University of Brighton

PGCE Early Childhood 3-7

Pedagogy, Principles and Practice in Early
Childhood

EV681

2014- 2015


University of Brighton
PGCE Primary Education with QTS
EV681 Pedagogy, Principles and Practice in Early Childhood 2013-14
_____________________________________________________________________________________
Tutors Julie Canavan Room A204 Email jc145@brighton.ac.uk
Pippa Totraku A108 pt3@brighton.ac.uk

Module Co-ordinators: Julie Canavan & Pippa Totraku


Aims of the Module:
This module is designed to support knowledge and understanding of theoretical and practical
perspectives for effective pedagogy in early childhood education through an informed and critical
awareness of current policies and practice in teaching and learning.
Students will develop an understanding of the child, stages of development and dispositions towards
learning alongside analysis of current policy and initiatives relating to the education of young children.
Students will work collaboratively to develop independence, and responsibility for their own and others
professional learning. They will develop skills to apply technological tools in support of teaching and
learning.
The module aims to provide opportunities for students to gain specific experiences and evidence
towards the Department of Educations Teachers Standards (2012)
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/208682/Teachers__S
tandards_2013.pdf

To develop student teachers knowledge and understanding of contemporary issues in teaching
and learning;
To critically examine the nature of learning;
To develop the skills of teamwork and collaboration in the context of professional learning;
To use a range of technological tools in support of student teachers professional learning.


What to expect in the module
In contact time, tutors will provide will lead and facilitate: Lectures, seminars, practical activities,
discussion of key issues and preparation for assessment.
In non-contact time, students will engage with directed and non-directed reading, collection and review
of information, completion of tasks arising from practical sessions, preparation for assessment and the
on-going development of an online collaborative blog. Experiences in school will enhance and provoke
learning in taught sessions.

Learning outcomes
Students will be able to:
1. recognise and interpret the processes and dimensions of early learning and development and
their implications for educational policy and practice
2. examine through drawing on research and work based experience the factors that contribute to
quality provision and the teachers role in this
3. demonstrate critical understanding of the theories and ideologies that inform teaching to ensure
the progress of all learners
4. appraise how the informal and formal contexts of early education impact on teaching and
learning
5. apply knowledge and understanding of a range of technological tools to support and enhance
their own and others professional development.


Assessment Task
Task 1 (Collaborative)
Students will identify an essential issue for effective and learning in Early Childhood Education today
that arises from the module themes and school based experience. They will collaborate to design and
develop an informative web-based resource (3 web pages in addition to their blog posts) for fellow
student teachers that explores this issue (2000 word equivalent).

Task 2 (Individual)
Students will also submit (via Turnitin) an individual evaluation which will highlight their own
contribution to the development of the resource and an aspect of their own pedagogical understanding
for further development (500 words).

Both tasks will be marked on a pass/fail basis, and both tasks must be passed to pass the module

Referral task 1: a re-working of the original failed component
Referral task 2: if a student fails through non-contribution to the group task they will complete an
alternative essay (2500 words) at the discretion of the tutors.

Assessment criteria:
Your on-line resource will provide evidence that you are able to:
Recognise and interpret the processes and dimensions of early learning and development and
their implications for educational policy and practice
Examine through drawing on research and work based experience the factors that contribute to
quality provision and the teachers role in this
Demonstrate critical understanding of the theories and ideologies that inform teaching to ensure
the progress of all learners
Appraise how the informal and formal contexts of early education impact on teaching and
learning
Apply knowledge and understanding of a range of technological tools to support and enhance
their own and others professional development

Module Matters
Throughout this module you will be working in groups and individually. The module has both face-to-
face and online elements as you will see from the module programme. You will work collaboratively to
maintain and develop a group blog using WordPress.com. Tutors will also be using a group blog to
introduce the sessions and provide support materials throughout the module at the following link
http://ev681.wordpress.com.

The professional blogs you create are intended to help share experiences of effective practice in a
similar way to practising teachers. However, it should be remembered at all times that these are
professional blogs and as such students are required to adhere to the following code of conduct when
updating and posting.

Code of Conduct
In relation to school-based experience, students should share general school-based experiences
and ideas focusing on pedagogy and practice. The professional blog is not a space for personal
grievances or concerns.
Anonymised photographs of, childrens work, displays, planning ideas and resources can be
posted as long as relevant permissions have been obtained and any sources appropriately
acknowledged.
Photographs of children are not permitted.
In any discussions or blog posts relating to professional practice, specific schools, children or
colleagues should not be identified by name or inference
At all times students should use professional language and the use of derogatory language or
comments is unacceptable


Assignment guidance
Using your group WordPress blog you should create three additional web pages focusing on different
aspects of a chosen theme. The themes (below) are intentionally broad and intended as starting points.
There will be cross-over and links between the aspects that you focus upon. For example, observations
and analysis of approaches towards the management of classroom behaviour, special educational needs
and English as an additional language will appear within a number of the area themes below. Although
your tutors will be marking your resource, the audience for you to consider for your web-pages will be
other student teachers. The web-based resources should be engaging (draw upon a range of digital
media as appropriate) and properly referenced using the guidance in the handbook (references can be
listed on a separate page).

It is expected that as well as authoring your own content, that you will also curate content from other
professional blogs, making links to articles (theory, research, blog reflections), videos, podcasts or any
other form of media you think gives a useful insight into the theme you have chosen. However you need
to go beyond merely collating content and ensure that there is appropriate critical reflection and
comment on the resources you create and curate.

The assignment will be submitted electronically via Turnitin. Each student will submit task 2 individually
via Turnitin indicating the address of their group blog within their individual submission.


Themes
Teaching and Learning
Child Development
Assessment for Learning
Including all learners
Partnerships for teaching and learning



Developing your Subject Knowledge
As trainee teachers you will have the opportunity of witnessing a range of changes to the primary
curriculum as the national curriculum review is completed for implementation in September 2014.
There have been and continue to be changes to the Early Years Foundation Stage materials; Current and
previous statutory frameworks and non-statutory materials can be accessed on
http://www.foundationyears.org.uk/eyfs-statutory-framework/


Pebblepad/ E-portfolio
Your assignment feedback should be uploaded to Pebblepad and used where appropriate as evidence
against the standards. You should also link to your group blog and use aspects of this as evidence against
the standards.

TEACHERS STANDARDS 2012
Throughout his module students will continue to develop their knowledge and understanding of the
Teachers Standards 2012

T1. Set high expectations which inspire, motivate and challenge pupils
T2. Promote good progress and outcomes by pupils
T3. Demonstrate good subject and curriculum knowledge
T4. Plan and teach well-structured lessons
T5. Adapt teaching to respond to the strengths and needs of all pupils
T6. Make accurate and productive use of assessment
T7. Manage behaviour effectively to ensure a good and safe learning environment
T8. Fulfil wider professional responsibilities

Session outlines

Tuesday
9/9/14
2 hour
whole
cohort

11am
C122
Introduction to the module - The focus of this session will be on explaining the process of
the module and sharing guidance for the follow-up tasks, programme and assignment. To
accompany this induction there will be an online tutorial that takes the students through
how to set up their online blog and the expectations with regard to how this will be used
throughout the module. The students will also be guided to any accompanying reading
material in support of the module.
Follow up from today:
Watch the video introduction to the
Module and WordPress Blog tool
Before the next session:
Set up your WordPress Blog. You will be sent an email
with a link to register your group Blog by Pippa

Tuesday
16/9/14
2 hour
whole
cohort

11am
C122
First thoughts on learning and teaching -
A. A number of perspectives of learning and teaching and some of the ways in which
the development of learning in children can be understood will be considered in this
session. (me to plan something for this)
B. Plugged in and unplugged - Students will be introduced to the importance of
developing their professional learning networks through ICT. They will also be
introduced to the new primary curriculum for computing.
Follow up from today:
*Alexander, R. (2010) Ch12 What
is Primary Education for? in
Children, their World, their
education: final report from
Cambridge primary Review.
London: Routledge.
Stephens, C (2010) Pedagogy. The
silent partner Available at
http://hdl.handle.net/1893/2499
Before the next session:

Blog post 1* and responses to first thoughts on
teaching and learning

Watch clips on supporting positive behaviours in early
years:
http://www.highscope.org/Content.asp?ContentId=381

Wednesday

24/9/14
Whole
Behaviour Management and Behaviour Change
Paul Dix http://www.pivotaleducation.com/keynotes-2/

Before the next EV681 session:
cohort
session

3pm
W100


Blog post 2* and responses to session on Behaviour management
Friday

26/9/14
3-5pm
LRC106
Technology in the EYFS
Promoting childrens independent use of technology will be examined through a range of
pedagogies. Students will explore various appropriate technologies, developing their
understanding of how young childrens interactions with technologies support operational
learning, extend their knowledge and understanding of the world, help foster positive
dispositions to learning and appreciate the role of technology in everyday life. The
importance of play as a characteristic of effective learning will be explored in terms of
planning for technology in the EYFS.
Follow up from today:

Plowman L & McPake J (2013) Seven
myths about young children and
technology. Childhood Education 89
(1) 27-33 - Available at
http://goo.gl/8QGRlw

Before the next session:

Brock, A et al (2009) Ch1 Three Perspectives on Play
Nutbrown, C (2011) Ch2 Some
questions about schemas

Thursday

2.10.15
1-3pm
Room TBA
The Unique Child; growing learning
In an exploration of key theorists, influential philosophies and contemporary research.
Students will consolidate and extend their understanding of child development. How
theories, ideologies and research impact on pedagogy in particular the teaching planning
cycle will also be examined. Students will be introduced to observation skills.
Follow up from today:

Pollard, A et al (2008) Ch7 Learning:
How can we understand childrens
development?
Doherty, J, & Hughes, M (2010) Ch1
Introducing Child Development
Palaiologou, I (2012) Ch2 The role of
observation and/or Ch3 Observation
techniques
Before the next session:

Berry, M (2014) Computing in the
national curriculum: A guide for
primary teachers. Available
http://goo.gl/GH95V7

Friday

3.10.14

1-3pm
Lib106
Programming and Computational Thinking at KS1 - This will be a hands-on workshop
session in which students will explore a range of approaches to programming and
computational thinking at KS1.
Follow up from today:
Turvey K. et al. (2014)
Programming and computational
thinking in Primary Computing and
ICT, Knowledge, Understanding and
Practice, London: Sage.

Before the next session:

Alexander, A (2010) Ch8 Children, diversity and
equity
Thursday

9.10.15

Enabling Environments; equality of opportunity for all
Students will explore the physical and emotional environment and examine how the
diversity of childrens needs are identified and supported in an inclusive curriculum. Key
concepts and models around disadvantage and equalities will be covered to support

3-5pm
A500
effective assessment of quality environments.
Follow up from today:

Edmond, N & Price, M (2012) Ch12
Promoting equality and inclusion
London: Sage, introduction
Harrison, C & Howard, S (2009)
Inside the Primary Black Box
Walsh &Gardner (2005) assessing
the quality of EYs environments
accessible
on http://ecrp.uiuc.edu/v7n1/walsh.html
Before the next session:

Task: Research the systems and procedures for
safeguarding and wellbeing in your school context.


Thursday
23/10/14
2 hour whole
cohort

11am
C122


A. Whole cohort: Safeguarding and wellbeing. This session will offer an introduction to
issues surrounding the protection and wellbeing of children, including
B. E-Safety.
Follow up from today:

Turvey, K et al (2014) eSafety in
Primary Computing and ICT:
Knowledge, Understanding and
Practice (6
th
Ed.), London: Sage.
Before the next session:

Blog post 3* and responses to Safeguarding,
Wellbeing and e-Safety


Thursday
23/10/14
90 minute
whole cohort

1.30pm
W100


Supporting Children with English as an Additional Language
Christine Booth from Ethnic Minority Achievement Service


Friday

14.11.14

Lib 109
3-5pm

Learning to code - This will be a hands-on workshop session in which students will be
introduced to graphical blocks based approaches to programming. We will investigate how
the foundations of simple computational thinking be supported in the early years.
Follow up from today:

Assignment preparation: Evaluate
how your own and your groups
digital literacy is reflected through
the web resource you are
developing

Before the next session:

Investigate how schools encourage learning
partnerships between and with children, staff,
families and other professionals

Glazzard et al (2010) assessment for learning in the
Early Years Foundation Stage, London: Sage chap 3

Friday

21.11.14

3-5pm
A500
Positive relationships; partnerships with others and the importance of strong leadership
In this session students will recognise the significance and challenges of working in
partnership with colleagues, families and other professionals. Leading teams to promote
young childrens learning will also be considered. Assessment and planning will be revisited
to highlight the importance of assessing the child on the personal, the interpersonal and
community planes (Fleer 2002).
Follow up from today: Before the next session:
Whalley, M (2012) Ch1 New forms of
provision, new forms of working
Edmond, N & Price, M (2012) Ch3
Professional relationships and
Leadership in the children and young
peoples workforce
Fisher, J (2010) Ch3 Preparing
children for the move to KS1
OFSTED: Getting it right the first time
http://goo.gl/9WZJxH
McManis, L & Gunnewig, S (2012)
Finding the Education
in Educational Technology
with Early Learners. Technology and Young
Children Available http://goo.gl/GScSY7
Friday
28.11.14

1-3pm
Lib106
Digital literacy from the EYFS to KS1.
This workshop will provide opportunities for students to work with digital video and audio,
and consider the potential for creativity offered by digital video/audio editing tools.
Ways and approaches to assessing ELG 15- technology

Task Through discussion, play or practical
application, assess a childs awareness of
technology in their everyday environment


*please refer to Reading Lists (WordPress, http://ev681.wordpress.com ) to access reading resources
**when instructed to carry out a blog post and responses, one person from your group blog should post
and initial response to the session or given theme and the others should respond to the post via the
comment tool on WordPress. By the end of the module each member of the group will have taken the
initiative to lead a blog post.

Reading List and Learning Support see Aspire link

Key texts
Alexander, R (2010) Children, their World, their Education Schools Abingdon: Routledge
Brock, A., Dodds, S, Jarvis, P Olusoga, Y (2009) Perspectives on Play Harlow: Pearson
Devarakonda, C (2013) Diversity & Inclusion in Early Childhood London: Sage
Doherty, J & Hughes, M (2010) Child Development: Theory and Practice 0-11 Harlow: Pearson
Drummond, M-J (2012) Assessing Childrens Learning Abingdon: Routledge
Nutbrown, C (2011) Threads of Thinking (4
th
edtn) London: Sage
Turvey, K. Potter, J. Allen, J. Sharp, J. (eds) (2014) (6th ed) Primary Computing and ICT: Knowledge
Understanding and Practice London: Sage.

Electronic/Video resources [accessed 9-7-13]
o Aubrey, C. and Dahl, S. (2008) A review of the evidence on the use of ICT in the Early Years
Foundation Stage. [Online] Available:
http://dera.ioe.ac.uk/1631/2/becta_2008_eyfsreview_report.pdf
o University of Brighton SEND website available at
http://www.brighton.ac.uk/education/environment/resources/sen.php?PageId=312
o ThinkUKnow, available at http://www.thinkuknow.co.uk/teachers/
o EPPE research base at the London Institute of Education
o http://www.ioe.ac.uk/research/153.html
o EYFS Profile exemplification for the level of learning and development expected
at the end of the EYFS - Understanding the world ELG15 Technology
http://media.education.gov.uk/assets/files/pdf/e/elg15-technology.pdf