| CODE | EPE1010 | ||||||||
| TITLE | Pedagogies of Early Childhood Education | ||||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 5 | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Early Childhood and Primary Education | ||||||||
| DESCRIPTION | This study-unit offers students an overview of the different pedagogical ideas and developments of early childhood education and care (ECEC) provision by looking at the key figures, who in different ways, have contributed to the development of the field. This study-unit helps students understand the origins of ECEC, and where present policies fit, or do not fit, with the lessons learnt over time. With this aim in mind, students are introduced to some of the founders who influenced these developments, up to modern times. Key moments in the development of ECEC pedagogies, and the link between the works of a number of founders and the development of ECEC policies and pedagogies are also explored. Some of the early influential figures discussed in this study-unit including, Rousseau, Pestalozzi, Froebel, Montessori, and Steiner, to mention but a few. Next, modern influences on ECEC are also discussed. These include Dewey, Piaget, Vygotsky, and Bronfenbrenner. To offer a clearer understanding of these educational philosophies, this study-unit also focusses on the notions of children and childhoods. Central to these arguments are conceptualisations of the child, children and childhood , and influence of context upon these. Towards this end, this study-unit looks at ways in which children and childhood have been constructed in different contexts and how these have changed over time. Therefore, this unit looks at context from an ecological perspective (Bronfenbrenner & Morris, 2006). Notions of children and childhoods are further explored in relation to the founders of ECEC. Finally, this study-unit looks also at international developments in ECEC and the many influences from educational pedagogies from around the world by exploring the background to some of the most influential provision of ECEC, including Reggio Emilia, Te Wh膩riki, the Swedish curriculum and HighScope approach. This helps students understand what they can learn from the commonalities and differences within these approaches, and what they can learn/take from other places and practices, and how they can translate these into pedagogies that suit the interests, strengths and needs of children in their classroom. Study-Unit Aims: This study-unit aims to introduce students to the founders of ECEC and critically consider the developments, theory and practices which helped shape the field so far. It also seeks to help students consider and understand current educational practices and policies in the early years through the lens of diverse pedagogical ideas of ECEC. Furthermore, this study-unit is structured to encourage critical engagement with pedagogical ideas and developments in ECEC by reflecting upon the influences of policy development and implementation, and the impact of research on policy and practice. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Describe the different pedagogical ideas of ECEC provision over time; - Summarise the various theoretical concepts of ECEC in different contexts and the types of programmes in place; - Develop/construct a critical understanding of developments in ECEC policies, as influenced by cultural, social and economic aspects, both past and current; - Analyse, describe and differentiate between different pedagogical theories in ECEC; - Critically assess whether or not these founders helped shape past and current educational practices; and, - Transfer their learning by planning and implementing some of these pedagogical ideas in practice. 2. Skills: By the end of the study-unit the student will be able to: - Analyse the pedagogical ideas proposed by ECEC founders; - Reflect on critical issues in these pedagogies, which led to the development of new educational approaches in ECEC; - Critically examine national and international education practices and how these relate, or otherwise, to the pedagogies of the founders of ECEC. - Transfer what has been learnt into their everyday practices. Main Text/s and any supplementary readings: Main Texts: - Aubrey, K., & Riley, A. (2022). Understanding and using educational theories (3rd ed.). London: Sage Publications Ltd. - Macblain, S. (2022). Learning theories for early years practice (2nd ed.). London: Sage Publications Ltd. Supplementary Readings: - Bradbury, A., & Swailes, R. (Eds.). (2022). Early childhood theories today. London: A SAGE Publishing Company. - Conkbayir, M., & Pascal, C. (2014). Early childhood theories and contemporary issues: An introduction. London: Bloomsbury. - Nutbrown, C., & Clough, P. (2014). Early childhood education: History, philosophy and experience (2nd ed.). London: Sage Publications Ltd. |
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| ADDITIONAL NOTES | Regular attendance of not less than 80% of the lectures. | ||||||||
| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Jane Spiteri |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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