Introductory description

High-quality early childhood education plays a fundamental role in shaping lifelong learning experiences. This module provides an in-depth exploration into the principles, theories, and practices that underpin impactful teaching in early childhood settings. Students will engage with key educational theories, policies and curriculum, and pedagogical approaches that influence early years education. They will examine the role of play-based learning, child-centred teaching strategies, and inclusive practices in supporting young children’s development. Additionally, students will critically reflect on their own teaching philosophies and consider the impact of cultural, social, and environmental factors on early learning.

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.

Different theoretical approaches to assessment, teaching and learning in early childhood contexts.
Adopting a principled approach while adhering to curriculum frameworks and teachers' standards
Managing the learning environment and promoting equality of opportunity and anti-discriminatory practice
The politics and ethics of assessment in early childhood.
Practitioners’ pedagogic knowledge.
Strategies for developing language, communication, and early reading skills
Supporting early mathematical thinking through play and exploration
National early years curriculum frameworks (e.g., EYFS, Te Whāriki)
Planning engaging and developmentally appropriate lessons
Observation and documentation methods (e.g., learning journals, portfolios, anecdotal records)

Learning outcomes

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

• Understand the Non-statutory Curriculum Guidance for the Early Years Foundation Stage and National Curriculum (Key Stage 1).
• Demonstrate the ability to plan and implement a developmentally appropriate activity for a particular stage of early years
• Discuss the role of assessment strategies to effectively monitor pupil progress
• Discuss the role of the early years educator in ensuring equality of opportunity and anti-discriminatory practice

Indicative reading list

Reading lists can be found in Talis

Research element

Students will research examples of early learning activities to help support the design of their assessment. This will also involve students taking a research-informed approach to their decision-making.

Subject specific skills

Demonstrate knowledge and critical appreciation of the role of research methods/ethics and pedagogical frameworks appropriate in early childhood contexts.
Critically reflect upon current teaching and assessment practices within an early childhood context
Have a well developed ability to plan for, and where appropriate implement, play and the curriculum, assessment, evaluation and improvement of creative learning opportunities, taking account of babies and young children's health and emotional well-being.
Be able to take charge of own learning, and reflect and evaluate personal strengths and weaknesses for the purposes of future learning.
Locate, assess, select and review literature in the field 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.

Transferable skills

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