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Critically analyse aspects of early childhood curricula in relation to theories of learning and pedagogy and relate this to practice in their settings

Approaches to Pedagogy and Curriculum in the Early Years

Module Aims

This core module aims to enable students to:

• Develop their knowledge and understanding of a range of theories of how babies and young children learn.

• Study a range of pedagogical approaches and curriculum models for the 0-6 age range, from the UK and from selected other countries.

• Locate theories of learning and curriculum approaches within historical, socio-cultural and political contexts and consider curriculum as a social construction.

• Develop skills in implementing a broad and balanced, child-centred curriculum

Module learning outcomes

On successful completion of this module students will be able to:

  1. Critically analyse aspects of early childhood curricula in relation to theories of learning and pedagogy and relate this to practice in their settings
  2. Describe, analyse and constructively critique a range of perspectives on early childhood education in this and some other countries
  3. Identify the relationship between the history of early childhood provision in the UK and its present form
  4. Articulate the practitioner’s role in planning and implementing a broad and balanced, child-centred curriculum indoors, outdoors and beyond the early childhood setting

Learning outcomes need to be met in your assignments.

In Assessment  A (Podcast) the following outcomes will be addressed

In Assessment B (Essay) the following outcomes will be met

1.  Critically analyse aspects of early childhood curricula in relation to theories of learning and pedagogy and relate this to practice in their settings

2.  Describe, analyse and constructively critique a range of perspectives on early childhood education in this and some other countries

3.  Identify the relationship between the history of early childhood provision in the UK and its present form

4.  Articulate the practitioner’s role in planning and implementing a broad and balanced, child-centred curriculum indoors, outdoors and beyond the early childhood setting

1. Critically analyse aspects of early childhood curricula in relation to theories of learning and pedagogy and relate this to practice in their settings

2.  Describe, analyse and constructively critique a range of perspectives on early childhood education in this and some other countries

3.  Identify the relationship between the history of early childhood provision in the UK and its present form

4.  Articulate the practitioner’s role in planning and implementing a broad and balanced, child-centred curriculum indoors, outdoors and beyond the early childhood setting

A proceeding with battle over curriculum in youth instruction is clear in contemporary exploration and discussion at public and worldwide levels. This mirrors the prevailing impact of formative brain research in global talks, and in strategy structures that decide ways to deal with curriculum, pedagogy, and assessment. Zeroing in on youth instruction, we contend that this battle creates basic inquiries regarding three critical subjects inside curriculum hypothesis: content, soundness, and control. We diagram two situations from which these subjects can be perceived: Developmental and Educational Psychology and contemporary arrangement systems. We contend that inside and between these positions, curriculum content, lucidness, and control are seen in various and in some cases oppositional ways.


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