EQ103

Year 1

Core Module BA Education Studies

Term 1

10 Weeks

3 Hours

15 CATS

1x 2 hour exam

What is this module about?

The purpose of this module is to consider the foundation for learning in every context. It is based upon the premise that the early years are the foundation for a child’s development which enables them to engage with education and learning. This basis allows for active participation in their society. Key questions to consider are: What motivates children to learn? How do they learn? What should they learn? The module will consider what very young children (0-5 years) need in order to be able to engage with education and society, and become adults who contribute to that society. This will be done through addressing key concepts in terms of developmental theory (prenatal and through the early years), holistic learning, diversity and inclusion, the role of adults and society, and leadership and governance. These concepts will be considered through identifying and looking at various comparative studies (e.g. OECD Starting Strong), initiatives that look at early childhood care and education in an integrated way (e.g. HighScope, Headstart, SureStart, HCP), research (e.g. EPPE – Effective Pre-school and Primary Education) and its influence on policy and practice (e.g. EYFS, ECM, Children’s Act).

Topics covered:

• Genetics and neuroscience
• Neonatal behaviour and learning
• Early Years developmental theories
• Child development
• The notion of holistic learning
• How children communicate
• Children and the curriculum
• Influence of research and evaluation, and issues of quality
• Leadership and governance of ECCE settings
• Diversity’s impact on the provision offered

Learning outcomes:

• To be able to give a rationale as to why the early years are fundamental to future development and learning
• To have considered what very young children need in order to be able to engage with education and society
• To have developed an understanding of developmental theory (prenatal and through the early years)
• To be able to interrogate key concepts that impact on a child's development and foundations for learning
• To be able to identify and critically consider key national and international intitiatives and research focused on improving life chances of young children
• To have considered the interplay between research, initiatives, policy and practice relating to early childhood education and care

Sample reading list:

Abbott, L. & Langston, A. (Eds) (2004) Birth to Three Matters Buckingham, Open University Press

Athey, C. (2006) Extending Thought in Young Children London, Sage Publications (2nd Edition)

Aubrey, C. (2007) Leading and Managing in the Early Years. 2nd Edition. London: Sage.

Barlow, J. and Svanberg, P. O. (2009) Keeping the Baby in Mind: Infant Mental Health in Practice. Oxon: Routledge.

Beckley, P. (2012). Learning in Early Childhood. London: Sage

Bennett, N., Wood, E. and Rogers, S. (1997) Teaching Through Play. Teachers’ thinking and classroom practice. Buckingham: Open University Press.

Bowlby, J. (1979) The Making and Breaking of Affectional Bonds. Oxon: Routledge.

Brooker, L. (2002), Starting School – Young Children Learning Cultures. Buckingham: Open University.

Bruer J T (1999) The Myth of the First Three Years New York: The Free Press

Cohen, D. (2013) How the Child's Mind Develops (2nd ed). London : Routledge.

Dahlberg, G. and Moss, P. (Eds.), (2005) Ethics and Politics in Early Childhood Education. London: Routledge/Falmer.

DCSF (2007). The Children's Plan: Building Brighter Futures, Department for Children, Schools and Families.

Department for Children Schools and Families. (2006) The Impact of Sure Start Local Programmes on Three Year Olds and Their Families.

Department for Education (2012) Statutory Framework for the Early Years Foundation Stage. Runcorn: DfE.

Doherty, J. & Hughes, M. (2009) Child Development: Theory and Practice 0-11 London, Person Longman

Evangelou, M., Sylva, K., Edwards, A., and Smith, T. (2008) Supporting Parents in Promoting Early Learning. http://www.dcsf.gov.uk/research/data/uploadfiles/DCSF-RR039.pdf

Fabian, H. and Mould, C. (2009) development and Learning for Very Young Children. London: Sage

Gerhardt, S. (2009) Why love matters: how affection shapes a baby’s brain. East Sussex: Routledge.

Gray, C. and Macblain, S. (2012). Learning Theories in Childhood. London: Sage.

Hart, B. and Risley, T. (1999) The Social World of Children Learning to Talk. Maryland, US: Paul. H. Brookes Publishing.

Hoghughi, M. and Long, N. (2004) Handbook of Parenting: theory and research for practice. London: Sage Publications. (e-book).

Maslow, A.H. (1943) "A Theory of Human Motivation" Psychological Review, 50, 370-396.

McLachlan, C., Fleer, M., and Edwards, S. (2010) Early Childhood Curriculum: planning, assessment and implementation. Edinbugh: Cambridge University Press.

Music, G. (2011) Nurturing Natures: Attachment and Children's Emotional, Sociocultural and Brain Development. East Sussex: Psychology Press

Nutbrown, C., Clough, P. and Selbie, P. (2008) Early Childhood Education. History, Philosophy and Experience. London: Sage.

OECD (2006) Starting Strong II. Early Childhood Education and Care. France: OECD Publishing.

Peters, M., K. Seeds, et al. (2007). "Parental Involvement in Children’s Education 2007." London: Department for Children, Schools and Families.

Pugh, G and Duffy, B. (2013) Contemporary Issues in the Early Years (6th edition). Sage: London.

Richter, M. and Andresen, S. (2012) The Politicization of Parenthood: shifting private and public responsibilities in education and child rearing. New York: Springer. (e-book).

Roberts, H. (2012) What works in Reducing Inequalities in Child Health (2nd edition) Bristol: The Policy Press

Robinson, M. (2008) Child Development from Birth to Eight Maidenhead, Open University Press

Robinson, S. (2012) Developing Thinking and Understanding in Young Children (2nd ed). London: Routledge.

Siraj-Blatchford, I. and Clarke, P. (2000) Supporting Identity, Diversity and Language in the Early Years. Buckingham: Open University Press.

Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I. and Taggart, B. (2010) Early Childhood Matters. Evidence from the Effective Pre-School and Primary Education Project. London: Routledge.

Underdown, A. (2007). Young Children's Health and Well-being. Maidenhead: Open University Press

Weinberger, J., Pickstone, C. and Hannon, P. (Eds.) (2005) Learning from Sure Start. Working with young children and their families. Maidenhead: open University Press.

Whalley, M. and the Pen green Team (2001) Involving parents in their children’s learning. London: Paul chapman Publishing.

Yelland, N. (Ed.) (2005) Critical Issues in Early Childhood Education. Maidenhead: open University Press.