University of Brighton

PGCE Early Childhood 3-7

EV681

Pedagogy, Principles and Practice in Early Childhood

2013-14

University of BrightonPGCE Primary Education with QTSEV681 Pedagogy, Principles and Practice in Early Childhood 2013-14_____________________________________________________________________________________

Tutors Sheena Smart Room A202 Email s.smart@brighton.ac.uk Pippa Totraku A108 p.totraku@brighton.ac.uk

Module Co-ordinators: Sheena Smart & Pippa Totraku

Aims of the Module:This module is designed to support knowledge and understanding of theoretical and practical perspectives for effective pedagogy in early childhood education through an informed and critical awareness of current policies and practice in teaching and learning. Students will develop an understanding of the child, stages of development and dispositions towards learning alongside analysis of current policy and initiatives relating to the education of young children. Students will work collaboratively to develop independence, and responsibility for their own and others’ professional learning. They will develop skills to apply technological tools in support of teaching and learning.The module aims to provide opportunities for students to gain specific experiences and evidence towards the Department of Education’s Teachers’ Standards (2012) https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/208682/Teachers__Standards_2013.pdf

What to expect in the moduleIn contact time, tutors will provide will lead and facilitate: Lectures, seminars, practical activities, discussion of key issues and preparation for assessment. In non-contact time, students will engage with directed and non-directed reading, collection and review of information, completion of tasks arising from practical sessions, preparation for assessment and the on-going development of an online collaborative blog. Experiences in school will enhance and provoke learning in taught sessions. Learning outcomesStudents will be able to:

1. recognise and interpret the processes and dimensions of early learning and development and their implications for educational policy and practice

2. examine through drawing on research and work based experience the factors that contribute to quality provision and the teacher’s role in this

3. demonstrate critical understanding of the theories and ideologies that inform teaching to ensure the progress of all learners

4. appraise how the informal and formal contexts of early education impact on teaching and learning

5. apply knowledge and understanding of a range of technological tools to support and enhance their own and others’ professional development.

Assessment TaskTask 1 (Collaborative)Students will identify an essential issue for effective and learning in Early Childhood Education today that arises from the module themes and school based experience. They will collaborate to design and develop an informative web-based resource (3 web pages) for fellow student teachers that explores this issue. (2000 word equivalent).

Task 2 (Individual)Students will also submit (via Turnitin) an individual evaluation which will highlight their own contribution to the development of the resource and an aspect of their own pedagogical understanding for further development (500 words).

Both tasks will be marked on a pass/fail basis, and both tasks must be passed to pass the moduleSubmission date: 29.11.13, 1630Referral task 1: a re-working of the original failed component Referral task 2: if a student fails through non-contribution to the group task they will complete an alternative essay (2500 words) at the discretion of the tutors.

Assessment criteria:Your on-line resource will provide evidence that you are able to:

Recognise and interpret the processes and dimensions of early learning and development and their implications for educational policy and practice

Examine through drawing on research and work based experience the factors that contribute to quality provision and the teacher’s role in this

Demonstrate critical understanding of the theories and ideologies that inform teaching to ensure the progress of all learners

Appraise how the informal and formal contexts of early education impact on teaching and learning

Apply knowledge and understanding of a range of technological tools to support and enhance their own and others’ professional development

Module MattersThroughout this module you will be working in groups and individually. Taught sessions will take place weekly with alternate sessions being devoted to ICT and digital technologies. These sessions will involve considerable hands-on practical opportunities. The two whole cohort lectures will address issues of shared professional interest to both 3-7 and 5-11 route students.

There will be a focus on working collaboratively to maintain and develop a group blog using WordPress.com. Tutors will also be using a group blog to introduce the sessions and provide support materials throughout the module at the following link: http://ev681.wordpress.com

The professional blogs you create are intended to help share experiences and effective practice in the way in which many practising teachers are doing using similar tools. However, it should be remembered at all times that these are professional blogs and as such students are required to adhere to the following code of conduct when updating and posting.

Code of Conduct In relation to school-based experience, students should share general school-based experiences

and ideas focusing on pedagogy and practice. The professional blog is not a space for personal grievances or concerns.

Anonymised photographs of, children’s work, displays, planning ideas and resources can be posted as long as relevant permissions have been obtained and any sources appropriately acknowledged.

Photographs of children are not permitted. In any discussions or blog posts relating to professional practice, specific schools, children or

colleagues should not be identified by name or inference At all times students should use professional language and the use of derogatory language or

comments is unacceptable

Developing your Subject KnowledgeAs trainee teachers you will have the opportunity of witnessing a range of changes to the primary curriculum as the national curriculum review is completed for implementation in September 2014. The Early Years Foundation Stage materials, revised in 2012 are now being embedded in schools and nurseries

Pebblepad/ E-portfolioYour assignment feedback should be uploaded to Pebblepad and used where appropriate as evidence against the standards. You should also link to your group blog and use aspects of this as evidence against the standards.

TEACHERS STANDARDS 2012 Throughout his module students will continue to develop their knowledge and understanding of the Teachers’ Standards 2012TS1TS2, in particular

demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

TS4, in particular promote a love of learning and children’s intellectual curiosity reflect systematically on the effectiveness of lessons and approaches to teaching

TS5, in particular know when and how to differentiate appropriately, using approaches which enable pupils to be

taught effectively have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and

how best to overcome these demonstrate an awareness of the physical, social and intellectual development of children, and

know how to adapt teaching to support pupils’ education at different stages of development have a clear understanding of the needs of all pupils, including those with special educational

needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them

TS6, in particular make use of formative and summative assessment to secure pupils’ progress

TS7TS8, in particular

develop effective professional relationships with colleagues, knowing how and when to draw upon advice and specialist support

Session outlinesInduction 12.9.13Whole cohort 1130-1200 W100

Outline: Introduction to the module - The focus of this session will be on explaining the process of the module and sharing guidance for the follow-up tasks, programme and assignment. To accompany this induction there will be an online tutorial that takes the students through how to set up their online blog and the expectations with regard to how this will be used throughout the module. The students will also be guided to any accompanying reading material in support of the module. Follow up from today:Watch the video introduction to the Module and WordPress Blog tool

Before the next session:Set up your WordPress Blog. You will be sent an email with a link to register your group Blog by Pippa

Session 116.9.13Whole cohort09-1100 W100

Outline: First thoughts on teaching and learningThis session will comprise of an overview of a number of perspectives of learning and teaching. The focus will be on sharing understanding of what makes teaching effective and learning so complex. Students will also debate different perspectives on whether and how learning is changed by technological developments.Follow up from today:*Alexander, R. (2010) Ch12 ‘What is Primary Education for?’ in Children, their World, their education: final report from Cambridge primary Review. London: Routledge. Stephens, C (2010) ‘Pedagogy. The silent partner’

Before the next session:**Blog post #1 and responses to Session 1

Session 223.9.13Group 709-1100 Lib109

Outline: Learning and digital identitiesThis will be a hands-on workshop session in which students will explore a range of internet-based tools and resources to consider their educational and professional potential.Follow up from today:Selwyn, N. (2011) Ch1 ‘Revisiting the promise of digital technology and schools’ in Schools and Schooling in the Digital Age: A critical analysis, London: Routledge.

Before the next session:Pollard, A et al (2008) Ch7 ‘Learning: How can we understand children’s development?’Doherty, J, & Hughes, M (2010) Ch1 ‘Introducing Child Development’

Session 31.10.13Group 709-1100 D419

Outline: The Unique Child; growing learningIn an exploration of key theorists, influential philosophies and contemporary research students will consolidate and extend their understanding of child development. How theories, ideologies and research impact on pedagogy will also be examined. Follow up from today:Brock, A et al (2009) Ch1 ‘Three Perspectives on Play’Nutbrown, C (2011) Ch2 ‘Some questions about schemas’Miller, L & Pound, L (2011) Ch3 ‘Postmodern and post-structuralism perspectives on early childhood education’ Something about attachment and/or

Before the next session:Blog post #2 and responses to Session 3.

PSED Session 47.10.13Group 709-1100 Lib109

Outline: Technology in the EYFSPromoting children’s independent use of technology will be examined through a range of pedagogies. Students will explore various appropriate technologies, developing their understanding of how young children’s interactions with technologies support operational learning, extend their knowledge and understanding of the world, help foster positive dispositions to learning and appreciate the role of technology in everyday life. Follow up from today:Plowman L & McPake J (2013) Seven myths about young children and technology. Childhood Education 89 (1) 27-33

Before the next session:Alexander, A (2010) Ch8 ‘Children, diversity and equity’

Session 515.10.13Group 709-1100 D419

Outline: Enabling Environments; equality of opportunity for allStudents will focus on the implications for learning and development of the diverse social, cultural, linguistic and ethnic backgrounds of young children. Policies and principles to promote inclusive practice throughout the whole learning environment will be considered.Follow up from today:Edmond, N & Price, M (2012) Ch12 ‘Promoting equality and inclusion’

Before the next session:Research systems, procedures and policies for safeguarding and wellbeing in schools (SBT1)

Session 621.10.13Whole cohort09-1100 C122

Outline: Safeguarding and wellbeingThis session will offer an introduction to issues surrounding the protection and wellbeing of children, including bullying and e-safety.Follow up from today:Allen et al (2012) ‘e-Safety’ in Primary ICT: Knowledge, Understanding and Practice (5th Ed.), London: Sage.

Before the next session:Blog post #3 and responses to Session 6.

Session 74.11.13Group 709-1100 Lib109

Outline: Laying the foundations for computational thinkingA practical workshop where students will experiment with programmable toys to consider the use of technology to develop early computational thinking. Follow up from today:Watch Ted talk by Mitch Resnick. Details below in Electronic/Video resources

Before the next session:Palaiologou, I (2012) Ch2 ‘The role of observation’ and/or Ch3 ‘Observation techniques’

Session 812.11.13Group 709-1100 D419

Outline: Learning and development; how’s it going? How do you know?This session will focus on assessing learning through formative and summative methods including observation. How this informs planning will be reviewed along with principles in sharing information for transition, e.g. EYFS to KS1Follow up from today:Harrison, C & Howard, S (2009) ‘Inside the Primary Black Box’Fisher, J (2010) Ch3 ‘Preparing children for the move to KS1’

Before the next session:View - Profile exemplification materials: ELG 15 – Technology (details below)SBT Through discussion, play or practical application, assess a child’s awareness of technology in their everyday environment.

Session 918.11.13

Outline: Creativity and digital technologies. This workshop will provide opportunities for students to work with digital video

Group 709-1100 B502

and audio, and consider the potential for creativity offered by digital video/audio editing tools. Follow up from today:Blog post #4 and responses to Session 9.

Before the next session: Investigate how schools encourage learning partnerships between and with children, staff, families and other professionals

Session 1026.11.13Group 709-1100 D419

Outline: Positive relationships; partnerships with othersIn this session students will recognise the significance and challenges of working in partnership with colleagues, families and other professionals. Leading teams to promote young children’s learning will also be considered. Follow up from today:Whalley, M (2012) Ch1 ‘New forms of provision, new forms of working’Edmond, N & Price, M (2012) Ch3 ‘Professional relationships and leadership in the children and young people’s workforce’

*please refer to Reading Lists (WordPress, http://ev681.wordpress.com ) to access reading resources **when instructed to carry out a blog post and responses, one person from your group blog should post and initial response to the session or given theme and the others should respond to the post via the comment tool on WordPress. By the end of the module each member of the group will have taken the initiative to lead a blog post.

Reading List and Learning Support – see Aspire link

Key textsAllen, J, Potter, J, Sharp, J. & Turvey, K (forthcoming) (6th edtn) Primary ICT Knowledge, Understanding and Practice: A practical guide to teaching computing in primary schools London: SageAlexander, R (2010) Children, their World, their Education Schools Abingdon: RoutledgeBrock, A., Dodds, S, Jarvis, P Olusoga, Y (2009) Perspectives on Play Harlow: Pearson Devarakonda, C (2013) Diversity & Inclusion in Early Childhood London: SageDoherty, J & Hughes, M (2010) Child Development: Theory and Practice 0-11 Harlow: Pearson Drummond, M-J (2012) Assessing Children’s Learning Abingdon: RoutledgeNutbrown, C (2011) Threads of Thinking (4th edtn) London: Sage

Electronic/Video resources [accessed 9-7-13]o Aubrey, C. and Dahl, S. (2008) A review of the evidence on the use of ICT in the Early Years

Foundation Stage. [Online] Available: http://dera.ioe.ac.uk/1631/2/becta_2008_eyfsreview_report.pdf

o University of Brighton SEND website available at http://www.brighton.ac.uk/education/environment/resources/sen.php?PageId=312

o ThinkUKnow, available at http://www.thinkuknow.co.uk/teachers/ o EPPE research base at the London Institute of Education o http://www.ioe.ac.uk/research/153.html o Charlie Taylor’s behaviour checklist available at

http://www.brighton.ac.uk/education/placements/resources/primary/2012_files/charlie%20taylor%20checklist.pdf

o EYFS Profile exemplification for the level of learning and development expectedat the end of the EYFS - Understanding the world ELG15 – Technology

http://media.education.gov.uk/assets/files/pdf/e/elg15-technology.pdf

o Ted talk by Mitch Resnick http://www.ted.com/talks/mitch_resnick_let_s_teach_kids_to_code.html