BA (Hons) Early Childhood Studies (Top-Up)

This module will consolidate your knowledge of the Early Years Foundation Stage for children aged birth to five and the Primary National Curriculum in England. As part of your learning, you will reflect upon a range of key theories, pioneers and research and their influences on different pedagogical approaches to the curriculum and curriculum design. You will also critically reflect on your own value systems, and you will have the opportunity to relate this to your own practice and professional goals. As part of your learning, you will also make critical judgments regarding early years and educational policy and the challenges that practitioners face in implementing a creative curriculum. This will be supported by a reflective and critical approach when comparing the curriculum in England to that of other countries.

This module offers you the opportunity to learn about child and youth provision and support from an international perspective. You will have the opportunity to critically compare provision currently offered in the United Kingdom and globally. You will appraise reasons for the diverse approaches adopted in different countries from social and cultural perspectives. You will also be able to critically analyse government policy, curriculum ideologies, professional training and evaluate provision in relation to theories, research evidence and national guidelines/standards.

Within this module you will explore the ways in which early childhood professionals lead and make provision for sustainable development within early childhood education. You will also be able to enhance your understanding of different theories, concepts, and approaches to sustainable development with a focus on children’s well-being and development. By drawing on national and global research and literature you will develop your knowledge of the benefits and challenges of facilitating sustainability with young children, parents, carers, and the wider community. You will also be able to critically reflect on your own role and values as an early childhood practitioner in planning approaches to sustainable development.

This module will increase your knowledge of learning in the outdoors for children from birth to 8. You will consider how developing opportunities for learning in the outdoors relates to relevant curricula frameworks. You will research and critically review a range of key theoretical ideas and pioneers in order to evaluate their influences upon pedagogical approaches concerned with learning in the outdoors. This will be supported by reflective and critical investigation considering global pedagogical approaches to learning in an outdoor context. You will appraise the challenges that practitioners face in developing and providing opportunities for learning in an outdoor context. This module will also develop your own value systems and you will have the opportunity to relate this to your own practice and professional goals.

Within this module you will explore the ways in which early childhood professionals make provision for play and playful approaches to learning and teaching, how they design play/learning environments, and all the pedagogical decisions, techniques and strategies they use to support or enhance learning and teaching through play. You will also be able to enhance your understanding of critical issues on play pedagogy in theory and in practice by drawing on research and literature that focuses on different types of play, different aspects of play behaviours, child-centred play, and interactions in communities or groups of players. You will also have the opportunity to critically reflect on your own role as an early childhood practitioner in planning for play, using playful pedagogical approaches in adult- and child-initiated activities, and engaging with children on their terms and with respect for their meanings.

The module explores the historical, social, cultural and economic contexts of children and childhood. You will appraise how the changing social and cultural constructions of children can impact on the lives of children living in diverse communities and societies. You will make critical judgments of issues relating to rights, diversity, equity and inclusion when working with children, families and communities in the UK and globally. You will also be able to recognise and critically analyse what meaningful participation looks like for children and how their voice and sense of place can be promoted.