On successful completion of the module, students will be able to:
1 - Analyse the importance of diversity, equality of opportunity and anti-discriminatory practice, exploring evidence based research to improve outcomes for children. (K3, K16, K20, S2)
2 - Appraise activities which stimulates children’s creativity and curiosity about the wider world through active learning, demonstrating the importance of play in supporting children's sense of self, belonging and emotional wellbeing as well as communication and language. (K10, K11, K12, S3, S4, B8)
3 - Demonstrate leadership by sharing inclusive playful practice with colleagues (in a range of settings) which provides inspiration and motivation to develop their early communication and language curriculum. (K9, K17, B2)
Respecting and promoting equality, diversity and inclusion are essential principles for practice within children's education and care. This module explores current and relevant policy, statutory guidance and legal requirements (such as the Equality Act 2010) as well as themes of social justice, drawing on evidence-based practice from international contexts. The importance of building positive relationships to appreciate the social cultural contexts of children, parents, families, and carers are examined, analysing the need to avoid stereotypes (for example those based on race, culture, or gender). Different strategies are considered to develop sustainable practice based on ethical and rights-based approaches, particularly examining communication and language as a cornerstone of the curriculum requiring decolonised practices to bring about equitable change for all children. Here you will present plans for adaptive teaching, communicating with all children in ways that will be understood to support learning of diversity through the role of books, songs, and associated activities, such as the value of reading aloud stories, exploring rich vocabulary in wider contexts, and using verbal and non-verbal communication, rhymes, imagination and songs in daily routines. This will include identifying delays in communication development, and helping children catch up with language development. As well as planning to support babies or children who have speech or language differences, SEND, neurodivergence, or have English is an additional language (EAL), connecting with appropriate support services as required. Recommendations will be made to reinforce playful activities within the home learning environment and support children's self-regulation and self-identity.
Progress towards KSB’s: K1,K2,K3, K6, K8, K9, K10, K11, K12, K16, K17, K20, S2, S3, S4, S5, S6, S8, S19, S24, B2, B8.
The teaching and learning methods for this module are underpinned by programme strategy that aligns with Leeds Trinity University Learning, Teaching and Academic Experience Strategy (LTAE 2022-2026) in that it aims to transform the way we work co-creatively with you, the student, how we connect you and our learning and teaching with the outside world and societal issues. Through this approach we support you on a personalised, values-based and career-led journey through your studies. You will be taught in a variety of methods including problem-based learning using case studies, reflective practice workshops, flipped classrooms; traditional lectures; including participatory workshops which utilise co-creative exercises that will also influence learning and teaching methods. Additional online material will be supplemented using a variety of media and resources, ranging from videos and selected textbooks and articles. The teaching will be face to face and online tutorials may be used to support student progression. Guest speakers and employers will be engaged with to develop an understanding of current professional practice. The practice of relational pedagogy and person-centred planning will be showcased by staff in their delivery style. Further detail on the specific teaching and learning including how these have been developed in response to student feedback, can be found in the module handbook.
Scheduled Learning and Teaching Activities
Hours: 42
Intended Group Size: 50
Guided independent study
Hours: 258
Further Details Relating to Assessment
Students are referred to Module Handbook for full details.
Students will be inspired by a children’s book, which supports the promotion of understanding diversity, to plan developmentally appropriate playful activities, rich in supporting children’s speech, language and communication skills. Students can work individually or in pairs/small groups to present these activities, which will be informally peer assessed in session.
Students will individually reflect on the activity planning work, analysing the importance of supporting speech, language and communication; teamwork; and diversity, equality of opportunity and anti-discriminatory practice, this reflection should reference the activities shared in the presentation to show how theory interconnects with practice. The format of the reflection can be negotiated; verbal recording, written submission, artefact commentary.
All students will have an opportunity within the modules for formative assessment support, to incrementally aid the completion of summative assessment tasks. Formative assessments may take the form of peer review, guided self-reflection, tutorial, draft feedback, and where relevant employer feedback.
001 Activity presentation; 5 mins/500 word equiv.; Mid Block 4 Sem 2 30%
002 Reflective review; 2500 word equiv.; Sem 2 end of block 4 70%
Module Coordinator - PRS_CODE=
Level - 4
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered - 4FD4