BLOCK 1
Early Childhood Education and Care and the Early Years Educator
This first session continues conversations begun in PA235, and introduces the national and international context of early years education and care. Students will explore the legislative and policy frameworks that shape practice in this field, i.e. Early Years Foundation Stage, the Development Matters Framework and the Characteristics of Effective Learning. Students will consider the adult-role and the role of the keyworker in young children’s learning and care, and how this manifests across caring roles, safeguarding duties, curriculum subjects, and developmental domains.
BLOCK 2
Planning and Assessment for Learning and Development in the Early Years
In these classes, students will critically evaluate how to provide effective learning environments and experiences for the age, stage and needs of individuals and groups. Students will consider the role of play, child-led and adult-led activities, the importance of supporting holistic development and socialisation, and promoting positive behaviours. We will plan and implement learning activities for young children in class. The second half of this block extends understanding of planning for learning to include the role of early years assessments and the importance of the observation-assessment-planning cycle for early years practitioners. Students will build upon their previous experiences of observation in PA142 and PA232 to think about observation in the early years context and the role of this to track children’s progress and plan next steps. Students will practice carrying out and recording observational assessments and using these to plan for the learning of individuals and groups.
BLOCK 3
The Early Years Curriculum
This third block of time will be spent exploring the early years’ curriculum, including emphasis on the prime and specific areas of development. Students will identify and apply current literacy and numeracy strategies used in early years settings and assess their relationship to theoretical perspectives on children’s development and relevant early learning goals. Students will explore embedding communication, language and numeracy across curriculum areas and evaluate the use of systematic synthetic phonics in early years settings. Beyond the specific areas of literacy and numeracy, students will consider the holistic learning and development of the child, reflecting on the inclusion of expressive arts and design, understanding the world and supporting the physical development of children.
BLOCK 4
Care in the Early Years
This block explores with students the legislative and policy requirements for health and safety, security and information sharing in early years education and care. Students will understand risk management and the role of risk assessments, record management and the handling of information. Classes will use these frameworks to discuss young children’s physical care routines, requirements for considering nutrition, positive touch, infection control, and food handling.
Building upon the legislative requirements for practice above, students will consider the value of care, as related to but not always tied to traditional notions of learning. Here, students will consider their role as carers, the importance of an ethic of care, and the centrality of supporting all aspects of children’s experiences (for example, coping with transitions and additional learning needs).
BLOCK 5
Module Plenary and Shared Assessment Working
This final half block provides a reflective space for students to evaluate their own learning in this module. The session provides a space for assessment discussion and offers an opportunity for students to raise questions with module staff and peers. Students may use this space for working on their assessments.