ACAD1346 The Child's Lived Experiences Developing Confident Learners Questions | University of Greenwich

Module details and learning outcomes

Aims This module aims to enable students to gain a critical understanding of the theory that underpins early years social pedagogy to support the holistic development of the child within a cross-cultural context; developing and extending professional knowledge and expertise in this area. Reflection of practice is critical in developing high-quality provision and leaders of exemplary practice who will critically explore policy and research to provide supportive frameworks for children and families.

Learning Outcomes: on successful completion of this module a student will be able to:

1. Critically examine partnership working to support the holistic development of the child.
2. Critically examine the role of the early years professional in strengthening community cohesion to support the child and family, acting as an advocate.
3. Reflect on the changing role of the early years professional to an early years social pedagogic model with an emphasis on integrated working and parent partnerships.
4. Critically examine the theory and contemporary policy and practice to support neo-nates to entering and being part of a school /educational environment.
5. Critically examine pedagogical approaches to inform personal and professional practice.

Assessment. 1 (A negotiated portfolio is the assessment assignment for the module.)

This has 2 parts 2 assessments are graded using the University of Greenwich Criteria. The completion of assignment 1/ part 1 provides an opportunity to use critical reflection from dialogues with the community of learners to enrich the written text assignment 2/ part 2. Both parts draw on the concept of:" one hundred languages." (Malaguizzi) and should sustain the portfolio theme. 

Part 1 Assignment 1: Presentation of Documentation. Equivalent to 2000 words. The date for this is agreed with and by the Community of Learners 

This provides an opportunity to evidence your thoughts on the concepts encountered within the module and highlight what is personally important and of interest. The documentation provides insights into individual pedagogy which is explored further in the written element of the portfolio. In the spirit of Reggio and Te Whāriki learning stories produce a panel of documentation in response to the following statement: "Educators of young children must have presence, which is a "state of alert awareness, receptivity and connectedness to the mental, emotional, and physical workings of both the individual child and the group in the context of their learning environments and the ability to respond with a considered best next step". (Rodgers, C. R., & Raider-Roth, M. B. (2006). Presence in teaching. Teachers and teaching: Theory & practice 12(3), 265-287.) OR Produce a panel of documentation/academic poster on an aspect of your own personal pedagogy to develop confident learners within early childhood education. Documentation is a professional tool for Early Childhood Professionals and Research can often be disseminated through academic posters

Criteria to consider in the creation of the Pedagogical Documentation

Part 2/Assignment 2: Written Text

This text can take the format of a report, a discursive essay, a written paper, which explores an aspect of the child's lived experiences and highlights how anearly year context can support holistic development. There should be a clear focus which is evidenced throughout the text which sustains the portfolio theme.

Key factors which will be considered to determine the grade are below. 

1 The written text should adhere to an academic format which is appropriate to the focus. Academic conventions, including Harvard Referencing, should be followed. 
2 It is evident from the introduction, the focus, structure, and justification of the topic presented. 
3 A logical argument should be sustained throughout the text evidencing systematic thought. 
4 The discussion/explanation is extended through the critical synthesis of literature, data and practice. 
5 The conclusion summarises the discussion and reflects on possible implications