MODULE SPECIFICATION

Code: UTTGKV-30-M

Title: Critical Perspectives on the Early Years Foundation Stage

Version: 1

Level: M UWE credit rating: 30 ECTS credit rating: 15

Module type: Project

Owning Faculty: Social Sciences and Humanities Field: Primary, Early Childhood and Education Studies

Faculty Committee approval: QSC Date: 6 May 2009

Approved for Delivery by: ( indicate name of affiliated institution if module will only be delivered by them)

Valid from: September 2009 Discontinued from:

Contributes towards:

PGCert Education (Early Years )

PG Dip Education (Early Years )

MA Education (Early Years )

Pre-requisites: None

Co-requisites: None

Entry requirements:

(If the module is offered as CPD or stand alone, indicate the entry requirements)

Excluded combinations: None

Learning outcomes:

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

    • be able to demonstrate extensive knowledge and critical understanding of the value of play as a process of learning, through exploration of a wide range of literature and current research (Component A);

    • have a critical understanding of the impact of theoretical concepts relating to language development on Early Years practice; (Component A)

    • have a critical understanding of language acquisition as an innate process; (Component A)

    • be able to compare, contrast, analyse and re-conceptualise a wide range of understandings and concepts of play (Component A);

    • be able to demonstrate a critical understanding about the nature and significance of play in relation to children’s social, educational and emotional needs and overall development (Component A);

    • be able to demonstrate a clear and concise justification for enhancing the environment and the quality of children’s social interaction through children’s experience of play (Component A);

    • be able to collaborate within a group, giving and receiving information and ideas, and develop appropriate professional relationships (Component A);

    • be able to evaluate own strengths and weaknesses, challenge received opinion and develop own criteria and judgement (A);

    • be able to communicate effectively and report on procedures in a clear manner including the capacity to communicate the processes and outcomes of their learning (A);

    • be able to be able to organise and present ideas and information coherently (Component A)

Syllabus outline:

Through lectures and seminars students will explore and discuss different perceptions of play and the relationship of play to children’s cognitive and social development in the early years, with specific reference to the development of language. Historic and alternative perspectives in different social, cultural and educational contexts will be explicated and analysed critically, whilst participants reflect upon the relationships and inter-relationships between concepts of “work” and “play”.


Teaching and learning methods:

The module will be delivered through a mixture of methods, including lectures, seminars, workshops, observations and video presentations. Active participation by the student group will be encouraged throughout.


Reading Strategy

It is essential that students read one of the many texts on research methods available through the Library. Key chapters from several will be available electronically via the Library’s Digital Collections.

Students are expected to identify all other reading relevant to their chosen topic for themselves. They will be encouraged to read widely using the library catalogue, a variety of bibliographic and full text databases, and Internet resources. It will be expected that assignment bibliographies and reference lists will reflect the range of reading carried out.

The development of literature searching skills is supported by the Library with additional support is available through UWEonline. This includes interactive tutorials on search skills and on the use of specific electronic library resources.

Indicative Reading List

The following list is offered to provide validation panels/accrediting bodies with an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module specification. However, as indicated above, CURRENT advice on readings will be available via other more frequently updated mechanisms. All participants will be encouraged to make full use of the IT services available to them through membership of the University. This relates use of the INTERNET where specific electronic journals can be accessed and also to access a range of relevant websites. Access to the university library will also allow texts to be read and groups of students will be encouraged to share their insights during small group meetings.

BEKOPFF, M. and BRYERS, J. A. (1998) Animal Play: Evolutionary and ecological perspectives Cambridge: Cambridge University Press

BROADHEAD, P. (2004) Early Years Play and Learning London: RoutledgeFalmer

BRUCE, T. (2004) Developing Learning in Early Childhood London: Hodder & Stoughton

BRUCE, T. (2001) Learning through Play London: Hodder & Stoughton

BRUNER, J. S., JOLLY, A. and SYLVA, K. (1976) Play- Its role in Development and Evolution Buckingham: OU Press

DUNCAN, M. C. ET AL (EDS) (1998) Diversions and Divergences in Fields of Play London: JAI Press

FORBES R (2004) Beginning to Play Maidenhead: Open University Press

JENKINSON, S. (2001) The Genius of Play Stroud: Hawthorn Press

MACINTYRE, C, (2001) Enhancing Learning through Play London: David Fulton

MOYLES, J. (1989) Just Playing Milton Keynes: Open University Press

NUTBROWN, C. (1994) Threads of Thinking London: PCP

REIFEL, S. (ED) (1999) Play and Culture Studies Connecticut: Ablex Publishing

SCARLETT WG, NAUDEAU S, SALONIUS-PASTERNAK D, & PONTE I (2005) Children’s Play London: Sage Publication

Assessment

A: 100%

ATTEMPT 1

First Assessment Opportunity

Component A

Compilation of a portfolio of directed and negotiated tasks throughout the module under the supervision of a tutor, amounting to 5,000 words.

Criteria for assessment

A: Conceptual Domain (Core)

LM The assignment demonstrates that the student can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories showing the ability to synthesise and/or transform ideas in the process of developing an argument.

G: Action Domain

LM The assignment demonstrates that the student can explore the relationship between theory and practice in the workplace, and use reflection to develop personal theory and refine professional practice, with due regard to issues of equity and social justice, critically evaluating professional development needs and/or outcomes.

Plus one other chosen from the following

B: Literature Domain

LM The assignment demonstrates that the student can reference an extensive range of relevant literature and utilise it in the development of analysis and discussion of ideas, including critical engagement with that literature.

C: Contextual Domain

LM The assignment demonstrates that the student has an awareness of the significance of relevant contextual factors (eg personal, locational, historical, political etc) influencing the area of study and is able to critically engage with the contextual significance.

D: Research Domain

LM The assignment demonstrates that the student can plan for and execute a small scale enquiry in a systematic and reflexive manner, identifying and explaining methodological and epistemological issues around the research process and critically analysing and evaluating research outcomes.

E: Ethical Domain

LM The assignment demonstrates that the student has an awareness of ethical issues arising in or associated with the area of study, showing sensitive engagement with an appropriate ethical framework for interpretation of ideas or for practice. In addition, there is exploration of some of the problematics arising in relation to ethical dilemmas or decisions.

F: Values Domain

LM The assignment demonstrates that the student can clearly identify and analyse the basis of their own value position and where relevant, the value position of others in relation to the area of study, and critically evaluate associated claims to knowledge.

H: Negotiated Domain

In addition to criteria specified under domains A-F, we accept the possibility of tutor and student negotiating an appropriate assessment criterion, to encompass specific elements of significance not addressed through the existing criteria. With tutors new to the programme it is important that such negotiated criteria are approved by the relevant Award Leader.

Second Assessment Opportunity (further attendance at taught classes is not required)

Component A

Compilation of a portfolio of re-negotiated tasks under the supervision of a tutor, amounting to 5,000 words.

Criteria for Assessment as above

SECOND (OR SUBSEQUENT) ATTEMPT Attendance at taught classes is not required.

Specification confirmed by ……………………………………Date ……………………………

(Associate Dean/Programme Director)

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