Introductory description

This module aims to lay the foundations of knowledge, understanding, attitudes and skills that underpin effective Degree-level study through a portfolio of evidence. You will be equipped with appropriate, high level study skills. To achieve this you will explore a range of concepts, strategies and resources to support the development of your academic study and writing skills. Reflective practice is core to working with children therefore, you will develop how child development theory relates to your practice by carrying out specific vocational led task and assessments.
Accompanying this foundation module will be a focus on the ways in which the universal art of storytelling can enhance a childs learning and development irrespective of age, language or socio-cultural factors. We will explore what makes a good story, we will seek to better understand the ultimate storyteller - the human brain (therefore exploring the science of storytelling) and also determine the power of story in the lives of young children.

The understanding and skills you acquire through this module are intended to help support your future studies and practice in early childhood contexts.

Module web page

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

Examination of generic study skills required for effective HE Level study.
The importance of critical reflection for enhancing academic, personal and professional development.
Maintenance of the Student Development file to support continuous critical reflection and recording of students’ progress.
Introduction to a range of University resources, e.g. the Library catalogue, the Learning Grid, Warwick web, Careers Service; Student Support Services.
The process of assignment preparation: academic reading and writing skills.
The application of language development and literacy skills in early childhood development.
The implications of classic and contemporary language acquisition theories for learners with English as an additional language (EAL) from early childhood to adulthood.

Learning outcomes

By the end of the module, students should be able to:

• Locate, assess and select appropriate literature relating to supporting language development through storytelling.
• Plan and lead a session or series of sessions with children to support their language development and evaluate the impact on children.
• Describe some models of language acquisition and make links with own practice.
• Drawing on a range of theories and perspectives, outline how inclusive practice can support the unique childs language development.
• Develop constructive, personal and professional reflection and evaluation in a range of vocational contexts.
• Design an online portfolio of evidence that showcases your vocational expertise and early childhood practice.

Indicative reading list

Reading lists can be found in Talis

Specific reading list for the module

Subject specific skills

Subject Knowledge and Understanding
Make links between theory and research and draw on these to analyse models of human learning and development
Use theory and research to analyse models of language acquisition
Draw on a range of theories and perspectives on the challenges of learning whilst acquiring English as an additional language
Write using a formal academic style and register
Reference accurately using agreed university styles
Locate, assess and select appropriate literature relating to their studies in the field of Early Childhood
Evaluate different theoretical and research-based perspectives and apply these in the synthesis of evidenced arguments
Recognise that knowledge and understanding of the field of early childhood is informed by a range of research methods, theories and evidence
Reflect upon the implications of different theoretical perspectives for their social interactions and pedagogic practice with infants and young children
Reflect on how they facilitate language acquisition for babies and children
Reflect on how they support the language development and learning of children with EAL and development delay.

Transferable skills

Key Skills
Written communication skills
Oral communication skills
Working with others
Problem solving
Information technology
Numeracy