EDM148-The Professional Self in Early Years Leadership

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:7
Terms in which taught: Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Module version for: 2017/8

Module Convenor: Dr Geoff Taggart

Email: g.taggart@reading.ac.uk

Summary module description:
This module is offered to practitioners who have achieved, or working towards, the status of Early Years Professional or early years teachers with a management responsibility. It is based on a recognition that the success of young children (0-5) in development and learning cannot be separated from the emotionally supportive and emotionally consistent context in which it occurs: a culture of secure and positive attachments.
The module therefore aims to construct an image of the early years professional as an expert in learning relationships, acting as a role model for children, staff and parents.

Aims:
To provide early years practitioners with the knowledge and awareness to practice as effective leaders and managers within teams and broader networks.

Assessable learning outcomes:
•To evaluate various approaches to ‘Object Relations’ theory, as applied to the development of children and adults
•To reflect upon theories and practices of interpersonal communication
•To understand how early childhood development can influence adult behaviour
•To reflect upon one’s own values and visions as a leader and to place these within the context of current research
•To understand the multi-professional context of leadership and common barriers to effective multi-professional practice
•To engage with recent research regarding the professionalization of the early years workforce

Additional outcomes:

Outline content:
•Attachment theory and the lifecourse
•Winnicott and the concept of the ‘false self’
•Gender and early development
•Appreciative enquiry for research and organisational change
•Principles and practice in multi-agency working
•Professionalism and an ethic of care
•Emotional labour
•‘Non-violent’ approaches to communication
•Global models of best practice

Brief description of teaching and learning methods:
The conduct of the sessions takes the form of an ‘appreciative enquiry’ into our practice as early years leaders, identifying the strengths and values we wish to enhance and sustain. Reflecting the relational, affective context of early years work, the sessions will therefore call for qualities of openness, trust and honesty in communication.
Therefore, in addition to lectures and work-based tasks set through Blackboard, story, reader’s theatre, philosophical enquiry and multi-media approaches will be used to explore the values, attitudes and issues involved in the experience of leadership.

Contact hours:
  Autumn Spring Summer
Lectures 25
Tutorials 5
Work-based learning 40
Guided independent study 130
       
Total hours by term 200.00
       
Total hours for module 200.00

Summative Assessment Methods:
Method Percentage
Written assignment including essay 80
Oral assessment and presentation 20

Other information on summative assessment:
a)Full presentation of the enquiry, including a vision for the setting and approach to the management of a specific change (20%)

b)3,000 word written assignment relating practice to theoretical models of leadership (80%)

Formative assessment methods:
Submission of first two stages of ‘appreciate enquiry’ in relation to oneself as a leader

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:
n/a

Requirements for a pass:
50%

Reassessment arrangements:
Resubmission within one month of return. The presentation will be assessed through electronic submission only.

Additional Costs (specified where applicable):
1) Required text books: McDowall-Clark, R. and Murray, J. (2012) Reconceptualising Early Years Leadership London: Sage - available in the library
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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