EDM090-The Early Years Foundation Stage

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Terms in which taught: Autumn / Spring term module
Non-modular pre-requisites: gained EYPS or QTS
Modules excluded:
Module version for: 2017/8

Module Convenor: Dr Geoff Taggart

Email: g.taggart@reading.ac.uk

Summary module description:
The module is primarily for students who work with babies and young children in a paid capacity and will be taught with close reference to the professional standards for Early Years Teacher. It focusses upon the development of the skills of professional reflection whilst introducing frameworks, legislation and policy relevant to working in this sector, in particular the Early Years Foundation Stage.

•To use theories of reflective practice in a systematic and critical way
•To develop a systematic understanding of legislation and policy as it relates to early years work
•To take a creative and constructively critical approach towards innovation and adapt practice if benefits and improvements are identified
•To take an evaluative approach to ‘educare’ frameworks such as the Early Years Foundation Stage
•To critically investigate examples of practice in the care and education of babies and very young children.
•To understand factors that contribute to developing positive, collaborative relationships with parents and other professionals concerned with young children

Assessable learning outcomes:

  • Demonstrate critical reflection on EYFS practice, applying theoretical/research-based knowledge to demonstrate leadership potential
  • Demonstrate how children can be supported to be competent learners
  • Identify factors affecting the development of positive relationships in the setting and show the awareness and ability to manage the implications of ethical
dilemmas and work pro-actively with others to formulate solutions.
  • Analyse and synthesise research into various ways in which staff can support children’s EYFS learning and development
  • Critically analyse and apply research into ways in which learning environments can be improved to support children’s development in the early years

Additional outcomes:
Build research capacity in the institution in which they are employed

Outline content:
The module will examine how the practitioner can lead developments in the Early Years Foundation Stage to improve children’s outcomes. It will consider the Standards for learning, development and care set by the EYFS and the type of improvements that will lead to more effective practice. The four principles within the framework, around the themes of a unique child, positive relationships, enabling environments and learning and development will be considered in varying depth. Studies will be informed by the nationally-agreed standards for the award of Early Years Teacher.

Students will be asked to analyse both their own practice and the practice of others, to discuss their findings and to consider how they can lead changes in the light of reflection. Child protection and safequarding will be addressed.

Global context:
Critical discussion of international pedagogical approaches: Reggio Emilia (Italy), Te Whariki (New Zealand), Developmentally Appropriate Practice ( USA).

Brief description of teaching and learning methods:
Tutor led sessions will involve the dissemination and examination of written evidence, video clips, case studies and other material in relation to the EYFS. Students’ analysis of practice will be based around the premise that they want to lead improvements in their setting

Contact hours:
Tutorials/seminars 24
Other contact (eg study visits) 6
Total hours 30
Number of essays or assignments 1
Other (eg major seminar paper)  

Summative Assessment Methods:
Method Percentage
Written assignment including essay 80
Portfolio 20

Other information on summative assessment:
The e-portfolio comprises reflective accounts of practice in the workplace which are produced over the course of the module.

The written assignment (3000 words) is associated strongly with the preparation process for EYT status assessment.

Formative assessment methods:
Feedback on reflective portfolios is provided at the end of the Autumn Term.

Penalties for late submission:
Penalties for late submission on this module are in accordance with the University policy. Please refer to page 5 of the Postgraduate Guide to Assessment for further information: http://www.reading.ac.uk/internal/exams/student/exa-guidePG.aspx

Length of examination:

Requirements for a pass:
All assessed elements need to be awarded separate marks of at least 50% to pass. All need to be passed in order for the module to be completed.

Reassessment arrangements:
Resubmission of either assignment or portfolio occurs within one calendar month of notification of failure.

Additional Costs (specified where applicable):
1) Required text books:
2) Specialist equipment or materials:
3) Specialist clothing, footwear or headgear:
4) Printing and binding:
5) Computers and devices with a particular specification:
6) Travel, accommodation and subsistence:

Last updated: 31 March 2017

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