CYP6103 - Developing through Play: Theoretical Perspectives

Objectives:

Assessment tasks are designed to enable students to demonstrate the Learning and Employability outcomes for the relevant level of study. Level Learning Outcomes are embedded in the assessment task(s) at that level. This enables a more integrated view of overall student performance at each level.

Content:

This module will develop student understanding of the Early Years Foundation Stage and the impact on children’s learning. Students will explore the effectiveness of the framework. They will be expected to discuss critically a range of perspectives and theories related to early years education both in the UK and globally. They will consider, in an ethical context, the issues relating to children’s experiences in the early years, which are relevant to transitions from home through to school. Students will consider contemporary and traditional theory and research.

Learning and Teaching Information:

Lectures and seminars
Hours: 21
Intended Group Size: 50

Workshops and on-line support
Hours: 21
Intended Group Size: 50

Guided independent study
Hours: 258

Further details relating to assessment
The timeline will consist of theoretical perspectives relating to children’s learning and development. The written rationale is required to support and evaluate the submitted visual evidence.

All students will use a case study for evaluation from their practice setting. Further supporting guidance will be provided within the module handbook and during taught sessions.

Students will have opportunities for formative assessment across the year to guide and inform their preparation in line with the University grading system.

Assessment:

001 Timeline & rationale; 3,000 word equiv.; mid-semester 2 50%
002 Case study; 3,000 words; end of semester 2 50%

Fact File

Module Coordinator - Cathryn Keighley
Level - 6
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered - 6S2

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