| CODE | EPE5023 | ||||||||
| TITLE | Advanced Curricular and Pedagogical Approaches in the Early Years | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Early Childhood and Primary Education | ||||||||
| DESCRIPTION | This study-unit aims to deepen students' understanding of the theoretical foundations of curriculum and pedagogy, especially within the complex social and political landscapes impacting early childhood today. Through engaging with comparative analysis of diverse curriculum models. They will critically examine the ethical responsibilities of educators in creating enriching, culturally relevant learning experiences. A central focus is on different pedagogical approaches that promote unhurried, relationship-centered teaching, nurturing children鈥檚 developmental needs and overall well-being. This study-unit explores how both the natural and classroom environments function as integral aspects of the curriculum, shaping and enhancing learning experiences. Students will also reflect on the role of educators as agents of change and researchers, equipped to design responsive, inclusive curricula that address the needs of diverse learning communities. This study-unit prepares them to implement effective, ethically-grounded practices and transform early childhood curriculum design. Study-Unit Aims: This study unit aims to: - Critically analyse curricula and pedagogies; - Explore and compare global and local curriculum models; - Develop skills in curriculum design and implementation; - Promote Relationship-Centered Practices and highlight the educator鈥檚 role as a curriculum agent and researcher; - Emphasise the role of the environment and sustainability in the curriculum; - Cultivate culturally responsive and inclusive practices; - Connect policy, research, and innovation in ECEC. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Demonstrate an understanding of fundamental concepts in curriculum and pedagogy; - Recognise ethical dimensions of early childhood education; - Compare global curriculum frameworks while critically analyse historical and contemporary perspectives on early childhood education and care (ECEC); - Examine the specific challenges and unique attributes of curriculum-making within the local context; - Explore the multiple facets of curriculum design; - Recognise the importance of care and its usefulness in pedagogical practices; - Examine and understand the roles of educators in curriculum innovation Evaluate the role of the environment in the curriculum and sustainability; - Examine the impact of policy and research on curriculum development. 2. Skills: By the end of the study-unit the student will be able to: - Critically analyse and apply key theories and principles of curriculum and pedagogy; - Compare and evaluate diverse ECEC curriculum frameworks and pedagogical approaches; - Design child-centered experiences using observation, assessment, and reflection; - Promote inclusive and relationship-based learning Integrate sustainable practices in ECEC environments; - Engage families and communities as curriculum partners; - Critically reflect on pedagogical decisions by engaging in reflective practice; - Navigate curriculum reform and policy challenges Exhibit adaptability in curriculum planning. Main Text/s and any supplementary readings: Main Texts: - Biesta, G., Priestley, M., & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and teaching: Theory and Practice, 21(6), 624-640. http://dx.doi.org/10.1080/13540602.2015.1044325. - Blaise, M., & Ryan, S. (2012). Using critical theory to trouble the early childhood curriculum: Is it enough? In File, N., Mueller, J., & Wisneski, D. (Eds.), Curriculum in early childhood education: Re-examined, rediscovered, renewed (pp. 80鈥�93). Routledge. - Clark, A. (2022). Slow knowledge and the unhurried child. Taylor & Francis. - Page, J. (2018). Characterising the principles of Professional Love in early childhood education and care. International Journal of Early Years Education, 26(2), 125-141. 10.1080/09669760.2018.1459508. - Page, J., & Elfer, P. (2013). The emotional complexity of attachment interactions in nursery. European Early Childhood Education Research Journal, 21(4), 553-567. http://dx.doi.org/10.1080/1350293X.2013.766032. - Priestly, M. (2021). Remaking curriculum making: How should we support curriculum development. https://mrpriestley.wordpress.com/2021/02/28/remaking-curriculum-making-how-should-we-support-curriculum-development/. - Priestly, M., Biesta, G., & Robinson, R. (2015). Teacher Agency: An ecological approach. Bloomsbury. - Priestly, M., Biesta, G., & Robinson, R. (2015). Teacher agency: What is it and why does it matter? In R. Kneyber, & J. Evers (Eds.). Flip the system: Changing education from the bottom up. Routledge. https://core.ac.uk/download/pdf/42544019.pdf. - Priestly, M., Drew, V. (2019). Professional Enquiry: An ecological approach to developing teacher agency. In D. Godfrey & C. Brown (Eds.). An eco-system for research-engaged schools. Reforming education through research. (pp. 154-170). Routledge. - Priestly, M., Philippou, S., Alvunger D., & Soini, T. (2021). Curriculum making: A conceptual framing. In M. Priestly, D. Alvunger, S. Philippou, & T. Soini, (Eds.) Curriculum making in Europe: Policy and practice within and across diverse contexts. Emerald. Supplementary Readings: - Bonello, C., Baldacchino, A. & Dalli, C. (2024). An emergent curriculum for the early years in Malta: Stories of professional and pedagogical transformation. Routledge. - Brooker, L. (2005). Learning to be a child: Cultural diversity and early years ideology. In Yelland, N. (Ed.), Critical issues in early childhood education (pp. 17-39). Open University Press. - Deguara, J., & Nutbrown, C. (2025). Children making meaning: Exploring drawings, narratives and identities. Sage. - Kolaric, A., & Taczynska, K. (2022). Pedagogy of care: Building a teaching and learning community. Slavia Meridionalis, 22, 2890. https://doi.org/10.11649/sm.2890. - Mligo, I. R. (2024). International perspectives on early childhood education curriculum development: reflections on a documentary review. Early Years, 1鈥�13. https://doi.org/10.1080/09575146.2024.2325997. - Page, J. (2011). Do mothers want professional carers to love their babies? Journal of Early Childhood Research, 9(3), 310-323. https://doi.org/10.1177/1476718X11407980. - Priestly, M. (2015). Teacher agency: What is it and why does it matter? BERA. https://www.bera.ac.uk/blog/teacher-agency-what-is-it-and-why-does-it-matter. - Priestly, M., Biesta, G. J.J., & Robinson, R. (2015). The teacher and the curriculum: exploring teacher agency. In D. Wyse, L. Hayward, & J. Pandya (Eds.). The SAGE Handbook of Curriculum, Pedagogy and Assessment. Sage. - Priestly, M., Biesta, G., & Robinson, R. (2015). Teachers as agents of change: An exploration of the concept of teacher R. agency. Working paper no 1, Teacher agency and curriculum change. A working paper for the Teacher Agency and Curriculum Change Project. https://www.researchgate.net/publication/277798152_Teachers_as_agents_of_change_An_exploration_of_the_concept_of_teacher_agency. - Priestly, M., Philippou, S., Alvunger D., & Soini, T. (2021). Curriculum making in Europe: Policy and practice within and across diverse contexts. Emerald Publishing. - The University of Sheffield, (n.d.). Professional love in early years settings: A report of the summary of findings. https://www.eymatters.co.uk/wp-content/uploads/2021/04/pleys-report_singlepages.pdf. |
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| STUDY-UNIT TYPE | Lecture | ||||||||
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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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