Location: Ashton Sixth Form College

Fee: £4,800

Start Date: 2 September 2019

The emphasis of the programme is based on learning in the workplace and recognises that many applicants will have gained knowledge and understanding necessary to undertake study at a higher level through developing professional awareness in the context of work. It is also designed to underpin all appropriate technical work specific skills as well as key skills.

Work based tasks will require students to demonstrate their skills in the workplace and bring evidence to study sessions and this work will form an essential part of the programme experience.

This course is made up of the following four modules:

Level 4 Modules (30 credits each)

Module 1- Practitioners’ Personal, Professional and Academic practice

This module will offer an opportunity to build upon your existing knowledge, skills and understanding and will encourage you to adopt a positive approach to your new course by developing skills of communication and presentational methods. You will be introduced to the purpose and development of reflective practice, professional development profiles, critical thinking skills, referencing, interpretation of data and the development of an academic argument.

 

Module 2- The Developing Child; A Holistic Approach

An in-depth understanding of the unique child’s development underpins all good practice in early childhood and this is gained through systematic observation of the child. This module aims to help you reflect on the importance of observation and to provide opportunities for you to evaluate a range of observation techniques in order to select the ones most appropriate to the aims of your observations and practice some of them to gain detailed information about a child’s holistic development and learning. It aims to help you evaluate established theoretical perspectives on how children develop and learn and apply them to individual children’s observed behaviour in the light of new scientific evidence and to understand how contemporary theorists continue to build upon and adapt existing concepts of early childhood development.

 

Module 3 – The Planning Cycle

This module will introduce students to definitions of play and the importance of play to the development of children through a theoretical and historical approach. Students will learn about the differing types of play, their relationship to development and current provision set within a cultural context. Students will consider a range of planning perspectives and the implementation and evaluation of the planning process in the context of the planning cycle. The module will examine the role of the adult in the extension of play opportunities. Students will be asked to consider the place of flexibility and spontaneity in the planning process and will have the opportunity to plan, provide and evaluate activities to use with children on placement, which will take into account the individual needs of children. Students will gain a deeper understanding of learning theories and early childhood pedagogy relating to play, and an experiential view of teaching and learning. Students will combine their theoretical knowledge of child development and practical experience to the observation and assessment within their case studies. Students will be introduced to a range of observation techniques and they will be encouraged to focus upon the ethical, professional and cultural issues that may affect the way in which we may perceive and interpret the behaviour of others.

 

Module 4 –Inclusive and Enabling Environments

The module will examine definitions of “curriculum”, different models, philosophies and political events that affect curriculum. You will examine the Early Years Foundation Stage Framework, National Curriculum and alternative curricula and consider how children’s learning environments may differ. You will review literature and theoretical perspectives on the role of the adult in children’s learning and examine appropriate learning environments to enable children to progress in the areas of knowledge, understanding, skills and concepts.

Children’s rights will be examined and you will gain an understanding of the principles of catering for the unique needs of the child in relation to diversity of culture, race, ethnicity, gender, ability, disability and lifestyle etc.

You will examine the development of values, beliefs and stereotypes and how these can be overcome by providing inclusive and respectful environments for all children and families. Your role in challenging stereotypical attitudes and behaviours will be considered.

A range of resources and equipment will be investigated to evaluate how they can be used to make children feel included and promote young children’s awareness and understanding of diversity.

You will examine changing concepts of “inclusion”, looking at a variety of reports and legislation and review the impact of special educational needs on individuals and their families, and the support systems in place.

Please note – the modules listed are subject to change