|| ED10610 |
|| YOUNG CHILDREN LEARNING |
|| 2001/2002 |
|| Mrs Gwenan Owen |
|| Semester 2 |
| Course delivery
|| Lecture || 10 Hours |
|| Seminars / Tutorials || 5 Hours |
|| Practical || 2 half-day visits |
|| Continuous assessment || Assignment of 2, 000 words || 40% |
|| Exam || 2 Hours || 60% |
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 on the content 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.
To make students aware of the numerous factors which relate to the young child in the home, the community and the pre-school group.
To make students aware of relevant legislation and curriculum requirements pertaining to the education of the younger child.
To introduce students to a sample of observational techniques which can be utilised during the two half day visits to the pre-school setting.
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.
To enable the students to examine the relevant legislation pertaining to young children with special educational needs.
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.
On the successful completion of this module, students should be able to demonstrate:
an awareness of contemporary issues in pre-school and infant education.
an understanding of the needs and requirements of the developing young child (i.e. in pre-school and infant settings)
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
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.
BRUCE, T. (1992)
Early Childhood Education. Hodder & Stoughton
BRUCE, T and MEGGITT, C. (1999)
Child Care and Education. 2nd edn.. Hodder and Stoughton
The Children Act Vol 2 - Family Support, Day Care and Educational Provision for Young Children.. HMSO
CLEAVE, A, JOWETT, S & BATE, N.
And So To School. NFER Nelson
MOYLES, J R. (1989)
Just Playing? The Role & Status of Play in Early Childhood Education. Open University Press
DRURY, R, MILLER, L & CAMPBELL, R. (2000)
Looking at Early Years Education and Care. David Fulton
Early Learning Goals (on entering compulsory education).
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
RODGER, R. (1999)
Planning an Appropriate Curriculum for the Under Fives. David Fulton
Desirable Outcomes for Children's Learning Before Compulsory School Age.
BRUCE, T. (1992)
Time to Play in Early Childhood Education. Hodder & Stoughton
TIZARD, B and HUGHES, M. (1984)
Young Children Learning. Fontana
DONALDSON, M, GRIEVE, R & PRATT, C.
Early Childhood Development and Education. Basil Blackwell