|Delivery Type||Delivery length / details|
|Field Trip||2 x 6 Hour Field Trips|
|Seminar||9 x 1 Hour Seminars|
|Lecture||10 x 2 Hour Lectures|
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Assignment Essay of 1200 words||30%|
|Semester Assessment||Portfolio Portfolio based on observation (DBS required) - 2800 words OR if no DBS, 2000 words on role of adult, analysis in practice 800 words from video (video available two weeks before submission).||70%|
|Supplementary Assessment||Resit Assignment Essay of 1200 words. All failed elements of the assessments must be retaken if the students average mark falls below the required pass mark of 40 %.||30%|
|Supplementary Assessment||Resit Assignment All failed elements of the assessments must be retaken if the students average mark falls below the required pass mark of 40 %||70%|
On successful completion of this module students should be able to:
Demonstrate an effective knowledge and understanding of how young children learn and the appropriate methods of teaching them.
Critically evaluate all aspects of learning and teaching methods suitable for young children.
Form coherent arguments in discussing issues related to young children learning.
Demonstrate a competent use of relevant source material.
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.
Lecture 1: An historical overview - the development of pre-school education - relevant legislation and key players. Video - "An invitation to play" Wales PPA Cymru.
Lecture 2: Different forms of pre-school provision, voluntary, statutory and private. Differences in style, emphasis and organisation, parental involvement and provision for special needs.
Lecture 3: The Desirable Outcomes and the Early Learning Goals - the implications for the Early Years Programme.
Lecture 4: 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.
Lecture 5: The development of early literacy - linguistic development and the use of language, books, rhymes and stories, early reading and early writing experiences.
Lecture 6: 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.
Lecture 7: The infant curriculum - with reference to the National Curriculum Criteria. The relevance of the integrated approach to enhance learning, developing attitudes, skills and concepts.
Lecture 8: Preparation for pre-school visit, simple observation of children at play - talking and relating to young children and contributing to the play situation.
Lecture 9: Establishing links with supporting agencies e.g. NSPCC, Child Welfare, social services, child psychologist, working in partnership as specified by the Children Act of 1989.
Lecture 10: 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.
Seminars are based on the following:
Seminar 1: Getting to know one another - recalling own pre-school experiences.
Seminar 2: Play
Seminar 3: Foundation Phase in Wales I
Seminar 4: Foundation Phase in Wales II
Seminar 5: Organising a pre-school session
Seminar 6: Literacy Skills
Seminar 7: History and geography in the Infant Curriculum
Seminar 8: Pre-School visits
Seminar 9: An effective Infants Teacher
Seminar 10: Catering for children with special needs.
|Skills Type||Skills details|
|Application of Number||Occasional descriptive statistics in lectures and sources.|
|Communication||Communication techniques are a vital element throughout lectures and seminars. Spoken communication throughout seminar activities. Written communication throughout written assessment.|
|Improving own Learning and Performance||Seminar activities and feedback from assessed work.|
|Information Technology||Students are encouraged to word process assignments.|
|Personal Development and Career planning||Opportunity to observe in a pre-school setting.|
|Problem solving||An essential element in the process of critical assessment.|
|Research skills||Bibliographic searches.|
|Subject Specific Skills||How children learn.|
|Team work||Seminar activities provide many opportunities for team work, including group presentations and debates.|
This module is at CQFW Level 4