Run by School of Educational Sciences

30.000 Credits or 15.000 ECTS Credits

Semester 1 & 2

Organiser: Mrs Hazel Jane Wordsworth

The overall purpose is to identify and critically examine the relationship between the child, the environment of the classroom or setting, and the adult in the Early Years age range (3-7 years). The specific aims are: 1. To explore the broad theoretical background to the new Curriculum for Wales and the and offer a Welsh and wider UK perspective. 2. To explore and reflect on Early Years practice from an international perspective. 3. To enable students to develop an appreciation of the influences that shape current Early Years practice. 4. To provide the necessary knowledge that will enable students to analyse, critically evaluate, and reflect on teaching and learning in the Early Years.

x

threshold

A satisfactory demonstration of the learning outcomes.

good

Showing insight, sustained and relevant chain of argument, good illustration with the basis of evidence acknowledged, and with some distinction.

excellent

Outstanding in power of analysis, argument, range of information, and organisational and stylistic quality.

1. Successful students will be able to 1. reflect critically on recent and current developments in the Early Years curriculum and on the influences that have moulded its conception and content; 2. reflect critically on effective practice in the Early Years from a UK and international perspective; 3. analyse how aspects of recent and current developments in Early Years theory and practice impact on classroom delivery; 4. evaluate the role of adults in an Early Years setting; 5. analyse the relationships between the child's desires and interests, the environment within the classroom or setting, and the adult's contributions to children's learning.

Type	Name	Description	Weight
ESSAY	Curriculum for Wales - theory into practice	Critically discuss how international perspectives on Early Years have shaped the principles and pedagogies of the new Curriculum for Wales and critically evaluate an specific aspect of provision in an Early Years setting.	50.00
INDIVIDUAL PRESENTATION	Child Initiated learning in an early years setting	Critically discuss the importance of incorporating pupil voice and how this shapes the experiences in an Early Years setting. Evaluate the challenges and opportunities that practitioners face in your own context.	50.00

		Hours
	24 hours lectures 6 hours of seminars/tutorials 270 hours self study The delivery of the module follows the normal MA weekend format. Lectures and Seminars take place during the usual 5 teaching weekends.	300

• Literacy - Proficiency in reading and writing through a variety of media
• Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
• Exploring - Able to investigate, research and consider alternatives
• Information retrieval - Able to access different and multiple sources of information
• Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
• Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
• Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
• Mentoring - Able to support, help, guide, inspire and/or coach others
• Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
• Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
• Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
• Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
• Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in

Talis Reading list

http://readinglists.bangor.ac.uk/modules/xme-4076.html

Reading list

Bayley, R. & Featherstone, S. (2013) Supporting Child-initiated Learning London: Featherstone Featherstone, S (2008). Like Bees, Not Butterflies: Child Initiated Learning in the Early Years. London, United Kingdom: Bloomsbury. Fisher, J. (2013) Starting from the Child: Teaching and learning in the foundation stage Maidenhead, Berkshire: Open University Press/McGraw-Hill Education HwB (2021) Curriculum for Wales https://hwb.gov.wales/curriculum-for-wales Matluba,K., Bell, S. & Wood, J. (2020) Place, Pedagogy and play: Participation, Design and research with children Milton: Taylor and Francis Moyles, J. (2010) Thinking about play: developing a reflective approach Maidenhead: Open University press Nutbrown, C. (2018) Early Childhood educational research : International Perspectives London; Sage PLtd Nutbrown, C. (2006) Threads of thinking : Young children learning and the role of early education London; Sage

Optional in courses:

• X3AN: MA Education Studies year 1 (MA/EDST)
• X3BG: MA Education Studies (12-months) year 1 (MA/EST)