Introductory description

This module is about contemporary perspectives in early childhood. What are the beliefs and principles that shape how people educate and care for young children? What are some of the theories and assumptions that govern practice? Who speaks for children? What is childhood? How is childhood understood from different cultural perspectives?
You will be encouraged to question taken-for-granted ways of working in and speaking about early childhood. You will explore different values, theories and views, and consider our own perspectives on different aspects of early childhood education. You will be encouraged to reflect on your own experiences of being a child. What did you learn? Did your life learning determine your beliefs or govern the way you approach the subject?
You will be encouraged to read widely, discuss deeply, raise more questions than answers and explore the meaning of different words and practices in early childhood.

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.

What is childhood?
Babies and young children in families, communities and professional settings.
Different philosophies, beliefs and attitudes that inform contemporary conceptions of babies and young children.
Historical, cultural and contemporary constructions of professionalism in early childhood.
Global perspectives on early childhood.
Contemporary perspectives on child protection and safeguarding.
Contemporary perspectives on disability, diversity and inclusion.

Learning outcomes

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

• Reflect upon a range of contemporary perspectives and consider how these underpin different understandings of babies and young children.
• Evaluate ideas and findings across the multiple perspectives in early childhood and recognise distinctive approaches to relevant issues.
• Present and develop an argument, drawing upon appropriate evidence, literature and theory.
• Apply multiple perspectives to early childhood issues, recognising that early childhood involves a range of research methods, theories, evidence and applications.
• Evaluate and critique different historical and cultural constructions of babies and young children and argue why particular approaches are appropriate in specific contexts.

Indicative reading list

Jolyn, B. (2010) Early Childhood Teacher Education: Historical Themes and Contemporary Issues. Journal of Early childhood Teacher Education. 31 (4) 391-405.
Nutbrown, C. & Clough, P. (2014) Early Childhood Education: History, Philosophy and Experience 2nd Edn. London: Sage
Penn, H. (2014) Understanding Early Childhood: Issues and Controversies. 3rd Edn. Maidenhead, Open University Press
Pugh, G. & Duffy, B. (2013) Contemporary Issues in the Early Years. 6th Edn. London: Sage.
Reed, M. & Walker, R. (2014) A Critical Companion to Early Childhood. London: Sage.
Rose, J., Gilbert, L. & Richards, V. (2015) Health and Well-Being in Early Childhood. London, Sage.
Smidt, S. (2015) An ABC of early childhood education [electronic resource] : a guide to some of the key issues. London: Routledge.
Tovey, H. (2013) Bringing the Froebel Approach to your Early Years Practice. Abingdon: Routledge
Wild, M. (2013) Themes and Debates in Early Childhood. London: Sage.
Journals
Contemporary Issues in Early Childhood

View reading list on Talis Aspire

Subject specific skills

Reflect upon a range of contemporary perspectives and consider how these underpin different understandings of babies and young children.
Evaluate ideas and findings across the multiple perspectives in early childhood and recognise distinctive approaches to relevant issues.
Present and interpret different contemporary perspectives of early childhood to arrive at supported conclusions
be able to adopt multiple perspectives in relation to early childhood and systematically analyse the relationships between them.
Reflect upon a range of educational, cultural, historical, political and economic perspectives, and consider how these underpin different understandings of babies' and young children, nationally and globally.
Critically explore, examine and evaluate the significance of the cultural, historical and contemporary features of various policies, institutions and agencies in regard to babies and young children.
Locate, assess, select and review literature in the field of Early Childhood.
Present and develop an argument, drawing upon appropriate evidence, literature and theory.
Analyse and synthesize research, theories and ideas from multiple sources.
Plan and conduct a research project on a chosen aspect of Early Childhood.
Reflect upon a range of psychological, sociological, educational, health, historical and philosophical perspectives and consider how these underpin different approaches to working with babies and young children.
Apply multiple perspectives to early childhood issues, recognising that early childhood involves a range of research methods, theories, evidence and applications.
Evaluate and critique different historical and cultural constructions of babies and young children and argue why particular approaches are appropriate in specific contexts.
Demonstrate an understanding of how to plan for, and where appropriate implement, meeting and promoting children's health, well-being, protection and safety and the conditions that enable them to flourish.
Produce critical arguments for engaging in inter-professional practices for babies and young children.

Transferable skills

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