| Module Identifier |
ED11620 |
| Module Title |
YOUNG CHILDREN LEARNING |
| Academic Year |
2007/2008 |
| Co-ordinator |
Mrs Rosemary O Cann |
| Semester |
Semester 2 |
| Other staff |
Mrs Ffion M Hoare, Miss Sioned Williams, Mrs Rachel Parker |
| Course delivery |
Lecture | 15 Hours |
| |
Seminars / Tutorials | 5 Hours. |
| |
Practical | 2 half-day visits |
| Assessment |
| Assessment Type | Assessment Length/Details | Proportion |
|---|
| Semester Exam | 2 Hours Examination two hour written examination, two questions | 60% |
| Semester Assessment | Bibliography Continuous assessment: bibliography exercise of 1000 words | 15% |
| Semester Assessment | Essay Continuous Assessment: Assignment of 2, 000 words | 25% |
| Supplementary Exam | 2 Hours Supplementary Exam New examination paper
Two hour written examination, two question | 60% |
| Supplementary Assessment | Supplementary Bibliography New bibliography title
Bibliographical exercise of 1000 words | 15% |
| Supplementary Assessment | Supplementary Assignment New assignment question
1 essay of 2000 words | 25% |
|
Learning outcomes
On the successful completion of this module, students should be able to demonstrate:
-
Demonstrate an effective knowledge and understanding of how young children learn and the appropriate methods of teaching them.
-
Demonstrate an ability to critically evaluate all aspects of the module content.
-
Demonstrate an ability of forming coherent arguments in discussing issues related to young children learning.
-
Demonstrate a competent use of relevant source material.
Brief description
The following topics will be discussed:
-
An historical overview - the development of pre-school education - relevant legislation and key players. Video - "An invitation to play" Wales PPA Cymru.
-
Different forms of pre-school provision, voluntary, statutory and private. Differences in style, emphasis and organisation, parental involvement and provision for special needs.
-
The Desirable Outcomes and the Early Learning Goals - the implications for the Early Years Programme.
-
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.
-
The development of early literacy - linguistic development and the use of language, books, rhymes and stories, early reading and early writing experiences.
-
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.
-
The infant curriculum - with reference to the National Curriculum Criteria. The relevance of the integrated approach to enhance learning, developing attitudes, skills and concepts.
-
Preparation for pre-school visit, simple observation of children at play - talking and relating to young children and contributing to the play situation.
-
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.
-
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:
-
Getting to know one another - recalling own pre-school experiences.
-
Exploring the characteristics of an effective infants' teacher.
-
Catering for children with special needs.
Aims
The following topics will be discussed:
-
An historical overview - the development of pre-school education - relevant legislation and key players. Video - "An invitation to play" Wales PPA Cymru.
-
Different forms of pre-school provision, voluntary, statutory and private. Differences in style, emphasis and organisation, parental involvement and provision for special needs.
-
The Desirable Outcomes and the Early Learning Goals - the implications for the Early Years Programme.
-
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.
-
The development of early literacy - linguistic development and the use of language, books, rhymes and stories, early reading and early writing experiences.
-
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.
-
The infant curriculum - with reference to the National Curriculum Criteria. The relevance of the integrated approach to enhance learning, developing attitudes, skills and concepts.
-
Preparation for pre-school visit, simple observation of children at play - talking and relating to young children and contributing to the play situation.
-
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.
-
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:
-
Getting to know one another - recalling own pre-school experiences.
-
Exploring the characteristics of an effective infants' teacher.
-
Catering for children with special needs.
Content
The following topics will be discussed:
-
An historical overview - the development of pre-school education - relevant legislation and key players. Video - "An invitation to play" Wales PPA Cymru.
-
Different forms of pre-school provision, voluntary, statutory and private. Differences in style, emphasis and organisation, parental involvement and provision for special needs.
-
The Desirable Outcomes and the Early Learning Goals - the implications for the Early Years Programme.
-
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.
-
The development of early literacy - linguistic development and the use of language, books, rhymes and stories, early reading and early writing experiences.
-
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.
-
The infant curriculum - with reference to the National Curriculum Criteria. The relevance of the integrated approach to enhance learning, developing attitudes, skills and concepts.
-
Preparation for pre-school visit, simple observation of children at play - talking and relating to young children and contributing to the play situation.
-
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.
-
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:
-
Getting to know one another - recalling own pre-school experiences.
-
Exploring the characteristics of an effective infants' teacher.
-
Catering for children with special needs.
Reading Lists
Books
** General Text
Hanko, Gerda. (1985.) Special needs in ordinary classrooms :an approach to teacher support and pupil care in primary and secondary schools /Gerda Hanko.
Basil Blackwell 063114496X
Warnock, Mary. (1978.) Meeting special educational needs :a brief guide by Mrs Mary Warnock to the report of the Committee of Enquiry into Education of Handicapped Children and Young People /[for the] Department of Education and Science [and] Scottish Education Department [and] Welsh Office.
H.M.S.O. 0112704786SD
** Recommended Text
(1983.) Early childhood development and education :readings in psychology /edited by Margaret Donaldson, Robert Grieve and Chris Pratt.
Blackwell 0631133623
(1992.) Getting the Act together :provision for pupils with special educational needs ; a management handbook for schools and local education authorities /Audit Commission and Her Majesty's Inspectorate.
HMSO 0118860925
(1990.) Starting with quality :the report of the Committee of Inquiry into the quality of the educational experience offered to 3 and 4 year olds, chaired by Angela Rumbold.
H.M.S.O. 0112707211
Bruce, Tina. (2005.) Early childhood education /Tina Bruce.
Hodder Education 0340889721PBK
Bruce, Tina. (1987.) Early childhood education /Tina Bruce.
Hodder and Stoughton 0340407352
Bruce, Tina. (1997.) Early childhood education /Tina Bruce.
Hodder & Stoughton Educational 0340701757
Bruce, Tina. (1991.) Time to play in early childhood education /Tina Bruce.
Hodder & Stoughton 0340538783
Cleave, Shirley. (1982.) And so to school :a study of continuity from pre-school to infant school /Shirley Cleave, Sandra Jowett, Margaret Bate.
NFER-Nelson 0856332453
Moyles, Janet R. (1989.) Just playing? :the role and status of play in early childhood education /Janet R. Moyles.
Open University Press 033509564X
Tizard, Barbara. (c2002.) Young children learning /Barbara Tizard and Martin Hughes ; with a new foreword by Judy Dunn.
Blackwell Pub. 0631236155PBKALKPAPER
Tizard, Barbara. (1984.) Young children learning :talking and thinking at home and at school /Barbara Tizard and Martin Hughes.
Fontana 0006368239
Web Page/Sites
(2001) Code of Practice on the Identification and Assessment of Special education Special Educational Needs - Code of Practice http://www.teachernet.gov.uk/_doc/3724/SENCodeOfPractice.pdf
(1996) Desirable Outcomes for Children's learning before compulsory school age http://www.accac.org.uk/uploads/documents/110.pdf
ACAC
Notes
This module is at CQFW Level 4