ED2FCT-Creativity and Critical Thinking

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:5
Terms in which taught: Autumn term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2022/3

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

Type of module:

Summary module description:
This module will explore a number of key theories on the nature of creative learning and the restrictions within which practitioners work. It will look at the role of creativity in supporting flexible thinking in early years/educational settings (0-11). It will look at freedom and control elements in creativity, the role of symbolic representation, the links between creativity and other areas of development, as well as exploring the role of the practitioner and considering the wider implications of the practitioner£s role.

Aims:

The aims of this module are to develop knowledge and understanding of the role of creativity and self expression in children’s development and learning through:

• Evaluation of theories of play


• Investigation of the use of symbolic representation as tools for thinking


• Evaluation of recognised practice such as that of Reggio Emilia


• Exploration of literature and research relating to creativity and critical thinking


• Examination of the relationship between creative development and creativity in aspects of learning and development between birth and 11 years


• Exploration of creativity in ICT and multimedia applications


• Exploration of opportunities to enhance critical thinking in children

Assessable learning outcomes:

On successful completion of the module students should be able to:

• Demonstrate knowledge and understanding of the role of imagination and creativity in children’s learning and development.


• Compare and contrast the contribution of various theories and concepts relating to creativity, meaning making and representation.


• Critically evaluate observations of children’s creative and problem solving activity in relation to relevant theoretical perspectives.


• Demonstrate how the role of the practitioner can support the development of creativity and identify key features of a facilitative learning environment (including the role of technology).


• Identify the impact of cultural expectation and experience on the development of creativity and representation.


• Identify strategies to enhance critical thinking in children

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


• encourage further engagement with key research papers


• reflect on the impact of relevant theories

Outline content:

• The development of creativity and its current theories


• The role of symbolic representation


• The theories of representation


• Current theories relating to creativity


• Implication of theory on practice and the role of the practitioner


• Learning environments that support creativity and critical thinking


• Development of and current theories relating to critical thinking

Global context:

• Evaluation of recognised practice such as that of Reggio Emilia


• Identify the impact of cultural expectation and experience on the development of creativity and representation.

Brief description of teaching and learning methods:
The module will be taught through a combination of lectures, seminars, tutorials, group work and analytical discussions. Students will be expected to develop their reflective skills throughout the module. Work - based learning will provide an essential contribution to achievement of the outcomes particularly through the observation of the children£s use of imagination and creativity in their learning.

Contact hours:

	Autumn	Spring	Summer
Lectures	19.5
Seminars	1
Tutorials	1.5
External visits	5
Placement	92
Guided independent study:	81
Total hours by term	201
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Report	90
Practical skills assessment	10

Summative assessment- Examinations:
n/a

Summative assessment- Coursework and in-class tests:
3,000 word evaluation of provision (90%)
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: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/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 summer if candidate would otherwise fail to graduate

Additional Costs (specified where applicable):

1) Required text books: No purchases required – range of texts available online or from library

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: 22 September 2022