills appropriate to the subject area. Additionally, you will learn how to develop a research topic by applying the link between evidence and practice and will produce a literature review to support a proposed research proposal. This module will provide a foundation for further study and in practice.  

Assessment:

• Essay
•  Research proposal 

This module will enable you to further develop your knowledge and understanding of the vital role that they play in safeguarding children and families. The primary aim of this is for you to understand not just how to safeguard, but why, and how these practices have evolved. You will consider how the current system of safeguarding children has developed. There will also be a focus on how legislation has evolved and how the growth of diversity of faith, culture and the make-up of society has impacted upon safeguarding practices.   

You will examine the different signs and symptoms which demonstrate that abuse may have occurred whilst maintaining a focus on the importance of contextual safeguarding. There will be a strong focus on the impact of abuse and neglect, both in the short and long term. The vital role of the early childhood practitioner regarding safeguarding will be explored, with a focus on safeguarding procedures, practices, effective multiagency working and communication. You will be encouraged to reflect on your own feelings, attitudes and values around safeguarding, as well as assumptions and bias.  

Assessment:

• Professional discussion
• Exam