ED2FIP-International Perspectives

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:5
Terms in which taught: Spring / Summer term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2021/2

Module Convenor: Hilary Harris
Email: hilary.harris@reading.ac.uk

Type of module:

Summary module description:

This module will widen the perspective of the student by considering developmental and pedagogical theories beyond the UK and Europe. Perspectives and beliefs surrounding qualifications, training and philosophies will all be explored and evaluated.

Aims:

The aims of this module are to develop knowledge and understanding of international theories and perspectives through: • Examination of the range of theories of development and pedagogy across diverse cultures • Evaluation of the impact of international theories of development upon local practice 

Assessable learning outcomes:

On successful completion of the module students should be able to: • compare and contrast selected theories of development and pedagogy • evaluate international theories in relation to UK practice • reflect upon key issues in child development such as school starting age, play based curriculum, training requirements of practitioners • critically evaluate the role and status of the early years practitioner and teaching support staff within school settings  • under stand and incorporate connections between module, practice and relevant areas of the appropriate curriculum/framework • develop and apply knowledge and skills required for practitioners which are linked to the Common Core of Skills and Knowledge for the Children’s Workforce.

Additional outcomes:
On successful completion of this module students should also be able to:
£ reflect upon and adapt practice in the light of current research
£ demonstrate awareness of ethical issues in relation to international perspectives and be able to discuss in relation to personal beliefs and values

Outline content:

• Understanding of multiple perspectives of quality in early years/education sectors • Perspectives and beliefs surrounding qualifications and training • International implementation of the curriculum • Discourse around the role of the curriculum (globally)  • The status and the role of the early years/education internationally – exploring issues around transitions, school starting age, collaborative relationships between sectors and professional recognitio n.

Global context:

Perspectives and beliefs surrounding qualifications, training and diverse philosophies will all be explored and evaluated, with a view to widening awareness and understanding of the global picture of children’s development.

Brief description of teaching and learning methods:
This module will be offered in a blended learning format, with a balance of face to face teaching, independent research and online contributions and discussion.

Contact hours:

	Autumn	Spring	Summer
Lectures		12	12
Seminars		1	1
Tutorials		1	2
Work-based learning		40	30
Guided independent study:		51	50
Total hours by term		105	95
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	70
Portfolio	20
Practical skills assessment	10

Summative assessment- Examinations:
n/a

Summative assessment- Coursework and in-class tests:
2,000 word essay (70%)
Group contribution to wiki on VLE (20%)
Mentor-student professional discussion (10%)

Formative assessment methods:
Work-based discussions with the mentor, plus tutorials and placement experience all contribute to formative assessment.

Penalties for late submission:

The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: http://www.reading.ac.uk/web/FILES/qualitysupport/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:
40% overall

Reassessment arrangements:
Resubmission during the summer resit period if candidate would otherwise fail to graduate. Wiki can be assessed by alternative assessment method with submission during the summer resit period.

Additional Costs (specified where applicable):
1) Required text books: The essential text books for this module are below. These texts are available in the library or within online resources or you may be able to source them more cheaply than the publisher£s recommended price

ONE OF THE FOLLOWING:
Cregan, K., &Cuthbert, D. (2014). Global childhoods: Issues and debates. London: SAGE. Approx £25
Papatheodorou, T., &Moyles, J. (2012). Cross-cultural perspectives on
early childhood. London: SAGE. Approx £25
TODDLER Lifelong Learning Project. (2013). Enhancing quality in early years provision. Online

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: 8 April 2021