Module Identifier |
ED10610 |
Module Title |
YOUNG CHILDREN LEARNING |
Academic Year |
2006/2007 |
Co-ordinator |
Mrs Gwenan M Owen |
Semester |
Semester 2 |
Course delivery |
Lecture | 10 Hours. |
|
Seminars / Tutorials | 5 Hours. |
|
Practical | 2 half-day visits |
Assessment |
Assessment Type | Assessment Length/Details | Proportion |
Semester Exam | 2 Hours | 60% |
Semester Assessment | Continuous Assessment: Assignment of 2, 000 words | 40% |
|
Learning outcomes
On the successful completion of this module, students should be able to demonstrate:
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an awareness of contemporary issues in pre-school and infant education.
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an understanding of the needs and requirements of the developing young child (i.e. in pre-school and infant settings)
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an understanding which will provide an useful foundation for any student who embarks on a career in the care or education sector
-
communication skills through written assignments and oral presentation during seminar sessions
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an ability to experiment with a sample of observational techniques and in so doing, become aware of the suitability, strengths and weaknesses of the varying techniques.
Brief description
This module is divided into two parts:
The first part relates to the "Pre-School Setting" (3-5 year old child) and involves a discussion of the different types of provision, the nature of the pre-school learning environment, the importance of play, the role of supporting agencies and the importance of the document entitled "The Desirable Learning Outcomes for Children's Learning Before Compulsory School Age" in the young child's development.
The second part relates to the "Infant Setting" (5-7 year old child) and involves a discussion of the relevant part of the "National Curriculum" the nature of the learning environment and the relevance of the "Code of Practice, Identification and Assessment of Special Needs" document within this context.
In addition to the lectures each student will make one visit (i.e. two half days) to a local playgroup or a nursery to experience and observe children at play. This practical visit is an important element within the course, illustrating many of the aspects covered in the course.
Aims
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To make students aware of the numerous factors which relate to the young child in the home, the community and the pre-school group.
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To make students aware of relevant legislation and curriculum requirements pertaining to the education of the younger child.
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To introduce students to a sample of observational techniques which can be utilised during the two half day visits to the pre-school setting.
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To enable students to examine and analyse the concept of play and the nature of the learning environment in the pre-school and infant setting.
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To enable the students to examine the relevant legislation pertaining to young children with special educational needs.
Content
The following topics will be discussed:
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An historical overview - the development of pre-school education - relevant legislation and key players. Video - "An invitation to play" Wales PPA Cymru.
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Different forms of pre-school provision, voluntary, statutory and private. Differences in style, emphasis and organisation, parental involvement and provision for special needs.
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The Desirable Outcomes and the Early Learning Goals - the implications for the Early Years Programme.
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The organisation of a pre-school session, free and structured play activities needed to meet different ages, stages, background and experience of the children, the ratio of, and role of adults, involving the community.
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The development of early literacy - linguistic development and the use of language, books, rhymes and stories, early reading and early writing experiences.
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The development of the child's understanding of the world - recognising features of the local environment, distinctions between past and present, communicating their findings by various means such as talk, pictures or simple charts and designing, making and using assembled materials and components.
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The infant curriculum - with reference to the National Curriculum Criteria. The relevance of the integrated approach to enhance learning, developing attitudes, skills and concepts.
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Preparation for pre-school visit, simple observation of children at play - talking and relating to young children and contributing to the play situation.
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Establishing links with supporting agencies e.g. NSPCC, Chidl Welfare, social services, child psychologist, working in partnership as specified by the Children Act of 1989.
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Focusing on the Code of Practice - catering for the child with special needs, physical, emotional and intellectual within pre-school settings, mainstream classrooms and special units/schools. An examination of resources, classroom organisations and the relevant sections of the National Curriculum.
The following aspects will be targeted in seminars:
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Getting to know one another - recalling own pre-school experiences.
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Exploring the characteristics of an effective infants' teacher.
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Catering for children with special needs.
Reading Lists
s
** General Text
Starting with Quality. Report of the committee of enquiry into the quality of the educational experiences offered to 3 and 4 year olds - chaired by Angela Rumbold.
HMSO
The Children Act Vol 2 - Family Support, Day Care and Educational Provision for Young Children.
HMSO
ACAC (1996) Desirable Outcomes for Children's Learning Before Compulsory School Age
BRUCE, T (1992) Early Childhood Education
Hodder & Stoughton
BRUCE, T (1992) Time to Play in Early Childhood Education
Hodder & Stoughton
BRUCE, T and MEGGITT, C (1999) Child Care and Education
2nd edn.. Hodder and Stoughton
CLEAVE, A, JOWETT, S & BATE, N And So To School
NFER Nelson
DONALDSON, M, GRIEVE, R & PRATT, C Early Childhood Development and Education
Basil Blackwell
DRURY, R, MILLER, L & CAMPBELL, R (2000) Looking at Early Years Education and Care
David Fulton
MOYLES, J R (1989) Just Playing? The Role & Status of Play in Early Childhood Education
Open University Press
QCA (1999) Early Learning Goals (on entering compulsory education)
RODGER, R (1999) Planning an Appropriate Curriculum for the Under Fives
David Fulton
TIZARD, B and HUGHES, M (1984) Young Children Learning
Fontana
Books
** Essential Reading
Department of Health The Children Act : guidance and regulations. Vol. 2 : Family support, day care and educational provision for young children.
H.M.S.O.
** Recommended Text
Bruce, Tina Time to Play in Early Childhood Education
Hodder 0340538783
** Supplementary Text
Desirable Outcomes for Children's Learning Before Compulsory School Age
edition 2r.e.. Curriculum & Assessment Authority for Wales 1861122284
Bruce, Tina Child Care and Education
edition 3r.e.. Hodder & Stoughton Educ. 0340846283
Bruce, Tina Early Childhood Education
edition 2r.e.. Hodder 0340701757
Cleave, Shirley And So to School
NFER-Nelson Pub.Co. 0856332453
Donaldson, Margaret Early childhood development and education : readings in psychology
Blackwell 0631133623
Drury, Rose Looking at early years education and care
David Fulton
Rodger, Rosemary Planning an Appropriate Curriculum for the Under Fives
edition 2r.e. of. D.Fulton Publrs. 1853469122
Tizard, Barbara Young Children Learning
Fontana 0006368239
Web Page/Sites
** General Text
Moyles, Janet R. Just Playing?
Open U.P. 033509564X
Notes
This module is at CQFW Level 4