EDM182: Professional Studies: The Reflective Early Years Teacher

Module code: EDM182

Module provider: Institute of Education

Credits: 40

Level: Postgraduate Masters

When you'll be taught: Semester 1 / 2

Module convenor: Dr Geoff Taggart, email: g.taggart@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

This module is linked with experiences in settings and requires critical analytical reflection of practice. There is a focus on evaluating the process of planning and teaching to promote an inclusive and enabling environment that celebrates diversity. Trainees are expected to develop their understanding of the EYFS for children’s various developmental stages and the most appropriate environment for teaching and learning. The role of the Early Years Teacher, children’s development and learning and implementation of the EYFS will be studied in detail.

• To consider the nature of inclusive practice and diversity in settings
• To constructively and critically reflect on practice to develop and improve children’s development and learning
• To develop an appropriate understanding of how research and recent literature inform and improve teaching and learning
•  To develop an appropriate understanding of the effectiveness of organisational arrangements within and beyond settings
• To develop an appropriate understanding of how research and recent literature inform professional values and practice

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Demonstrate critical awareness of EYFS and ongoing formative assessment
2. Demonstrate critical awareness of issues around inclusive practice and diversity
3. Relate reflective analysis to the principles of effective teaching and learning
4. Critically evaluate reading in terms of the quality of argument and evidence versus opinion

Module content

Students will be introduced to the module in Semester 1 with the module being taught during Semester 1 and Semester 2. Learning opportunities will focus on key early years reflective pedagogy including:

• Assertiveness
• Professional love
• Advocacy for children
• Early Years leadership
• Early Years Pedagogy and listening to children
• Critical reading and writing Library skills
• Appreciative enquiry
• International perspectives
• Moral development
• Equality and diversity
• Gender

Structure

Teaching and learning methods

Online materials will support a combination of lectures, seminars, group discussions, case studies and independent research. Complementary work-based tasks, independent activities and directed tasks will contribute to the achievement of the intended learning outcomes.

Study hours

At least 45 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve all of the following to pass this module:

1. a mark of 40% in each assessment
2. an overall module mark of 50%

Summative assessment

Penalties for late submission of summative assessment

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

Assessments with numerical marks

• 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 three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/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.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Draft introduction to the written coursework assignment of about 500 words.

Reassessment

Additional costs