Module: ECS4002-20 Constructions of Early Childhood

Level: 4

Credit Value: 20

Module Tutor: Kitty King

Module Tutor Contact Details: K.King@bathspa.ac.uk

1. Brief description and aims of module:

Many of us have strong views on what young children need and how they should be brought up. But how much do we really know and how far is our knowledge affected, for better or worse, by our personal experiences?

In this module you will be upported to develop an understanding of the range of conceptualisations of childhood and the values associated with them. You will consider issues of power and inequality and the ways in which these might affect our own understandings of multiple childhoods. You will also consider international dimensions with reference to the Sustainable Development Goals: Assumptions about childhood are not the same the world over and exploring the issue on a global scale can help us to better understand our own preconceptions as well as helping us to understand related issues such as inequality, equal opportunities and gender in the widest possible context.

Finally, you will be supported to take a position on the issues raised: What constitutes good childhoods and why? How can professionals who work with children produce fairer outcomes for the families they interact with? How can you properly justify the claims you make? How would you apply a position in practice as an early childhood educator?  

This module will include early childhood practitioner webinars.

2.Outline syllabus

1) Social factors that impact early childhood

2) Theoretical perspectives on the construction of childhood

3.Teaching and learning activities

Pedagogy:

The curriculum starts from where the students are

It has as its model the student as researcher

It is highly structured particularly at Level 4, term 1 to manage the transfer from pre-HE to HE

It challenges knowledge and beliefs from the beginning

It expects the student to read some original writing from the beginning

The seminars are the centre of the learning supported by the lectures and Minerva

There is a spiral curriculum so that each block builds on the last, introduces and explains key concepts and returns to link with others already done.

Constantly asking questions is to be the touchstone for both lectures and seminars.

Assessment Item 1:

• Assessment Type: CW

• Description: Group presentation

• % Weighting: 50%

Assessment Item 2:

• Assessment Type: CW

• Description: Essay (2000 words)

• % Weighting: 50%