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BA (HONS) EARLY CHILDHOOD STUDIES

Module SEC3043

‘International Perspectives’

MODULE GUIDE AND

REFLECTIVE PRACTICE PORTFOLIO

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BA (Hons) Early Childhood Studies

Module No: SEC3043/3044

Title: International Perspectives Programme Leader: Ms S. Carville

Adviser of Studies: Dr Louise Quinn

Module Co-ordinator: Ms S. Carville Content

This module will be comparative in perspective, comparing the early years’ systems in Northern Ireland, and the rest of the United Kingdom, with those in Europe, America, Asia, Africa and Australia. It will use a topic-based approach to

provide a context in which these comparisons can be made. Aims

This module aims to develop knowledge and understanding of:

The rationale behind making international comparisons and the context that it

provides for reflection on our own system;

Practice in a variety of countries and how it compares with that in Northern

Ireland and the rest of the UK;

Policy implementation in a variety of countries and how it compares with that in Northern Ireland and the rest of the UK;

Learning Outcomes

On completion of this module the student will be able to:

Provide a rationale for making international comparisons in the context of Early Years education policy and practice;

Engage in an informed debate about the range of factors which have influenced the development of policy and practice in a variety of international contexts;

Reflect in depth on theory/practice relationships regarding international early

years issues;

Critically analyse international research, reviewing and evaluating the relevant

literature;

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Compare and contrast provision and policy in a variety of international contexts;

Teaching and Learning

During the study of this module students will experience a variety of teaching and learning methods and techniques, including the use of video-conferencing as a

teaching and learning medium. They will gain knowledge and understanding through lectures, seminars, workshops, peer group discussions and debates,

individual consultation opportunities, presentations and independent study time organised throughout the academic year. Transferable Skills

Students will develop the ability to:

Observe and evaluate

Access and review literature;

Critically reflect on and analyse the salient arguments;

Engage in practitioner enquiry;

Submit bodies of knowledge to critical analyses;

Begin to identify some goals for their own learning and performance;

Develop relationships with their peer group;

Engage in oral presentation of observations and ideas;

Access information through electronic searches;

Increase and build on existing ICT skills.

Outline Syllabus

Topics covered will include issues related to:

Philosophies and underpinning rationale for making international comparisons;

Demographic and social trends which have influenced policy and practice in a variety of contexts;

Curriculum development in an international context;

Child-centred education and care in an international context;

Adult training in the European context;

The context for Early Years services in developing nations of the world.

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LEVEL 3 SEMESTER 2 ASSESSMENT

Title Date Duration % Aggregate

Examination To be confirmed 1.5 Hours 50 %

Assignment See below

To be confirmed 50 %

Examination (unseen paper)

Examination Time: 1.5 hours

Please note that with respect to this module:

Module SEC3043/3044 International Perspectives

The examination will include:

1. A compulsory question carrying a weighting of 25% of the examination

assessment; 2. A suite of questions, from which one should be selected, carrying a

weighting of 75% of the examination assessment.

Please note that the examination assessment is worth 50% of the overall module

mark.

Assessment Criteria

The exam and assignment should both display:

Appropriateness and rationale for the chosen area of study;

Clarity and relevance of information presented;

Rigour of analysis in the light of relevant reading;

Breadth and depth in considering the issues involved;

A sound structure which includes a direct line of argument;

A reference section.

See also Appendix 1 for information relating to Assessment Criteria for Level 3

ASSIGNMENT

The assignment is The Reflective Practice Portfolio/ (RPP).

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The RPP has a section of its own.

Some Useful Sources

N.B. Students are reminded that the useful sources list below is not definitive

and that they are expected to extend their reading and to avail of both internal

(college library, internet, journals) and external (voluntary organization lending libraries, international web pages, Queen’s library) facilities also.

Bae, B. (2010) ‘Realising children’s rights to participation in early childhood settings: Some critical issues in a Norwegian context’, Early Years, 30(3), 205-

218). Bertram, T. & Pascal, C. (2002) Early Years Education: An International

Perspective, London: QCA (Internet: http://www.inca.org.uk) (Accessed on 20 September 2012).

Bignold, W. & Gayton, L, (eds.) (2009) Global Issues and Comparative Education, Exeter: Learning Matters Limited.

Clark, M. M. & Waller, T. (Ed.) (2007) Early Childhood Education & Care, Policy &

Practice, London: Sage. Cederman, K. (2008) ‘Not weaving but drowning? The Child.Com in New Zealand

Early Childhood Pedagogies’ International Journal of Early Childhood, 40 (2) pp. 119 – 130.

Cornia, G.A. (Ed) (2005) Harnessing Globalisation for Children. Geneva: UNICEF http://www.unicef-irc.org/research/ESP/globalization/ (Accessed on 20 September

2012)

Dahlberg, G., Moss, P. & Pence, A. (2007) Beyond Quality in Early Childhood Education and Care, Languages of Evaluation, Abingdon: Routledge.

Edwards, C., Gandini, L. & Forman, G. (eds) (1998) The Hundred Languages of Children: The Reggio Emiliia Approach – Advanced Reflections, London: Ablex.

Einarsdottir, J. & Wagner, J. (eds.) (2006) Nordic Childhoods and Early Education, Philosophy, Research, Policy and Practice in Denmark, Finland, Iceland, Norway

and Sweden, Connecticut: Information Age Publishing.

European Commission (2000) European Report on Quality School Education: Sixteen Quality Indicators, Brussels: European Commission (Internet:

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http://ec.europa.eu/education/policies/educ/indic/rapinen.pdf (Accessed on 20 September 2012)

Farrell, A. (2005). ‘Globalising early childhood teacher education.’ International

Journal of Early Childhood, 37(1), 9-17. Guild, D. E., Lyons, L. & Whiley, J. (1998) ‘Te Whaariki: New Zealand Guidelines

for an Early Childhood Curriculum’, International Journal of Early Childhood, 30 (1) pp 65 – 70.

Johansson, E. (2009). ‘The preschool child of today. The world citizen of tomorrow?’ International Journal of Early Childhood, 41(2), pp79-95

Jones, G.A. (2005) ‘Children and Development: rights, globalisation and poverty’

Progress in Development Studies 5 (4), 336-342

Nuttall, J. (2003) ‘Influences on the co-construction of the teacher role in early childhood curriculum: some examples from a New Zealand childcare centre’, International Journal of Early Years Education, 11 (1) pp 23-32.

Oberhuemer, P. (2005) ‘International Perspectives on Early Childhood Curricula’ in

International Journal of Early Childhood, 37(1):pp27-37. Onnismaa, E. & Kalliala, M. (2010) ’Finnish ECEC policy: interpretations,

implementations and implications’, Early Years, 30(3),267-277

Pearson, E. (2011) ‘Avoiding Recolonisation in Early Childhood: promoting local

values as mediators in the spread of globalisation’ Contemporary Issues In Early

Childhood, 12 (3), pages 212-223.

Soler, J. & Miller, L. (2003) ‘The struggle for Early Childhood Curricula: a comparison of the English Foundation Stage Curriculum, Te Whariki and Reggio Emilia’, International Journal of Early Years Education, 11 (1) pp 57-67.

Staley, L. & Myers, S. (2002) ‘Intercollegiate Collaboration: Reggio Emilia Evokes

Conversations Across Disciplines’, Journal of Early Childhood Teacher Education, 23 (1) pp 27-32.

UNICEF (2007) Child poverty in perspective: An overview of child well-being in rich countries, UNICEF: Innocenti Research Centre.

Wylie, C. & Thompson, J. (2003) ‘The long-term contribution of early childhood education to children's performance - evidence from New Zealand’, International

Journal of Early Years Education, 11 (1) pp 43-56.

Some Useful Web Sites

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www.inca.org.uk

http://timss.bc.edu

http://www.childpolicy.org

http://www.oecd.org/dataoecd/38/2/37417240.pdf (Executive summary of Starting

Strong II);

http://www.oecd.org/dataoecd/30/8/37519079.pdf (Summary Document)

http://www.oecd.org/document/63/0,3343,en_2649_39263231_37416703_1_1_1_

1,00.html#WS (Country Profiles, some very up-to-date documents analysing

policy)

http://www.childlink.co.uk

www.european-agency.org [Special/Additional Needs]

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Module No: SEC3043

Title: The Reflective Practice Portfolio (RPP)

Programme Leader: Ms S. Carville

Adviser of Studies: Mrs B. Hutchinson

Module Co-ordinator: Ms S. Carville Content

The Reflective Practice Portfolio (RPP) will continue to form an integral part of the

line of development of the B.A. (Hons) in Early Childhood Studies. In this year of the course you will continue to include personal reflections, as well as more formal records of specific elements of your work and development.

The RPP is a valuable process, which will continue to help you to think more

deeply about your work and will enable you to make further sense of working with young children. It will supply systematic support for reflecting on your undertakings throughout your studies. This aspect of the course will provide a vehicle through

which you may more easily and effectively communicate your experiences and share in the experience of others across the multi-professional field of Educare. In

addition, it should enable you more meaningfully to relate theory to practice. Aims

The RPP will facilitate you in sharing your ideas, observations and placement

experiences with your tutor and other group members. Its aims are to help you develop further:

Competence in making and recording observations of a variety of settings in which young children develop;

Competence in making and recording observations of a variety of

behaviours in young children;

Competence in making and recording observations of adult and peer

interaction in a variety of Educare settings;

Appropriate language through which to communicate your understanding;

A capacity to reflect on your findings and to share them with other group members, both tutors and peers;

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A capacity, in the light of relevant reading, to make judgments and to justify positions taken;

A capacity for professional development through a process of self-

appraisal.

The RPP will continue to provide a context through which you will receive positive feedback and motivation throughout the course.

Furthermore, the portfolio, in an ongoing manner, will enable you to reflect on, analyse and respond to relevant current issues, policy documents, journal articles

and lecture/seminar/tutorial presentations. It is intended that your competence in analysis and reflection will be further developed.

At all stages, as this personal portfolio develops, it is essential that your own recorded experiences of working with young children are reflected on in a

systematic manner. Judgments made should be supported with reference to relevant theory and your own personal, extended reading. It is essential that you keep an electronic back up copy of your completed RPP,

even though you have submitted it for assessment. This should be saved on your

Stran hard drive, not just on a USB (refer to Induction information from IT Services). You may be asked to submit an additional copy. SEMESTER 1 RPP TASK

The RPP will consist of three main sections:

Section 1:

Will include data relating to personal and professional details and your aims

and aspirations. It MUST include your photograph.

A. Personal and Professional Information should include the following details:

1. Name and telephone number;

2. Information on the type of setting (e.g. family centre, private nursery and

nursery school) where you are employed/undertake placement;

3. Personal post and post description such as temporary / permanent, full-time

/ part-time; 4. Qualifications and training together with a brief description of your prior

experience.

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B. As you begin this module, identify and write a short account of your aims and

aspirations. Elaborate on the strengths and personal qualities, which you bring

to this module and outline those areas where you hope your learning and development will occur.

(Recommended length: 300 words)

Section 2:

Will include data relating to Module 210SEC343 ‘International Perspectives’

Choose an issue in Early Childhood Education and Care.

Critically analyse the impact of international perspectives on current policy/practice in NI.

(Recommended length: 3000 words)

Section 3:

Will include data relating to Module 210SEC343 ‘International Perspectives’

Reflect on the module content so far and write a brief account of how it has challenged your thinking in terms of your practice in the early years.

(Recommended length: 500 words)

Include a reference section citing those texts, which have influenced your

analysis.

The RPP should be presented in Arial, Font Size 12 with double line spacing throughout, with 3.5 cm margins on both sides of the page, printing on one side of

the page only. Submit the RPP to the Admin Office in the Central Building by 4:00 pm (date

to be advised)

*Confidentiality is crucial, so centres and children should not be named*

All assessable elements of your module are subject to rigorous internal marking,

cross-marking and external scrutiny by the External Examiner (appointed by QUB). Under such circumstances, once a mark has been awarded, there can be no

challenge to academic judgement.

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STRANMILLIS UNIVERSITY COLLEGE: BA (ECS) Level 3 ASSESSMENT CRITERIA

GRADE A B C D Fail

Focus & Selection

Focus on & interpretation

of assignment rubric is excellent

All issues are directly

focused on the assignment rubric

Only relevant material has

been selected Demonstrates

independence of thought

and critical judgement Original and reflects a

degree of individuality

Focus on & interpretation

of assignment rubric is very good

Most issues are directly

focused on the assignment rubric

The majority of material

selected is relevant Some independent thought

is evident

Focus on & interpretation of

assignment rubric is good A satisfactory number of issues are

directly focused on the assignment

rubric A satisfactory selection of relevant

material is evident

Focus on &

interpretation of assignment rubric is

appropriate A minority of issues are

directly focused on the assignment rubric

The selection of relevant

material is limited

Focus on &

interpretation of assignment rubric is

inadequate/poor The focus is

predominantly/entirely on irrelevant issues

The selection of

relevant material is

poor/absent Over reliance on

lecture material

Understanding & Criticality

Evidence of

extensive/wide background reading from

appropriate academic sources

Demonstrates a

comprehensive

understanding of the topic & related issues

Ideas and framew orks are

analysed critically Relevant professional

practice is critically

reflected on in relation to the topic

Evidence of a very good

range of background reading from appropriate

academic sources Demonstrates sound

understanding of the topic & related issues

Ideas and framew orks are

analysed to good effect Some aspects of

professional practice are critically reflected on in relation to the topic

Evidence of a good range of

background reading from appropriate academic sources

Demonstrates satisfactory

understanding of the topic & related issues

Ideas and framew orks are

described w ith some analysis

Aspects of professional practice are mainly descriptive, with some

reflection

Evidence of a fair range

of background reading from appropriate

academic sources Demonstrates a

superficial level of understanding of the

topic & related issues Ideas and framew orks

are mainly descriptive Professional practice

may be described but lacks reflection

Evidence of minimal/no

background reading from appropriate

academic sources Demonstrates little/no

understanding of the topic & related issues

Poor/no understanding

of ideas and framew orks

Professional practice is

largely absent/ irrelevant

Coherence & Structure

A lucid, coherent line of

argument is present A w ell-defined structure is

present w ith ideas clearly

linked

A coherent line of

argument is present Well structured with a

logical progression of ideas

A satisfactory line of argument is

present Structure is in evidence but lacks

development

A recognisable line of

argument is present A loose structure is

present w ith ideas

inadequately linked

Line of argument is

poor/absent Poor/no obvious

structure

Presentation & Expression

Written expression is

f luent Accurate spelling &

grammar Citation in text is

appropriate

Reference section is

appropriate

Written expression is good

Mostly accurate in spelling

& grammar Citation in text is mainly

appropriate Reference section is

mainly appropriate

Written expression is satisfactory

Occasional lapses in spelling &

grammar Citation in text is generally

appropriate Reference section is generally

appropriate

Written expression is

w eak Inaccuracies are

w idespread in spelling & grammar

Citation in text contains

some errors Reference section

contains some errors

Written expression is poor

Inaccuracies in spelling &

grammar are v ery prominent

Citation in text contains major errors/ is inaccurate.

Ref erence section contains major errors/ is

inaccurate.

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Tutor Contact Details

Ms. Sheelagh Carville 02890 384 369

S.Carville@Stran.ac.uk

Ms Paula Carlin

02890 384358 P.Carlin@Stran.ac.uk

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Students should note that attendance will be monitored in order to consider aspects of progress.

Late Submissions and Assessment

If you are experiencing difficulties meeting assessment deadlines you should initially approach your module co-ordinator to seek their advice and support for your individual needs. They will

help you to decide on the course of action best suited to your situation. They may well be able to arrange an extension to the submission of your coursework.

In the event of non-submission of coursework due to illness or a medical condition you MUST supply medical evidence (eg. a note/certificate from your doctor) to support your claim. This

MUST BE received within 3 working days of the assignment’s submission date. The medical evidence MUST clearly present both a ‘start’ AND ‘finish’ date.

Medical evidence should be addressed to: Dr Louise Quinn

Central Building Stranmillis University College

BELFAST BT9 5DY

Failure to comply with these regulations will result in the following penalty being applied to your potential mark. Assessment:

Coursework submitted after the deadline will be penalised at a rate of 5% of

the assessed mark per working day up to 5 working days. Coursework submitted more than 5 working days (i.e. Monday to Friday excluding days of official University closure) after the deadline will be recorded as zero for that assignment. Exemptions will be granted only if there

are extenuating circumstances and the student has formally notified (in writing) the Adviser of Studies of such circumstances within three days of the submission deadline.

STUDENTS ARE RECOMMENDED TO READ THE UNIVERSITY REGULATIONS ON THE

COLLEGE WEBSITE

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Students should note that all grades and marks allocated for assessment are provisional until after the Board of Examiners’ Meeting at the end of the academic year, at which time

marks are verified by the External Examiner.

Plagiarism

The University College regards plagiarism as a serious academic offence, which may lead to disciplinary action being taken against the student

concerned. Plagiarised material will be deemed to be passages from other works (including internet sources) incorporated without acknowledgement and with the intention of it being taken to be the candidate's own work.

Plagiarised material will also be deemed to be passages from other assignments that the candidate has already submitted in partial satisfaction

of degree requirements. Passages from other works may be quoted only if shown as quotations with acknowledgement of the sources and similarly may be paraphrased only if the sources are acknowledged.