Module Directory

This module develops students’ critical understanding of practice and professionalism in the field of early childhood education and care. The module builds on students’ placement experiences at level 4 and level 5 alongside previously taught modules, including safeguarding and ethics, infant observation, and child development. It sits alongside L6 modules that explore children’s play and socialisation, and psychoanalytic perspectives on learning and teaching. The module provides students with specific, reflective and critical exploration of the frameworks surrounding, and practical approaches to, effective working with children 0-5 years within early years’ settings.

Students will critically evaluate the role of the adult in the learning and development of young children and reflect upon the practical use of curriculum frameworks and national and international legislation and policy in early years contexts. The module will provide theoretical and practical exploration of the provision of effective learning environments and experiences for the age, stage and needs of individuals and groups. Students will identify the observation, assessment, and planning cycle as vital to tracking progress for young children while providing facilitative and practical spaces for students to create and evaluate activities across prime and specific (EYFS 2021) areas of learning. The module also critically evaluates the oft-neglected practice of care and considers physical care routines, key worker relationships, and supporting children’s transitions as vital to the creation of an enabling early years’ environment and the wellbeing of children. This emphasis sits alongside discussion of the importance of information handling, security, risk assessments and risk management as integrated into the everyday ethical practice of the early years professional.

The aims of this module are:

• To critically evaluate the theoretical and practical underpinnings of early childhood education and care


• To identify, evaluate and apply curriculum frameworks in the early years to young children’s learning and development


• To explore the observation-assessment-planning cycle and its role in the planning of effective learning activities for young children


• To interrogate the value of care in early years practice and critically consider the importance of health and safety, security, risk management and information handling


• To critically reflect upon ‘the adult role’ and the role of the early years educator

By the end of this module, students will be expected to be able to:

1. Demonstrate a critical knowledge and understanding of early childhood care and education practice


2. Demonstrate a critical knowledge and understanding of curriculum frameworks in the early years, including both EYFS defined prime and specific areas for learning


3. Demonstrate the ability to observe and analyse children’s learning and development in the early years context


4. Demonstrate the ability to use early years assessment and knowledge of theories around children’s learning and development to plan effective learning and play activities for young children


5. Demonstrate a reflective and evaluative approach to the adult role in early years contexts

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.

The learning and teaching for this 15-credit module will take place in 5 blocks across the autumn and spring terms where the module group will come together for the day. This allows for sustained periods of practical workshop activities and for periods of reflection and independent work between classes.

Classes will consist of a mix of lectures, seminars, workshops, and practical activities.