Welcome to the Early Years Pedagogy and Practice module. The module introduces you to effective pedagogy and practice. The module is meant to provide you with a deeper understanding of the play-based ethos and wider approaches that underpin Early Years pedagogy. You will explore the theoretical underpinning of the Early Years Foundation Stage and other relevant curricula. You will critically reflect on your own practice to enable you to identify values that influence and impact on your pedagogy. You will also consider inclusive practices that inform planning. The module will explore educational systems, theory,
research to enhance your understanding of appropriate pedagogical approaches, which are suited to your setting. You will also consider the strategies that you can/have used to support positive behaviour for learning in a variety of ways within the Foundation Stage, making comparisons to strategies used in the Key Stage One and how they differ in approach.
To develop knowledge, skills and understanding of pedagogical issues which will enable children to participate confidently and effectively in activities within an early years setting;
To develop the ability to plan, implement and apply methods and techniques of the processes to promote learning, address diversity and acknowledge the essential involvement and contribution of parents/carers, practitioners, and children in learning;
To develop the ability to plan, assess and critically evaluate learning activities, support systems and materials within a professional teaching and learning context for children within the age range of 0-5 with an appreciation of planning approaches up to the age of 8.
To evaluate appropriate strategies that promote positive behaviours for learning, making comparisons to the ones used with older children
MODULE LEARNING OUTCOMES
understand pedagogical practice within the Early Years Foundation Stage and how this is underpinned by theory and research;
effectively meet the educational needs of children in a group or individual situation, identifying aims, learning outcomes, teaching, and learning methods, resources, and safety;
evaluate the outcomes of a planned learning activity and identify progressive learning and development targets for the children involved;
reflect on children’s active engagement in their learning and development within an inclusive activity;
reflect on the role of the adult in selecting appropriate pedagogical approaches that support children’s learning and development.
TEACHING AND LEARNING STRATEGIES
This module will be delivered through a variety of learning experiences, which will include you attending weekly lectures at your college and/or your institute of learning. The lectures, work-based examples and interactive small group discussions held face to face and/or remotely will provide you with the underpinning knowledge to explore pedagogical approaches in early years. Engagement with your peers and managers in your work setting is strongly encouraged to promote critical reflection of best practices within pedagogical
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approaches. There is opportunity for you to reflect on how play-based philosophies inform/should inform your teaching and learning approaches. You will examine and critically evaluate current issues around planning activities and choosing tools/resources for learning and how these can effectively contribute to or limit children’s learning and development (for example considering differentiated needs and cultural capital). You will also critique models of planning for effective learning. There is an expectation that you will build on this through your own research, discussions with peers and colleagues and critical reflections of the subject matter.
You will have the opportunity to critically examine a range of theories, research, models, statutory requirements, and documentation. This will develop a range of skills required for your summative assessment and will enhance your professional practice in the workplace.
Your contribution in all aspects of this module is important for both your own learning and that of your fellow students. By engaging in lectures, seminars, workshops, discussions, and wider reading you will enhance your learning experience.
Formative Task 1-Evaluating the Early Years Foundation Stage Statutory Guidance
You will engage with a small group discussion where you are required to critique the Statutory Framework for the Early Years Foundation Stage (EYFS) (DfE (Department for Education), 2023), effective: 4 September 2023. As part of this formative Task 1 you will identify the key theories and/or research which underpin the recent Early Years Foundation Stage Framework, drawing on the theories and perspectives explored within this module and previous modules. You will also unpack the wider considerations detailed within the Statutory Framework to ensure that you are continually engaging with critical and transformative thinking. It would be useful for you to consider some of these key questions when critiquing the Statutory Framework.
1. What are the overarching principles of the EYFS? How do they relate to theories and/or philosophies of Child Development? What is your critique of these overarching principles?
2. What is the role of play within the EYFS? Is there sufficient avenue to embed play meaningfully in your practice? Why?
3. What prominence is Health and Safety given within the EYFS? How does it support/restrict play-based approaches?
4. Which model of inclusion is prescribed within the EYFS (social model or medical model or any other models of inclusion)? How do you apply these models in practice?
5. What are the distinct types of assessments detailed within the EYFS and how does it support play-based approaches?
6. How does the EYFS promote the child’s voice? What is the evidence for this within the Statutory Framework?
Formative Task 2-Peer Feedback on Activity Plans from the setting and from cohort peers
Your group discussions and debates will provide you with enhanced knowledge and critical thinking to plan an inclusive activity, which meets the educational needs of children in a group or individual situation. The activity plan will identify aims, learning outcomes, teaching, and learning methods, resources, and safety considerations. The activity plans will be discussed in small groups as part of Task 2. You will have the opportunity to receive peer feedback. It is expected that you will consider the feedback and refine your Activity Plan to support good working practices with children in your setting. In addition, you are required to
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discuss your Activity Plan with your colleague/supervisor/manager/Critical Professional Associate, and this can also be used as peer feedback to enhance your final Activity Plan.
Important Note: Your Activity Plan (which could be in draft stage) should be discussed with your colleague/supervisor/manager/Critical Professional Associate before your Week 4 teaching session. As evidence of this discussion please ensure that the Top Sheet (Appendix One) is signed and dated. This must be shown to your tutor by Week 5 at the latest. Remember that this may not be your final Activity Plan but a draft version. You will improve on this based on the feedback you receive from your peers and colleagues.
Formative Task 3-Reference List
As part of your preparation for the final submission you are required to submit a Reference List that contains at least
1. Two Journal Articles
2. Three government publications which must include The Early Years Foundation Stage Statutory Guidance and Development Matters
3. Two websites, one of which must include Birth to 5 Matters
4. Two textbooks
All the above should be presented in line with Harvard Referencing Conventions by Week 6 of the module teaching on Canvas.
Please use the appended Assignment Checklist ahead of submission to check your
Your final version of the implemented Activity Plan (500 words) will form part of the summative assessment. It will be attached as an appendix to the essay. After implementation of the activity, you will reflect on key aspects of the Activity Plan within the summative essay making links to the Early Years Foundation Stage, relevant theory, and research. You will draw on educational systems and pedagogical approaches when evaluating the activity plan within the summative essay. It is also essential that you critique the role of play-based approaches that you were able or unable to embed in the implementations with a supporting rationale. You will also highlight the extent to which you have/have not fully considered the voice of the child within the planning and/or implementation offering a critique of why this was possible/not possible. The word count for the summative essay is 2500 words (Summative).