FDA4083 - Supporting Children's Learning and Development

Objectives:

On successful completion of the module, students will be able to:

1 - Analyse evidence-based theories, philosophical approaches and research that underpins early years development in relation to typical and atypical neurological, cognitive, social, emotional, behavioural, communication and physical development. (K2, K3, S1)

2 - Create pedagogical documentation, using the observation, assessment and planning cycle, to stimulate a child's development, creativity and curiosity through active play based learning, in line with current curriculum requirements including discussion with the key person, colleagues, parents and/or carers.. (K9, K10, K13, S13, B8)

3 - Evaluate adaptive pedagogy and how planning cycles inform and improve practice across a range of learning contexts, such as indoor, outdoors, individual, small groups and larger groups, and the principles for effective early intervention. (S3, S4, S9, S14, B4, B7)

Content:

This module focuses on adaptive pedagogy and how to work with colleagues to identify efficient approaches to children’s learning and assessment, including taking responsibility for supporting the key person in articulating children's progress and planning future learning possibilities.. You will explore how individual children can be supported to learn and develop in relation to typical and atypical neurological, cognitive, social, emotional, behavioural, communication and physical development. Across the module content you will analyse a wide range of these underpinning theories and how they can be incorporated to develop a setting’s own pedagogy. The expected patterns of babies’ and children’s development from birth to 5 years old will be analysed, and an understanding of further development from 5 to 7 years. Babies and children with different starting points will be discussed and how adaptive pedaogogy and teaching can provide success for all. Formative and summative assessment documentation which tracks a child’s progress is analysed to aid the creation of plans to support the child’s learning. Assuming the role of the child's key person, you will observe, assess and plan to facilitate learning, including sustained shared thinking and speech, language and communication skills in imaginative and resourceful ways. Plans will address learning in a 1-1 context, small group, and larger group, choosing a relevant situation to plan for emergent literacy, phonics and numeracy. Maps of the enabling environment both indoors and outdoors will indicate the resources and opportunities being enhanced, as well as evaluating the impact of this support. When relevant, early interventions can be planned for, responding quickly to the needs and interests of the individual child. This process to support children’s progress and next stages of learning will be shared with colleagues, key person’s and parents and/or carers. Documentation will show the key stages in assessing children’s progress – including the progress check at age two years, the Reception Baseline Assessment and the Early Years Foundation Stage Profile.

Progress towards KSBs: K2, K3, K7, K9, K10, K11, K12, K13, K15, S1, S3, S4, S6, S7, S8, S9, S14, S24, B4, B7, B8).

Learning and Teaching Information:

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: Cohort

Guided independent study
Hours: 258



Further Details Relating to Assessment

Students are referred to Module Handbook for full details.

The portfolio will connect a range of pedagogical documentation, either based upon the student’s own work-based setting or as an example provided in the module. Sections may include an opening review of theory and child development; summary of formative and summative assessment to introduce a child’s current development; observation, assessment and planning documents to enhance learning; maps of the enabling environment; early intervention; evaluation of impact and review of your skills in these areas. The key stages in assessing children’s progress can be analysed for the value these have on babies, children families, settings pedagogy and stakeholders – including the progress check at age two, the Reception Baseline Assessment and the Early Years Foundation Stage Profile.

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.

Assessment:

001 Portfolio of Pedagogical documentation; 3000 word equiv.; Mid Sem 2, Block 3 100%

Fact File

Module Coordinator - PRS_CODE=
Level - 4
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered - 4FD3

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