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EDUC1561: Education in the Early Years

Please ensure you check the module availability box for each module outline, as not all modules will run in each academic year. Each module description relates to the year indicated in the module availability box, and this may change from year to year, due to, for example: changing staff expertise, disciplinary developments, the requirements of external bodies and partners, and student feedback. Current modules are subject to change in light of the ongoing disruption caused by Covid-19.

Type Tied
Level 1
Credits 20
Availability Available in 2024/2025
Module Cap
Location Durham
Department Education

Prerequisites

  • None.

Corequisites

  • None.

Excluded Combinations of Modules

  • None.

Aims

  • To develop an understanding of the early years curriculum.
  • To explore pedagogical issues related to teaching in the early years.
  • To consider how early years education supports preparation for formal schooling.

Content

  • The Early Years Foundation Stage (EYFS);
  • Areas of learning in the EYFS;
  • Early literacy and numeracy development;
  • Teaching and learning of early reading, phonics and writing;
  • Teaching to promote development of early speaking and listening;
  • Teaching and learning of early mathematics;
  • Pedagogies in early years settings;
  • Assessment in the early years;
  • Preparation for formal schooling in the early years.

Learning Outcomes

Subject-specific Knowledge:

  • Curriculum and areas of learning in the early years;
  • Development of early literacy and numeracy skills;
  • Teaching and learning strategies in early literacy and mathematics;
  • Key pedagogical issues related to teaching in the early years;

Subject-specific Skills:

  • Communicate understandings about teaching in the early years;
  • Critically evaluate research relating to early years education;
  • Identify practical and theoretical implications of research relating to teaching in early years.

Key Skills:

  • Communicate ideas, principles and theories effectively in written and oral form;
  • Construct and sustain a reasoned argument;
  • Evaluate and make use of information from a variety of primary and secondary sources;
  • Work collaboratively with peers;
  • Engage in peer- and self-assessment;
  • Manage time and work to deadlines.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

  • Lectures and seminars will be used as appropriate to support students in developing their critical understanding of the role of early years education.
  • All learning outcomes will be assessed appropriately via the assignment.

Teaching Methods and Learning Hours

ActivityNumberFrequencyDurationTotalMonitored
Lectures20Weekly1 hour20Yes
Seminars10Fortnightly1 hour10Yes
Preparation and Reading170 
Total200 

Summative Assessment

Component: PortfolioComponent Weighting: 100%
ElementLength / DurationElement WeightingResit Opportunity
Portfolio2000 words100Yes

Formative Assessment

Formative feedback for skeleton plan of the written assignment (up to 300 words) will be provided through written feedback.

More information

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