Essay Sharks Writers: Approaches to Pedagogy & Curriculum in the Early Essay

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Approaches to Pedagogy & Curriculum in the Early Years

Module Code: SE5002

Academic Year

2015-16

30 credit modules run all year

Semester A and B

Module runs on:

Tuesday 10am till 1pm

Room: TM3-12

Wednesday 10am till 1pm

Room: BR3-08

Module Tutor:

John Crook

0207-133-4672

j.crook@londonmet.ac.uk

Room TM 1-23

Module Aims

This core module aims to enable students to:

Develop their knowledge and understanding of a range of theories of how babies and young children learn.
Study a range of pedagogical approaches and curriculum models for the 0-6 age range, from the UK and from selected other countries.
Locate theories of learning and curriculum approaches within historical, socio-cultural and political contexts and consider curriculum as a social construction
Develop skills in implementing a broad and balanced, child-centred curriculum

Module Learning Outcomes

On successful completion of this module students will be able to:

Critically analyse aspects of early childhood curricula in relation to theories of learning and pedagogy and relate this to practice in their settings
Describe, analyse and constructively critique a range of perspectives on early childhood education in this and some other countries
Identify the relationship between the history of early childhood provision in the UK and its present form
Articulate the practitioner’s role in planning and implementing a broad and balanced, child-centred curriculum indoors, outdoors and beyond the early childhood setting

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Session Organisation

What you can expect

Most sessions will be a combination of

lectures or direct teaching
group work
study skills such as paragraph writing, guided reading or referencing tips
preparation for assignments
video content

Sessions will usually be in the same room allocated at the start of semesters but please check the early childhood notice board before you go to your room for last minute room changes.

How you can prepare for sessions

Do the weekly reading beforehand - you should be able to access the key reading for the week prior to the session.

Complete weekly reading and tasks [even a skim read is useful when time is short].

Get organised from the start by

put key events in your calendar/diary
find a system of note taking that works for you
create storage systems [plus portable storage i.e. files] for each module
decide where you will study at home [and where in the university]
create a realistic timetable that includes some social time - share it with family and friends and display it in the place you study [if this is a temporary space create a small portable display board]

Download the PowerPoint from Web learn for the session or bring it digitally e.g. on a tablet device to help you to follow the session.

Consider recording sessions if you know that this is a key way you learn - please ask permission from the module tutor before you do this.

Etc…

You are expected to undertake at least one piece of reading each week as these will form the basis for discussions in the next session. Key readings identified can always be found on Web Learn well in advance of each session.

Further Help

Weblearn is the shared online university system. Visit Weblearn to find

session powerpoints
pdf copies of chapters for you to download
e-book links

Ask your tutor for help. If they can't help immediately they may suggest that you make an appointment to meet for longer at another time. Do ask for help before something becomes a problem.

Ask your Personal Academic Tutors (PAT) for support and guidance in academic and personal matters. They will signpost you to other sources of help if necessary.

Vist or email our subject librarian, Denise Adams. She is extremely helpful and very knowledgable. She really means it when she says 'please keep coming back until you get the answers you need'. You can call in at the library to see her or contact her on denise.adams@londontmet.ac.uk. She will be delighted to help you.

What is expected of you

This module is part of a course that leads to a professional qualification in the early childhood sector and we expect you to be developing a professional approach to all your work. We hope it will be an interesting and enjoyable process for you to gain more information and perspective on key ideas around PSED. You will gain more if you are willing to join in and have a go. Your module tutor will discuss group expectations at the start of semester. As a general rule:

be on time, late students may be rturned away from classes
notify tutor by email if you have to be absent or ask if you know you’ll be late
enter the room quietly if you are late, take your coat off beforehand
follow agreed rules around late entry and make arrangements to catch up
turn off your mobile before you enter the room
join in discussions
be brave and share your ideas in the group
ask questions - if you're thinking it someone else will be too
have a go and make mistakes - you can't learn without taking a risk
listen actively during teaching times without disruption [questions are allowed]
form good working relationships with other students - very important
stay awake!
eat a good breakfast and lunch to keep your cognitive powers going.
hand in draft work by agreed dates (see red sections above).
attend tutorials and act on advice offered

Assessment

Assessment A

An individual poster (presented in class for taught course students) focusing on an aspect of practice or provision outlining the potential for supporting children’s learning and development (40%)

Deadlines for assessment A

Formative Deadline for Presentation:

Tuesday Group: 15/3/16

Wednesday Group:16/316

Final Deadline for Presentation

Tuesday Group: 5/4/16

Wednesday Group:6/4/16

Assessment B

A Patchwork text: Students will submit 3 pieces of writing on different aspects of pedagogy or curriculum of 750 words each for formative assessment. These will then be stitched together for the final essay discussing pedagogy and curriculum in the early years. (60%) (3,500 words) N.B. Please note further information in the sessions with regards to the patchwork texts will be given.

Deadlines for assessment B

Formative deadlines

Week beginning: 2/11/15
Week beginning: 7/3/16
Week beginning:25/4/16

Final Deadline

25/5/2016 (the essay you submit through turn it in)

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Weekly Tasks

There will be weekly tasks throughout the module that may be a reflection on practice or observations of practice focussed on the setting. These forms the reflective base for your assignments.

Draft assessments

Your tutor will write notes on your draft work [where appropriate] or give you verbal feedback on draft presentations and formative feedback sheet with information on how well your work addresses the learning outcomes and could be developed.

Overview of the all year module SE5002

Week beginning	What you will be doing	Formative (on-going) assessment	Summative (final) assessments
28/9/15	Week 1: What is the curriculum? What is pedagogy in early childhood?
5/10/15	Week 2: What shapes pedagogy & curricula?
12/10/15	Week 3: History Early influences part 1
19/10/15	Week 4: History Early influences part 2
26/10/15	Week 5: Enhancement Week	See separate programme
2/11/15	Week 6: Theories that inform practice 1 Psychoanalytical theory	Hand in at your session your first patchwork text for formative feedback
9/11/15	Week 7: Theories that inform practice 2 Behaviourism
16/11/15	Week 8: Theories that inform practice 3 Piagetian theory	Feedback given on patchwork text one
23/11/15	Week 9: Theories of practice 4 Sociocultural theory
30/11/15	Week 10: The influence of neuroscience
7/12/15	Week 11: Postmodern challenges to developmental theories of learning
14/12/15	Week 12: Education for democracy & social justice
	Holiday period

Week beginning	What you will be doing	Formative (on-going) assessment	Summative (final) assessments
11/1/16	Week 13: Comparing Curriculum models
18/1/16	Week 14: Steiner, Montessori and Reggio provision
25/1/16	Week 15: Examining an EC curriculum and pedagogical approach beyond the minority world
1/2/16	Week 16 The practitioner as change agent
8/2/16	Week 17: Developing outdoor provision
15/2/16	Week 18: Enhancement Week	See separate programme
22/2/16	Week 19: Using the local area as learning resource
29/2/16	Week 20: Focusing on the block play area
7/3/16	Week 21: Enhancing mealtime experience	Hand in patcvhwork text 2
14/3/16	Week 22: Observing, documenting and reflecting upon pedagogy & curriculum
	Easter Holidays
4/4/15	Week 23: Formative Assessment of Poster	practice of poster presentation and patchwork 2 formative feedback
11/4/16	Week 24: Poster Presentation		Summative Assessment of Poster
18/4/15	Week 25 Assignment ‘stitch the parts together’
25/4/16	Week 26: Review of module – what approaches to pedagogy influence our practice?	Hand in patchwork text 3	Formative Assessment
2/5/16 9/5/16 22/5/15 23/5/16	Week 27: Group tutorials Week 28: Individual tutorials Week 29: Supported assignment preparation Week 30: Week of final assignment hand in	Patchwork 3 formative feedback	Assessment hand in through turn it in 25th May for before 3pm

Week 1

What do we mean by pedagogy and curriculum?

Introduce the module and assessment process
Define what is meant by pedagogy and curriculum

By the end of the session you will have:

Understood the module assessment
Understood the terms pedagogy and curriculum

During the session there will be:

Tutor presentation
Group discussion
Paired discussion

Key Reading

The key reading you will find for this week is: Andrews, M. (2012) Exploring Play for Early Childhood Studies, London: Sage. You will find chapter 10 as a scanned chapter by clicking here

Weekly task:

Each week we will be asking you to think a bit more about an idea introduced in the materials. This week you are asked to reflect further on the ideas introduced this week and carry out some supplementary reading on the early childhood curriculum by reading this chapter by Tina Bruce (2005) – full reference below.

Recommended Reading

Andrews, M. (2012) Exploring Play for Early Childhood Studies, London: Sage

Bruce, T. (2005) Early Childhood Education London: Hodder Arnold

Bruner, J. (1996) The Culture of Education, MA: Harvard University Press (chapter 2 pages 53-65)

Drummond M. (2003) Assessing Children’s Learning, London: David Fulton

MacNaughton, G. (2003) Shaping Early Childhood: learners, curriculum and contexts, Maidenhead: Open University Press

madeinmedotcom (2011) Franchesca - Sustained Shared Thinking Available at http://www.youtube.com/watch?v=SmZsDfVTa8I (Accessed September 17 2013)

Mooney, C. (2000) An Introduction to Dewey, Montessori, Erikson, Piaget and Vygotsky St. Paul, Minnesota, USA: Redleaf Press

Siraj-Blatchford, I. (1999) Understanding Pedagogy and its Impact on Learning, London: Routledge

Website

http://www.educationscotland.gov.uk/images/talkpedagogy_tcm4-193218.pdf

Week 2

What shapes pedagogy and curriculum?

Socio-political, economic and cultural contexts

Views of the child
Examine curriculum documentation

By the end of the session you will have:

Understood that economic, political and cultural factors help to shape the curriculum and pedagogy

During the session there will be:

Student feedback on previous week’s task
Tutor presentation
Group work
Paired discussion

Key Reading

MacNaughton G. (2003) Shaping Early Childhood and Contexts, Maidenhead: Open University Press (e-book – chapter 6 especially - click here to access)

Weekly task

Make notes on the early years curriculum you use in the setting

If you are working in England, you may be very familiar with the EYFS and it might be useful to compare it to another curriculum document such as the Welsh framework (click here ). One thing you will notice straight away, if unfamiliar with this document, is the emphasis on the Welsh language

Recommended Reading

Bloom A. (1979) Emile, New York: Basic Books

Brosterman N. (1997) Inventing Kindergarten, New York: Harry N. Abrams

Bruce T. (2011) Early Childhood Education, London: Hodder & Stoughton

Chambliss J. J. (1987) Educational Theory as Theory of Conduct: From Aristotle to Dewey, Albany: State University of New York Press

Chung S., Walsh D. L. (2000) ‘Unpacking child-centeredness: a history of meanings’, Journal of Curriculum Studies, Vol. 32, No. 2, pp.215-234

Clark A. and Moss P. (2011) Listening To Young Children: The Mosaic Approach London: NCB

Donaldson M. (1978) Children’s Minds, Open University Press

Froebel Educational Institute, www.froebel.org.uk

Froebel F. (2009) The Education Of Man, London: Bibliobazaar

Gupta A (2011) in Rogers, S. (2011) Rethinking Play and Pedaogy in Early Childhood Education, Abingdon: Routledge

Gutek G. L. (1997) Philosophical and Ideological Perspectives on Education, Boston: Allyn and Bacon

Gutek G. L. (1988) Philosophical and Ideological Perspectives on Education, Boston: Allyn and Bacon (Chapter 5)

Winch C. (1996) ‘Rousseau on Learning A Re-evaluation,’ Educational Theory, Vol. 46, pp. 424-425

Week 4

History: Early Influences Part 2

Review the ideas of Owen and McMillan and their legacy
What is meant by educare?

By the end of the session you will have:

Understood the key ideas of Owen and McMillan
Understood what is meant by the term ‘educare’

During the session there will be:

Student feedback on last week’s task
Tutor presentation
Group work and discussion
Paired discussion

Key Reading

Steedman, A. (1990) Childhood, Culture and Class in Britain: Margaret McMillan 1860-1931 London: Virago Press. Chapter 10(click here

to access the chapter)

Weekly task

The task this week is to compare and contrast Margaret McMillan’s work with the work of current initiatives in childcare. The information below will help you to do this.

Up to May 2010, the previous Government had a Childcare Strategy aimed at contributing to the reduction in the number of children living in poverty. The strategy focused on supporting parents into work, specifically with affordable childcare and subsidies to help parents to access it. The present Coalition Government has not formally adopted that childcare strategy, but to date has left in place the statutory duty of local authorities, set out in the Childcare Act 2006, to ensure sufficiency of childcare for working and studying parents.

In addition, the Coalition Government has been carrying out a series of reviews relating to early years and childcare. So far the message has been that the Government is committed to the principle of early intervention and prevention and tackling child poverty. It also states that it wishes to continue to support Sure Start children’s centres, although with a greater emphasis on provision of family support than of childcare.

In July 2011 the present government put forward it a revised childcare strategy called Families in the Foundation Years.

In order to carry out this task you will need to download the Families in the Foundation Years Evidence Pack. Click here to read now if you have not already downloaded it.

See if you can identify issues that are reflected in Margaret McMillan educational approach to childcare.

Is the summary of ‘critical factors’ listed in the report on page four evident in McMillan ideas we have discussed above?

Is the report concerned with family and community or the individual child?

What research does the report evidence on page 16?

What critical factors does the research highlight? Make a note of them for further use on the module.

Are the factors in the report related to health or cognition?

Recommended Reading

Bradburn M. (1989) Margaret McMillan: Portrait of a Pioneer, London: Routledge

Bruce T. (1990) Time to Play in Early Childhood Education, London: Hodder and Stoughton

DFE (2011) Familes In The Foundation Years Nottingham: HMSO

Harrison J. F. C. (1968) Education: Philosophy, Address, Essays, Lectures; Robert Owen, New York: Teachers College Press

Moss, P.,Penn, H. (1996) Transforming Nursery Education, London: Paul Chapman.

Owen, R (1971) Life of Robert Owen by himself London: Charles Knight & Co Ltd (originally published in two parts in 1857 and 1858)

Silver H. (1983) Robert Owen on Education, London: Cambridge University Press

Siraj-Blatchford (date) Robert Owen: Schooling the Innocents, Nottingham: Educational Heretics Press

Steedman, A. (1990) Childhood, Culture and Class in Britain: Margaret McMillan 1860-1931, London: Virago Press

Week 5

Enhancement Week

Week 6

Theories that inform practice 1

Psychoanalytical theory

Influence of the psychoanalytical approach and the context it developed in

Review of key thinks for example Susan Isaacs
Focus on the ‘Key Times Framework’

By the end of the session you will have:

Understood the influence and context of the psychoanalytical approach
Understood the key ideas of Susan Isaacs and others

During the session there will be:

Student feedback on last week’s task
Tutor presentation
Group work and discussion
Paired discussion

Key Reading

Smith L. A. H. (1985) To Understand and to Help: The Life and Work of Susan Isaacs, 1885-1948, London: Associated University Presses (scanned chapter - click here

to access)

Weekly task

Read through the weekly reading mentioned above (click here

) and answer the following questions which relate to the text.

1. What does Isaacs say about the inner life of the child? (P.115)

2. What importance does Isaacs give to play? (P.116)

3. On page 117 Isaccs discusses how a child’s behaviour should be dealt with. Do you agree with her? If not why?

4. on page 120 Isaacs lists what she calls the ‘some don’ts for parents’ do you approach the children in the setting this way?

5. How does Isaacs’ believe older children - aged 6 plus - should be taught? (P. 121)

6. On page 124 Isaacs makes it clear she differs with Piaget. In what way does she differ?

7. What role does Isaacs give to the educator - see page 128? Do you agree with her?

Recommended Reading

Bider B. Shapiro D. & Wickens (1971) Promoting Cognitive Growth: A Development Interactionist Point of View , Washington D.C.: National Association for the Education of Young Children

Bruce T. (1991) Time to Play in Early Education, London: Hodder & Stoughton

Claxton G. (2005) The Wayward Mind: An intimate history of the unconscious, New York: Little Brown

Coles R. (2000) The Erik Erikson Reader, New York: Norton Publishers

Freud A. (1927) Introduction to the Technique of Child Analysis, London: Hogarth Press

Freud S. (1905) Three Essays on the Theory of Sexuality, London: Perseus Books

Isaacs, S. (1965) The Nursery Years, London: Routledge Kegan Paul

Mac Naughton G. (2003) Shaping Early Childhood: Learners, Curriculum and Contexts, Maidenhead: Open University Press

Manning-Morton J. & Thorp M. (2003) Key Times for Play: The first three years, Maidenhead: Open University Press

Manning-Morton, J. (2011) ‘Not Just the Tip of the Iceberg: Psychoanalytical Ideas and Early Years Practice’ in L. Miller L. & L. Pound (eds) Theories and Approaches to Learning in the Early Years, London: Sage

Moustakes C. (1923) Children in Play Therapy, New York: BiblioBazar Edition Reprint 2011

Segal H. (1974) Introduction to the work of Melanie Klein, New York: Basic Books

Smith L. A. H. (1985) To understand and to help: the life and work of Susan Isaacs, 1885-1948, London: Associated University Presses

Talay-Ongan E. (1998) Typical & Atypical Development in Early childhood: The Fundamentals, Columbia University USA: Teachers College Press

Whitbread N. (1972) The Evolution of the Nursery School, London: Routledge & Paul

Week 7

Theories that inform practice 2

Behaviourism

Context in which behaviourism arose
Key ideas of behaviourists
Implications
Criticisms

By the end of the session you will have:

Understood the context in which these ideas emerged
Understood the ideas of key behaviourists
Understood what the implication of these ideas looks like in practice
Understood the criticisms of this theoretical approach to practice

During the session there will be:

Student feedback on previous week’s task
Tutor presentation
Group discussion

Key Reading

Woollard, J. (2010) Psychology for the Classroom: Behaviourism, London: Routledge (click here to access. You should look at chapter 4 entitled 'Pedagogy' but the entire book is devoted to the topic of behaviourism and its implications for classroom practice. Although school based and so not 'early' childhood focused, it is nonetheless very usef

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Weekly task

For your weekly task this week revisit week one of the sessions for example session 1 What is curriculum and pedagogy?

Can you identify which philosophical perspective a behaviourism approach to the curriculum and pedagogy would fit?

Make notes about when you think such an approach is used in your setting i.e. in what ways do you reward children?

Why do you do this? When do you do this?

Recommended Reading

Devlin T. (2000) The Math’s Gene: How mathematical thinking evolved and why numbers are like gossip, NY: Basic Books

Keenan T. (2002) An Introduction to Child Development, London: Sage

Kohn, A. (1999) Punished by rewards, New York: Houghton Mifflin

MacNaughton G. (2003) Shaping Early Childhood: Learners, Curriculum and Contexts, Maidenhead: Open University Press

National Research Council (1999) Mind, Experience & School, Washington D.C.: National Academy Press

Pound L. (2006) 2nd edition Supporting Mathematical Development in Early Years, Maidenhead: Open University Press

Slater, L. (2004) Opening Skinner’s Box, London: Bloomsbury Publishing plc (see chapter 1)

Talay-Ongan E. (1998) Typical & Atypical Development in Early childhood: The Fundamentals, Columbia University USA: Teachers College Press

Watson J. B. (1924) Behaviourism, New York: Peoples Institute

Wood D. (1998) How Children Think & Learn, Oxford: Blackwell Publication

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Week 8

Theories that inform practice 3

Piagetian theory

Focus on Piaget and neo-piagetians for example Margaret Donaldson and Chris Athey
Context and key ideas
Criticisms levelled at this theoretical model
Influences on policy and curriculum development for example High Scope

By the end of the session you will have:

Understood Piaget’s ideas and those that have developed them
Understood the criticisms made with regards to Piaget’s ideas
Understood how policy, curriculum and policy have been influenced by these ideas

During the session there will be:

Student feedback on previous week’s task
Tutor presentation
Group discussion
Paired review

Key Reading

Gregg K. (2011) ‘A Document Analysis of the National Association for Education of Young Children’s Developmentally Appropriate Practice Position Statement: What does it tell us about supporting children with disabilities?’ Contemporary Issues in Early Childhood, Volume 12, number 2, pp 175-186

Holt, N. (2010) Bringing the High Scope Approach to your Early Years Practice London: Routledge – see Chapter 2 (e-book - click here to access)

Schmidt, S. (2006) The Developing Child in the 21st century: A Global Perspective on Child Development, London: Routledge (E book – look at chapter 2 for a revision of Piaget’s ideas). Click here to access

Weekly task

Read the article by Gregg (2011) taken from Contemporary Issues in Early childhood Vol. 12 No. 2. The full reference can be found at the beginning of these materials or in the reference section. Remember that to find a journal article you first need to search the library catalogue for the journal i.e. Contemporary Issues in Early Childhood (do not search the article title yet). Then find the right year (2011) and volume/number (vol 12, no 2). When you have done this, open that issue of the journal and scroll down until you find the article by Gregg. You will be able to download it in full.

Here are some questions to help your engagement with the article and the information it contains.

When looking at an academic article it is always best to read the abstract first this gives you a summary of what the article is about.

You will notice next the article begins by defining ‘developmentally appropriate practice’.

What definition does the article give of DAP? You may wish to add this definition to your dictionary of terms you have been encouraged to keep on this module.

Notice next the article draws on authors to support the definition and research. Likewise when you are submitting any written work you need to support the claims you are making by reference to theory or research.

The article makes it clear that DAP is not a curriculum but a guide to implementing the curriculum.

Can you see elements of DAP in your practice?

On page 177 the article outlines its methodology. The methodology is the philosophy that supports the articles findings.

What type of method to collect the data was used?

On page 178- 184 Gregg puts forward her findings.

Write a brief summary of those findings. Try and bear the following question in mind whilst you summarise the findings given.

Do you think DAP can meet the needs of an individualised curriculum for an SEN Child? What does Gregg think?

Finally, you have the conclusion of the article, on page 184, which is a summary of the main points discussed. Remember in your academic essay writing you are required to give a conclusion to your work too.

Read through the conclusion and note in the second paragraph the main finding of the research.

Do you agree with the research that ‘a brief response to inclusion in ECE, does not provide the depth necessary to actually support a child with a disability in a classroom following DAP’?

Before we leave the article it is ways good practice to note the reference section which may give you leads you can follow up and even open avenues of reading you might wish to do later.

Finally, put the article to one side and summarise what Gregg’s view of DAP in relation to inclusion. It may be helpful to start with: ‘According to Gregg (2011) ……’

Recommended Reading

Athey, C. (1990) Extending Thought in Young Children: Parent/Teacher Partnership, London: Sage

Burman, E. (1994) Deconstructing Developmental Psychology, London: Routledge (a strong critique of Piaget’s work)

Central Advisory Council for Education (England) (1967) The Plowden Report: Children and Their Primary Schools, London: HMSO

Cohen, D. (2002) How the Child’s Mind Develops, Hove: Routledge (See chapter 2 for a useful overview of Piagetian theory)

Donaldson, M. (1978) Children’s Minds, London: Fontana
(This is essential reading in understanding Piaget’s work. In addition to the main text which is of great interest and which gives real insight into criticisms of it, the appendix will enable you to get to grips with many of the key features of his explanations of intellectual development.)

Gardner, H. (1999) Intelligence Reframed: Multiple Intelligence for 21st Century New York: Basic Books

Gregg, K. (2011) ‘A Document Analysis of the National Association for Education of Young Children’s Developmentally Appropriate Practice Position Statement: What does it tell us about supporting children with disabilities?’ Contemporary Issues in Early Childhood, Volume 12, number 2, pp 175-186

Hurst V., Joseph, V. (1998) Supporting Early Learning: The Way Forward, Maidenhead: Open University Press

Inhelder, B. , Piaget J. (1958) The Growth of Logical Thinking, London: Routledge & Kegan Paul

Manning-Morton, J., Thorp M. (2003) Key Times for Play: The First Three Years, Maidenhead: Open University Press

Miller, P. H. (2002) Theories of Developmental Psychology, New York: Worth Publishers

Nutbrown, C. (1999) Threads of Thinking, London: Sage

Schmidt, S. (2006) The Developing Child in the 21st century: A Global Perspective on Child Development, London: Routledge (E book – look at chapter 2 for a revision of Piaget’s ideas)

Smith, P., Cowie, H., Blades, M. (1998) Understanding Children’s Development, Oxford: Blackwell

Wadsworth, B. J. (1996) Piaget’s Theory of Cognitive & Affective Development New York: Longman Group Limited (This book provides an exceptional understanding of Piaget’s theory and is easy and engaging to read)

Week 9

Theories that inform practice 4

Sociocultural theories

In depth review of Vygotsky and his ideas
Context in which Vygotsky’s ideas emerged
ZPD and Scaffolding
Criticisms
Implications for the curriculum and teaching

By the end of the session you will have:

Understood Vygotsky’s main ideas and how they emerged
Understood the term ZPD and scaffolding
Understood the criticisms levelled at his work
Understood the implications of his ideas for practice

During the session there will be:

Tutor presentation
Group discussion
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Key reading

Cohen, D. (2002) How the Child’s Mind Develops, Hove: Routledge (See chapter 3 for an overview of Vygotsky’s work - click here

for the PDF chapter)

Hamer, J. (2005) ‘Exploring literacy with infants from a sociocultural perspective’, New Zealand Journal of Teachers’ Work, Volume 2, Issue 2, pp 70-75, http://ece.manukau.ac.nz/__data/assets/pdf_file/0009/85842/hamer.pdf

The aim of the second reading for this week is to demonstrate how the key ideas discussed in the materials have been applied for example to early literacy. By answering the questions for the weekly task they will both serve to reinforce your understanding of sociocultural theory and introduce you to a new curriculum model which you will meet later on in this module.

Weekly task

Read over the second reading (Hamer, 2005 - above) for this week and answer the following questions:

Page 71 how is literacy defined from a sociocultural perspective? What are the three key aspects of literacy?

Page 72 does the writers believe that literacy involves just the school or does she take a wider perspective? What is that perspective?

Page 73 does a sociocultural model of literacy see the child as an active or passive participant in literacy practices? What curriculum model does the sociocultural model of literacy support?

Continue to think about the article in relation to literacy practices of your setting and jot down any thoughts you have.

Recommended Reading

Berk L. E. (1997) Development through the Lifespan, London: Pearson

Bruce T. (1987) Early Childhood Education, London: Hodder & Stoughton

Bruner J. (1960) The Process of Education, Cambridge MA: Harvard University Press

Cohen, D. (2002) How the Child’s Mind Develops, Hove: Routledge

Cole M. (1996) Cultural Psychology A Once and Future Discipline, Cambridge MA: Harvard University Press

Daniels H. (2001) Vygotsky and Pedagogy, London: Routledge Falmer

HHuertaOTR, (2010) Zone Of Proximal Development, Available at: http://www.youtube.com/watch?v=rX8lRh1u5iE (Accessed December 5 2013)

Keenan, T. (2002) An Introduction to Child Development, London: Sage Publications (See pages 132-137 for a succinct but helpful overview of Piaget’s work. See page 152 for a description of Bruner’s work on language)

LBCCMedia (2009) Scaffolding Language Development, Available at: http://www.youtube.com/watch?v=gLXxcspCeK8 (Accessed December 5 2013)

Mooney, C. G. (2000) Theories of Childhood, St. Paul, Minnesota: Redleaf Press (This is an easy read and as such should not be all that you read. Nor should you cite it as a key reference in your written work. However if you are totally unfamiliar with the work of Vygotsky it will provide an introduction)

Pahl K. (1999) Transformation: Meaning Making in Nursery Education, Stoke on Trent: Trentham Books

Paris S. G., Cross D. R. (1988) ‘The Zone of Proximal Development: Virtues and Pitfalls of a Metaphorical Representation of Children’s Learning’, The Genetic Epistemologist, Vol. 16, No. 1, pp 27-37

Pound L. (2005) How Children Learn: Montessori to Vygotsky – Educational Theories & Approaches, Leamington Spa: Step Forward Publishing Ltd

Rogoff, B. (2003) The Cultural Nature of Human Development, Oxford: Oxford University Press (See chapter 8 for a detailed account of guided participation.)

Smith, P.K., Cowie, H. Blades ,M. (1998) (3rd ed) Understanding Children’s Development , Oxford: Blackwell Publishers

Wadsworth B. J. (1996) Piaget’s Theory of Cognitive & Affective Development, New York: Longman Group Limited

Website

http://www.minedu.govt.nz (in the early childhood curriculum section, you can download the document Te Whaariki and find out general information about it)

Week 10

The Influence of Neuroscience

To be aware that neuroscience is not a theory but a perspective that can inform practice
To understand that neuroscience is neither a curricula nor a pedagogical model
To examine what neuroscience is and to briefly explain what neuroscience tells us about the brain
To summarise the implications of neuroscience for practice
To discuss briefly one of the main criticisms that been levelled at applying neuroscience to early years practice.

By the end of the session you will have:

Understood the main ideas of neuroscience in relation to early childhood
Understood that neuroscience is a collection of studies but not a theory.

During the session there will be:

Tutor presentation
Group discussion

Key Reading

Allen, G. (2011) Early Invention: The Next Steps: An Independent Report to Her Majesty’s Government
http://www.dwp.gov.uk/docs/early-intervention-next-steps.pdf

Learning and Teaching Scotland (2005) Birth to Three: Supporting Our Youngest Children http://www.educationscotland.gov.uk/images/birth2three_tcm4-161671.pdf

Education Scotland (2010) Pre Birth to Three: Positive Outcomes for Scotland’s Children and Families http://www.educationscotland.gov.uk/earlyyears/prebirthtothree/

Weekly task

This week’s task is to watch the video/DVD National Guidance for Pre-Birth to Three positive outcomes for Scotland which is a training resource used for educators working with babies and young children in Scotland. This video/DVD highlights practical case studies and makes reference to important current research to support evidence-based practice which is informed by neuroscience research.

I have selected a particular part of the video for you to look at called: Pre-Birth to Three DVD: Attachments. This DVD emphasises key messages we have been looking at in the above material around the importance of supportive relationships in influencing brain development and emotional and cognitive development.

Click on to the link below to watch the video
http://www.educationscotland.gov.uk/earlyyears/prebirthtothree/

You will need to navigate the video resource to find the DVD listed. Here are some questions for you to reflect upon whilst you watch the DVD:

What does Education Scotland (in the DVD) believe is the key to babies and young children’s development?

In what ways do you bond with children in your setting?

The DVD talks about tuning into babies and young children. What does the DVD define ‘tuning’ in to be?

Can you think of how you tune into babies and young children in your setting?

What does the DVD believe meaningful communication to be?

What are the ways in which children develop resilience and empathy?

How do you in your setting model empathy?

What are the three ways mentioned in the DVD you empathy can be modelled?

You will find once the DVD is ended some questions asked. You might want to reflect upon these questions in light of what you have learned this week.

Recommended Reading

Alferink, L., Farmer-Dougan, V. (2010) ‘Brain-(not) Based Education: Dangers of Misunderstanding and Misapplication of Neuroscience Research’ Exceptionality, Vol. 18, pp.42-52

http://amyalexander.wiki.westga.edu/file/view/brain+not+based+education-p.pdf

Allen, G. (2011) Early Invention: The Next Steps An Independent Report, London: HMSO http://www.dwp.gov.uk/docs/early-intervention-next-steps.pdf

Bruer, J. (1995) ‘Education and the Brain: A Bridge Too Far’, Educational Researcher, Vol. 26, No. 8, pp.4-16

Cohen, D. (2002) How the Child’s Mind Develops, London: Routledge

Education Scotland (2010) Pre Birth to Three: Positive Outcomes for Scotland’s Children and Families http://www.educationscotland.gov.uk/earlyyears/prebirthtothree/

Learning and Teaching in Scotland (2005) Birth to Three: Supporting Our Young Child, Scotland: Scottish Executive Publication

Miller P. H. (2003) Theories of Developmental Psychology, London: Worth Publishers

Schiller, P. (1999) Start Smart! Building Brain Power in the Early Years, Beltsville: Maryland Publisher Gryphon House

Week 11

Postmodern challenges to developmental theories of learning

To examine postmodernist thinking and its application to ideas about pedagogy and curricula
To consider the value and limitations of such theorising

By the end of the session you will have:

Understood the thinking behind postmodern theory
Understood how postmodern theory challenges developmental theories of learning

During the session there will be:

Tutor presentation
Group discussion

Key Reading

Albon, D. (2010) ‘Post-Modern and Post-Structuralist Perspectives on Early Childhood Education’, in L. Miller and L. Pound (Eds) Theories and Approaches to Learning in the Early Years, London: Sage (available as a scanned chapter – click here

to access)

Dahlberg, G., Moss, P., Pence, A. (2007) Beyond Quality in Early Childhood Education and Care: languages of Evaluation, London: Routledge (see chapter 6 of this E book, which looks at the Stockholm project, but much of this book is useful. It is an E book – click here to access).

Weekly task

There is a lot to take in this week as postmodernist thinking is quite tricky to grasp if new to you. Try to think about something you hold to be ‘true’ in relation to early childhood practice – perhaps the idea that children go through the same stages of development or the idea that children learn through play. Having read the key readings and worked through this week of materials, now try to unsettle those ideas a bit and open them up to some alternative thinking. Perhaps children or parents have already made you think differently about ideas such as these!

Recommended Reading

Brown, P., Lauder, H. (1992) ‘Education, Economy and Society: An Introduction to a New Agenda’, in P. Brown, H. Lauder (Eds) Education for Economic Survival: From Fordism to Post-Fordism, London: Routledge

Dahlberg, G., Moss, P. (2005) Ethics and Politics in Early Childhood Education, London: Routledge

Dahlberg, G., Moss, P., Pence, A. (2007) Beyond Quality in Early Childhood Education and Care: languages of Evaluation, London: Routledge

Grieshaber, S., McArdle, F. (2010) The Trouble with Play, Maidenhead: OUP

Holligan, C. (2000) ‚Discipline and Normalisation in the Nursery: The Foucaultian Gaze‘, in H. Penn (Ed) Early Childhood Services: Theory, Policy and Practice, Buckingham: OUP

Week 12

Education for democracy & social justice

To consider the relationship between early years’ provision and democracy
To look at the work of John Dewey and Paulo Freire
To examine the impact of current politics and policy on early years provision
To consider how we could develop the “democratic profile” of our settings

By the end of the session you will have:

Understood issues of social justice
Understood how issues of social justice shape policy and democracy

During the session there will be:

Tutor presentation
Group discussion

GET A SIMILAR PAPER ON; ESSAYSHARKS.US

Key Reading

There is only one key reading for this week: Moss, P. (2007) Bringing politics into the Nursery - a working paper for Bernard van Leer Foundation. Click http://www.bernardvanleer.org/Bringing_politics_into_the_nursery_Early_childhood_education_as_a_democratic_practice to access as a PDF file on the Internet.

Weekly task

Central to John Dewey’s theories were ideas that:

children learn by doing
education should be about real-life, and based on children’s interests, as well as their age and stage of development
curiosity, experimentation and independent thinking should be fostered
His views on pedagogy most famously included a project approach. He also put pedagogy at the heart of the curriculum by emphasising:
the importance of practitioners’ general knowledge;
their knowledge of children;
their willingness to continue to learn; and,
an ability to plan from their observations of children. How do these concepts relate to your practice in your setting?

Recommended Reading

Cameron, C. and Moss, P. (2011) Social Pedagogy and Working with Children and Young People, London: Jessica Kingsley

Children’s Rights Alliance for England, (2013) State of Children’s Rights in England, London, CRAE at www.crae.org.uk/media/64143/CRAE_England_Report_WEEB.pdf accessed 9/1/2014

Dahlberg, G., Moss, P., and Pence, A., (1999) Beyond Quality in Early Childhood Education and Care, London: Routledge Falmer

Dewey, J., (1939) Creative Democracy – The Task Before Us at http://hdl.handle.net/1802/2792 accessed on 18/12/2013

Freire, P. (1972) Pedagogy of the Oppressed, Harmondsworth: Penguin

Hmoud Hmoud (2012) Dewey’s Philosophy Of Education Available at http://youtu.be/TevHVpqMw_Q (accessed December 11 2013)

LiteracyDotOrg (2009) Paulo Freire – An Incredible Conversation Available at http://youtu.be/aFWjnkFypFA (accessed December 18 2013)

Miller, L. and Hevey, D., (2012) Policy Issues in the Early Years, London: Sage

Moss, P. (2007) Bringing Politics Into The Nursery, The Hague, Bernard Van Leer Foundation at http://www.bernardvanleer.org/Bringing_politics_into_the_nursery_Early_childhood_education_as_a_democratic_practice accessed on 11/12/2013

University Holidays

Semester B

Week 13

Comparing Curriculum models

To understand three different curricula models from a minority world context
To examine the differences and similarities with regards to how the curricula can serve extrinsic and intrinsic aims and values
To encourage you to relate the three curriculum models to your practice and the EYFS.

By the end of the session you will have:

Understood there are a variety of curriculum models based on a number of philosophical approaches
Understood that different curriculum models are shaped by culture, politics and economics

During the session there will be:

Tutor presentation
Group discussion

Key Reading

Soler J. & Miller L. (2003) ‘The Struggle for Early Childhood Curricula: A comparison of the English Foundation Stage Curriculum, Te Whariki and Reggio Emilia’ International Journal of Early Years Education, Vol.11, No. 1, pp 57-67 click http://www.tandfonline.com/loi/ciey20

Weekly task

Read through the journal article cited for the reading of the week and answer the following questions. You will need to look at the article in detail.

Read through page 59 and 60. Can you define what is meant by the ‘progressive idea’ and ‘instrumental’ view of the curriculum?

On page 62, do you believe that the Foundation Stage Curriculum prioritises competitiveness over inclusivity? Do you agree that the main goal of the EYFS curriculum is to support skill based attainment?

On pages 64, what are the contentions associated with the Te Whariki curriculum?

Read through pages 64 to the top of page 66. Do you think that the Reggio Emilia approach to the curriculum is an actual ‘curriculum’ like the EYFS? What theories of learning support the Reggio approach are they different or similar to the EYFS?

The Reggio Emilia approach has far less written guidance when compared to the EYFS document and associated guidance from the Department for Education. What are the benefits and constraints of having detailed curriculum guidance? To start with, you might think it difficult to respond to individual children and local circumstances when a curriculum is presented from the centre (i.e. the government and policy makers) to individual settings working in diverse contexts.

Recommended Reading

Abbott L. & Nutbrown C. (2001) Experiencing Reggio Emilia: implications for pre-school provision, Buckingham: Open University Press

Anning, A. & Edwards, A. (1999) Promoting Children’s Learning from Birth to Five: Developing the new early years professional, Buckingham: Open University Press

Dahlberg, G. (2000) ‘Everything is a beginning and everything is dangerous: some reflections of the Reggio Emilia experience’, in H. Penn (Ed.) Early Childhood Services: Theory, policy and practice, Buckingham: Open University Press

David, T. & Nurse, A. (1999) 'Inspection of under-fives and constructions of early childhood', in: T. David (Ed.)Teaching Young Children, London: Paul Chapman

Edwards C. Gandini L. & Forman G. (1998) The Hundred Languages of Children: The Reggio Emilia Approach – Advanced Reflections, London: Ablex Publishing

Edwards, A. & Knight, P. (1994) Effective Early Years Education: Teaching young children, Buckingham: Open University Press

Kliebard, H.M. (1987) The Struggle for the American Curriculum 1893–1958, New York: Routledge & KeganPaul

May H. (1997) The Discovery of Early Childhood: The development of services for care and education of very young children, mid eighteenth Europe to mid twentieth century New Zealand, Auckland: Auckland University Press, and Bridget Williams Books

Mercilliott Hewett, V. (2001) ‘Examining the Reggio Emilia approach to early childhood education’, Early Childhood Education Journal, Vol. 29, No 2, pp. 95–100.

Miller, L. (2001) ‘Shaping early childhood through the literacy curriculum’, Early Years, International Journal of Research and Development, Vol. 21, No 2, pp. 107–116.

Qualification and Curriculum Authority (1998) The Baseline Assessment Information Pack: Preparation for statutory baseline assessment, London, Qualifications and Curriculum Authority

Qualification and Curriculum Authority (QCA) (1999) Early Learning Goals, London, Qualifications and Curriculum Authority

Qualification and Curriculum Authority (QCA) (2000) Curriculum Guidance for the Foundation Stage, London, Qualifications and Curriculum Authority

School Curriculum and Assessment Authority (SCAA) (1996) Desirable Outcomes for Children’s Learning on Entering Compulsory Education, London, Department for Education and Employment/School Curriculum and Assessment Authority

School Curriculum and Assessment Authority (SCAA) (1997) Looking at Children’s Learning, Middlesex: SCAA

Smith, A.B. (1999) The role of an early childhood curriculum: promoting diversity versus uniformity, paper presented at Enhancing Quality in the Early Years Conference, Dublin, 19–20 November 1999.

Week 14

Steiner, Montessori and Reggio provision

What was the context in which such ideas emerged?

What are their key ideas?
What are the implications of their ideas for ECEC?
What are the key criticisms of such theorising?

By the end of the session you will have:

Understood the difference between Steiner, Montessori and Reggio’s ideas with regards to the pedagogy and curriculum
Understood the general criticisms of Steiner, Montessori and Reggio’s approaches
Understood that there are other curriculum models

During the session there will be:

Tutor presentation
Group discussion

Key Reading

Pope C. (2002) ‘Three Approaches from Europe: Waldorf, Montessori and Reggio Emilia’, Early Childhood Research and Practice, Vol. 4 No. 1 --(unpaginated) http://ecrp.uiuc.edu/v4n1/edwards.html

House R, Osgood J. & Simpson K. (2012) Unhurried Pathways: A New Framework for Early Childhood, Early Childhood Action Winchester University http://www.earlychildhoodaction.com/docs/ECA%20EYF%20Unhurried%20Pathways.pdf

Weekly task

You need to examine the document called ‘Unhurried Pathways’ (see beginning of this week of materials) which is a document put together by experts in the field that set out to create a framework that challenges the EYFS. The framework takes issue with the idea of a standardised curriculum that is portrayed by EYFS.

Read through the framework and answer the following questions.

What overarching concepts does the framework put forward? (p.12)
What theoretical perspectives are put forward? (P.13-16)
How might these theoretical perspectives inform your approach to the curriculum and your pedagogical approach?

Recommended Reading

Edwards, Carolyn. (1998). ‘Partner, nurturer, and guide: The role of the educator’, in Carolyn Edwards, Lella Gandini, & George Forman (Eds.), The hundred languages of children: The Reggio Emilia approach—Advanced reflections ,Greenwich, CT: Ablex

Finser, T. M. (1995) School as journey: The eight-year odyssey of a Waldorf educator and his class, Fair Oaks, CA: Association of Waldorf Schools of North America Publications, Anthropomorphic Press

Katz, Lilian G., & Chard, Sylvia C. (1996) The contribution of documentation to the quality of early childhood education, ERIC Digest. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education

Montessori, M, with Chattin-McNichols J. (1995) The absorbent mind, New York

New, Rebecca S. (1993) Reggio Emilia Some lessons for U.S. educators, ERIC Digest. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education

New, Rebecca S. (2000) Reggio Emilia: Catalyst for Change and conversation, ERIC Digest. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.

Rinaldi, C. (2001) ‘Reggio Emilia: The image of the child and the child’s environment as a fundamental principle’ in Lella Gandini & Carolyn Edwards (Eds.) Bambini: The Italian approach to infant-toddler care, New York: Educators College Press

Steiner, R. (1937) Practical Advice to Educators, London: Rudolf Steiner Publishing Company

Website

studentzone.roehampton.ac.uk/library/digital/drumano.pdf (Another way of seeing: perceptions of play in a Steiner Kindergarten)

Week 15

Examining an EC curriculum and pedagogical approach beyond the minority world

A look at ideas about play and pedagogy in India as an example

By the end of the session you will have:

Understood that there are other approaches to pedagogy and curriculum development beyond western models.

During the session there will be:

Tutor presentation
Group discussion

Key Reading

Early Childhood Education Curriculum Framework (Draft) 2012 India
http://wcd.nic.in/schemes/ECCE/curriclum_draft_5%5B1%5D%20%281%29%20%289%29.pdf

We will, also, be exploring how the Indian government’s early years’ curriculum is implemented in practice by drawing on the work of Amita Gupta.

Weekly task

In order to develop your understanding of how the Indian early years’ curriculum is seen in practice answer the following questions using the scanned chapter referred to in this session (Gupta, 2011):

On page 91, note the perspectives Indian teachers put forward. In what ways are they similar or different to your own? If you have worked in India or went to school in India, then it will be interesting to reflect on whether your ideas have changed if working in a UK context.

On page 93, what specific curriculum model had an influence on early childhood education in India?

On page 94, what are the core ideals of an Indian pedagogy? What are the assumptions underlying this child-centred approach? Can you see similarities with the Foundation Stage Curriculum and your own pedagogy?

On pages 97 and 98 what is Gupta encouraging educators to challenge and why?

GET A SIMILAR PAPER ON; ESSAYSHARKS.US

Recommend Reading

Bruce T. (2005) Early Childhood Education, London: Hodder & Stoughton

Gupta, A. (2011) ‘Play and pedagogy framed within India’s historical socio-cultural, pedagogical and post-colonial context’, in S. Rogers (Ed) Rethinking Play and Pedagogy in the Early Years, London: Routledge

Viruru R. (2005) ‘The impact of postcolonial theory on early childhood education’ Journal of Education, Vol.35, pp 7-29

Week 16

The practitioner as change agent

To think about how change links to your role
To explore the need and motivation for change
To examine a range of change theories
To consider the impact of change on the children, families and staff

By the end of the session you will have:

Understood how you as an educator are a change agent

During the session there will be:

Tutor presentation
Group discussion

Key Reading

Smith, A. and Langston, A. (1999) Managing Staff In Early Years Settings, Routledge, Abingdon, Chapter 5, available as an E book (click here to access)

Weekly task

For your weekly task it is important that you make a final decision on the development or change you are making as part of your assignment. Make a plan that demonstrates:

What you are going to do
Why you have chosen this focus
How it relates to curricula and learning theories
Whether there are any precedents for your change here or in another country
Who you need to involve
When you intend to put it into action
Any resources you will need
How you will evaluate its success

Recommended Reading

Andrews, M. (2009), 'Managing Change and Pedagogical Leadership', in Robins A and Callan C (eds), Managing Early Years Settings, London: Sage

Baldock P, Fitzgerald D and Kay J. (2013) Understanding Early Years Policy (3rd Edition) London: Sage

Kotter, J. (1995), Leading Change, New York: Harvard Business Press

Kubler-Ross, E. (1997), On Death And Dying, New York: Scribner

Rodd, J. (2006), Leadership In Early Childhood, Maidenhead: Open University

Schein, E. H. (1999), The Corporate Culture Survival Guide: Sense And Nonsense About Culture Change, San Francisco: Jossey-Bass Publishers.

Scott, Cynthia D.; Jaffe, Dennis T. (1988) 'Survive and Thrive in Times of Change', Training And Development Journal, Apr 88, Vol. 42 Issue 4, p25

Smith, A. and Langston, A. (1999) Managing Staff In Early Years Settings, Abingdon: Routledge

Week 17

Developing outdoor provision

To consider what is special about the outdoor area
To look at the historical roots of valuing the outdoor provision in early childhood education
To explore some international perspectives on the outdoor area
To reflect on the ways in which practitioners might develop their provision outdoors

By the end of the session you will have:

Understood in more depth the historical roots behind outdoor provision

During the session there will be:

Tutor presentation
Group discussion

Key Reading

There are many books and articles in the area of outdoor play. The following are the key readings for this week:

Bilton, H. (2010) Outdoor Learning in the Early Years: Management and Innovation (3rd ed), London: Routledge (chapter 3 – click here

to access)

Joyce, R. (2012) Outdoor Learning: Past and Present, Maidenhead: OUP (chapter 5 – click here

to access)

Weekly task

By now you will have decided on the aspect of nursery provision that you are going to think about further and develop for the assignment. If you are thinking of an area, which is NOT the outdoor provision, then continue to think about this further e.g. by undertaking relevant reading, keeping focused on your assignment.

Perhaps some of you will think about the outdoor area for your final assignment. If you are, then you will need to think of a particular aspect of outdoor provision e.g. developing or enhancing a growing space for children or developing greater opportunities to experience physical activity which is challenging. Just saying ‘developing the outdoor area’ is very broad. To return to an earlier point, we would never focus so broadly on ‘developing the indoor environment’ but would think about e.g. the role play area or the block play area or perhaps improving meal time provision.

If you are considering looking at outdoor play then the following might be useful additional readings beyond the key readings indicated at the beginning of this week of materials.

Ouvry, M. (2003) Exercising Muscles and Minds, London: NCB

Tovey, H. (2007) Playing Outdoors: Spaces and Places, Risk and Challenge, Maidenhead: OUP (an E book http://catalogue.londonmet.ac.uk/record=b1569425~S1 )

The European Early Childhood Education Research Journal, year 2010, Vol. 18, No. 4 was devoted entirely to outdoor play.

Many edited books will include a chapter on outdoor provision too.

Recommended Reading

Albon, D. (2010) ‘Reflecting on Children ‘Playing for Real’ and ‘Really Playing’ in the Early Years’, in J. Moyles (Ed) Thinking about Play: Developing a Reflective Approach, Maidenhead: OUP

Albon, D. (2011) ‘A Response to ‘Physical Activity at Daycare: Issues, Challenges and Perspectives’ (Van Zandvoort et al, 2010)’, Early Years: An International Journal of Research and Development, Vol. 31, No. 2, pp193-200

Albon, D. (2014) ‘Play, Playfulness and Young Children’s Well-Being’, in J. Manning-Morton (ed) Exploring Young Children’s Well-Being in the Early Years, Maidenhead: OUP

Bilton, H. (2010) Outdoor Learning in the Early Years: Management and Innovation (3rd ed), London: Routledge (chapter 3 – click here to access)

Browne, N. (2007) ‘Identity and Children as Learners’, in J. Moyles (ed) Early Years Foundations: Meeting the Challenge, Maidenhead; OUP

Bruce, T. (1987) Early Childhood Education, London: Hodder and Stoughton

Joyce, R. (2012) Outdoor Learning: Past and Present, Maidenhead: OUP

Ouvry, M. (2003) Exercising Muscles and Minds, London: NCB

Rinaldi, C. (1998) ‘Projected Curriculum Constructed Through Documentation Progezzatione’, in C. Edwards, C. Rinaldi, G. Foreman (eds) The Hundred Languages of Children: The Reggio Emilia Approach - Advanced Reflections (2nd ed), London: Ablex

Stephenson, A. (2002) ‘Opening Up the Outdoors: Exploring the Relationship Between the Indoor and Outdoor Environment of a Centre’, Early Childhood Education Research, Vol. 10, pp 29-38

Tovey, H. (2007) Playing Outdoors: Spaces and Places, Risk and Challenge, Maidenhead: OUP

Vygotsky, L. (1978) Mind in Society, Cambridge: Harvard University Press

Wyver, S., Little, H., Tranter, P., Bundy, A., Naughton, G. and Sandseter, E. B. H. (2010). 'Ten Ways to Restrict Children’s Freedom to Play: the problem of surplus safety'. Contemporary Issues in Early Childhood, Vol. 11, No. 3, pp 263-277.

Bottom of Form

Week 18

Enhancement Week

Week 19

Using the local area as a learning resource

To consider the locality as a learning resource and the importance of planning visits to enhance the curriculum
To reflect on the barriers to making visits
To make links to approaches to curriculum and pedagogy e.g. promoted by the work of Reggio Emilia in Italy
To think specifically about the value of visits to a museum or art gallery

By the end of the session you will have:

Understood that the local area can be used for a learning resource
Understood how utilise the environment for learning

During the session there will be:

Tutor presentation
Group discussion

Key Reading

Hancock, R., Cox, A., Griffin, S. (2010) ‘It's not like anything Joe and I have experienced before: Family Workshops at the Tate Modern’ in C. Cable, L. Miller, G. Goodliff (eds) Working with Children in the Early Years, Maidenhead: OUP (click here

Week task

Visit a local attraction and jot down ideas to share in the session.

Recommended Reading

Bloomfield, P., De Boo, M., Rawlings, B. (2000) ‘Exploring our World’ in R. Drury, L. Miller, R. Campbell (eds) Looking at Early Years Education and Care, London: David Fulton

DfEs (2006) Learning Outside the Classroom Manifesto, Nottingham: DfES

Linden, J. (2011) Too Safe for their Own Good: Helping Children Learn About Risk and Lifeskills, London: NCB

Rinaldi, C. (1993) ‘The Emergent Curriculum and Social Constructivism’, in C. Edwards, L. Gandini, G. Foreman (eds) The Hundred Languages of Children: The Reggio Emilia Approach to Early Childhood Education, New Jersey: Ablex

Wyver, S., Little, H., Tranter, P., Bundy, A., Naughton, G., Sandseter, E. B. H. (2010). 'Ten Ways to Restrict Children’s Freedom to Play: the problem of surplus safety'. Contemporary Issues in Early Childhood, Vol. 11, No. 3, pp 263-277.

GET A SIMILAR PAPER ON; ESSAYSHARKS.US

Week 20

Focusing on the block play area

To develop an understanding that block play has a long history in early childhood education

To consider the physical space for block play

To reflect on what children might learn in the block play area

To consider the kinds of interactional styles which are supportive of young children’s block play?

To conclude, I take you through my reflections of being a practitioner-researcher on the Froebel Block play Research Project

By the end of the session you will have:

Understood the philosophy behind block play and its purpose
Understood how block play facilitates learning

During the session there will be:

Tutor presentation
Group discussion

Key Reading

Read, J. (1992) ‘A Short History of Children’s Building Blocks’ in P. Gura (Ed) Exploring Learning: Young Children and Blockplay, London: Paul Chapman (click here

to access)

See also: http://studentzone.roehampton.ac.uk/library/digital-collection/froebel-archive/Froebel-articles/bruchi.pdf in which you can access Bruce, T. (1992) ‘Children. Adults and Blockplay’ from the same book.

Weekly task

Questions to consider:

Have you learnt things that have made you look at an aspect of your practice in a new way?

Have you learnt things that have challenged your former thinking e.g. about how children develop and learn?

What do you now do differently because of this?

Recommended Reading

Bruce, T. (1992) ‘Children, Adults and Block play’ in P. Gura (Ed) Exploring Learning: Young Children and Blockplay, London: Paul Chapman http://studentzone.roehampton.ac.uk/library/digital-collection/froebel-archive/Froebel-articles/bruchi.pdf

Gura, P. (Ed) (1992) Exploring Learning: Young Children and Block play, London: Paul Chapman

Read, J. (1992) ‘A Short History of Children’s Building Blocks’ in P. Gura (Ed) Exploring Learning: Young Children and Block play, London: Paul Chapman

Wood, D. (1988) How Children Think and Learn, Oxford: Blackwell

Week 21

Enhancing the mealtime experience

To consider the importance of mealtime provision as part of the general curricula and pedagogy of a setting
To think about the important work of Margaret McMillan and her work in advocating for the school meals’ provision that we see today
To explore the links between nutrition and learning
To consider mealtimes as a social event
To reflect on snack time provision – should it be an individual choice or a collective event?
To consider how healthy eating is promoted in settings

By the end of the session you will have:

Understood how meals can facilitate learning

Understood how the importance of physical needs to learning

During the session there will be:

Tutor presentation

Group discussion

Before the next session you should:

Understood the importance of mealtimes in the setting and see them part of the child’s educational career

Key Reading

Albon, D. (2007) ‘Food for Thought: The Importance of Food and Eating in Early Childhood Practice’, in J. Moyles (ed) Early Years Foundations: Meeting the Challenge, Maidenhead: OUP (click here

to access the scanned chapter)

Weekly task

Review your meal and snack time provisioning in the light of this week of materials. Do you look at anything differently now? Is there some aspect of your provision that needs enhancing and why? If there is, you may want to talk to your team, families and the children about what changes they would like to see.

As stated earlier on in this week of materials, if you have neglected an area of your provision for some time, then perhaps this is the time to re-invigorate it. This is not only good for the children, but can also provide a new stimulus for your practice. Importantly, it will be something you have decided upon as opposed to something imposed from ‘above’ such as a new government initiative.

Recommended Reading

Albon, D. (2007) ‘Food for Thought: The Importance of Food and Eating in Early Childhood Practice’, in J. Moyles (ed) Early Years Foundations: Meeting the Challenge, Maidenhead: OUP

Albon, D., Mukherji, P. (2008) Food and Health in Early Childhood, London: Sage

Albon, D. (2009) ‘Challenges to the Uptake of Milk in a Nursery Class: A Case Study’, Health Education, Vol. 109, No. 2, pp 140-154

Albon, D. Mukherji, P. (2014) ‘Health and Well-Being: Food and Mealtimes’, in J. Manning-Morton (Ed) Exploring Well-Being in the Early Years, Maidenhead: OUP

Crossley, N. (2006) Reflexive Embodiment in Contemporary Society, Maidenhead: Open University Press.

Dani, J., Burrill, C. and Demming-Adams, B. (2005) ‘The Remarkable Role of Nutrition in Learning and Behaviour’, Nutrition and Food Science, Vol. 35, No. 4, pp 258-263.

Giovanni, D. (2006) ‘The Pleasure of Eating’, Children in Europe, Issue 10, pp 10-11.

Haines, L., Rogers, J., Dobson, P. (2000) ‘A Study of Drinking Facilities in Schools’, Nursing Times, October, Vol. 96, No. 40, pp 2-4

Sepp, H., Abrahamsson, L. and Fjellstrom, C. (2006) ‘Pre-School Staff’s Attitudes Toward Foods in Relation to the Pedagogic Meal’, International Journal of Consumer Studies, Vol. 30, No. 2, pp 224-232.

Viruru, R. (2001) Early Childhood Education: Postcolonial Perspectives from India, London: Sage.

Week 22

Observing, documenting and reflecting upon pedagogy and curriculum

To consider how we can develop our observation skills around pedagogy and the curriculum
To look at the skills involved in becoming a reflective practitioner
To examine the range of documents we need to keep as practitioners
To reflect on the module

By the end of the session you will have:

Understood that planning the curriculum relates to pedagogy and curriculum

Understood that Reggio takes a particular approach to planning based on the idea of co-construction

Understood that observation as a long history in early childhood

During the session there will be:

Tutor presentation

Group discussion

Key Reading

Fawcett, M. (2009) Learning Through Child Observation, London, Jessica Kingsley

Look at Chapter Two – Views On Children And Childhood and pages 68 – 70 on Event Sampling. Available as an E-Book, click http://catalogue.londonmet.ac.uk/record=b1593062~S1

Moyles J (2010) Thinking about Play: Developing a Reflective Approach, Maidenhead OUP

Look at Chapter One - Practitioner reflection on play and playful pedagogies. Available as an E-Book, click http://catalogue.londonmet.ac.uk/record=b1643518~S3

Weekly task

At this point of the module I suggest you review what you have learnt and record this in a note book.

What did I enjoy?

What I have learnt?

What do I need support around?

Recommended Reading

Bruce, T. (2005) Early Childhood Education, London: Hodder Arnold

Drummond M. (2003) Assessing Children’s Learning, London: David Fulton

Fawcett, M. (2009) Learning through Child Observation, London: Jessica Kingsley

Moyles, J. (ed) (2010) Thinking about Play: Developing a Reflective Approach, Maidenhead: OUP

Siraj-Blatchford, I. (1999) Understanding Pedagogy and its Impact on Learning, London: Routledge

Easter Holiday

Week 23

Poster Presentation for Formative Assessment

Students are to represent a poster to their fellow students in which formative feedback by the tutor to the student.

Week 24

Summative of Poster Presentation

Student’s to present their posters to their colleagues in the session. Each poster will be formerly examined by two academics from the team.

Week 25

Stitching the parts together

Our main focus this week will be the on the following:

To give a brief recap on patchwork texts 1 and 2 with regards to what they should contain
To provide you with information about doing patchwork text three
To guide you as to how the 3 patchwork pieces should be stitched together to form an essay

By the end of the session you will have:

During the session there will be:

Tutor presentation

Group discussion

Weekly task

Write up your patchwork text three

Make sure you proof read your work before you submit it to your tutor.

Email your completed written task online for written feedback along with a referencing section which identifies the sources you have used.

Once you have been given feedback, work on the draft

Do any editing you need to do with regards to patchwork texts one and two?

When happy with the three patchwork texts, join them together to form the academic essay.

Essay Sharks Writers

Wednesday, 10 August 2016

Approaches to Pedagogy & Curriculum in the Early Essay

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Room: BR3-08

Module Tutor:

John Crook

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Website

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