| CODE | LLI1001 | ||||||||||||
| TITLE | Introduction to Early Years' Settings: Observation and Experience | ||||||||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | ||||||||||||
| MQF LEVEL | 5 | ||||||||||||
| ECTS CREDITS | 6 | ||||||||||||
| DEPARTMENT | Leadership for Learning and Innovation | ||||||||||||
| DESCRIPTION | Through a combination of visits to early years settings and tutorials students begin to understand the importance of professional early years educators as well as grasp the basic skills of the profession and practitioners. During the tutorials and observations, students will be asked to focus on various topics and issues such as child development and learning, the different philosophies operant in the local ECEC settings, the importance of the socio-cultural context, play, observation, assessment and reflection, curricula and planning, and the role of the practitioner. Study-unit Aims: The study-unit aims to: - familiarise students with a variety of early years' settings; - help students gain awareness of the potential for learning experiences which arise in early years; - help students discern on their own vocation to the profession; - encourage students to begin to develop an overview of the responsibilities of adults working in the sector in light of the implications of firm foundations which need to be established in early years towards the development of active and responsible citizens. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - gain insights and become familiar with early childhood practices in the local context; - demonstrate an understanding of appropriate practice in the context of early childhood education; - reflect upon and evaluate the value of children's lived experiences in their early years settings; - comprehend the concepts underlying education and care in the field of early childhood development. 2. Skills: By the end of the study-unit the student will be able to: - develop effective ways of communicating with young children and adults working in the early years settings; - plan for and develop suitable activities for young children; - lead activities with young children and collaborate with other professionals; - develop effective ways of communicating with young children and adults working in the early years settings; - document their reflections on their own achievements with a critical perspective, rather than narratives or descriptive reactions; - respond to the requirements of children and their families. Main Text/s and any supplementary readings: Main texts: - Faculty of Education Field Placement Task Book - Bruce, T. (2010). (Ed.). Early Childhood: A guide for Students. (2nd Ed.). London: Sage. - Nutkin, S., Mc Donald, C., & Stephen, M. (2013). Early Childhood Education and Care: An Introduction. London: Sage. - Mukherji, P., & Dryden, L. (2014). (Eds.). Foundations of Early Childhood: Principles and Practice. London: Sage. Supplementary texts: Other readings (journal articles; chapters from books; references to early years curricula & documentation, local/national & international) will be compiled for the students to accompany the set tasks, observations, lectures and tutorials. |
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| ADDITIONAL NOTES | Please note that a pass in each assessment component is obligatory for an overall pass mark to be awarded. | ||||||||||||
| STUDY-UNIT TYPE | Tutorials and Observations | ||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Charmaine Bonello (Co-ord.) |
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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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