Early Years - BA (Hons)

University of Greenwich

To develop student?s knowledge and understanding of how different environments influence children?s lives, development and learning. This course will introduce students to the importance of children?s access to the outdoors, playgrounds, parks and other environments including local community spaces. On successful completion of this course a student will be able to: Demonstrate an increased awareness of the influence of different environments on children?s lives, development and learning; Reflect on and be able to analyse theories of children?s learning and play in outdoor environments. Show a good understanding of how children use their environment, and develop provision so that it meets children?s needs; explaining how children use their environment, and develop provision so that it meets the needs of the children. Reflected on local policy/legislation and demonstrate an understanding of how to promote outcomes such as : being healthy, staying safe, enjoying and achieving, making a positive contribution and economic well-being; Demonstrated an understanding of how to work creatively with young children, other professionals and local community groups and beyond; Explored and reflected on how to raise children?s confidence in different environments, including how to support children to take appropriate risks in their play.

The course provides an opportunity to identify strategies to support literacy development in young children through reflection upon established and contemporary theory and research. Central to the course will be strategies derived from current government policy providing an opportunity to develop and strengthen the link between theory and practice. On successful completion of this course a student will be able to: Shown understanding of how to identify and implement strategies to promote the acquisition and development of reading and writing skills; Identified, analysed and reflected on different pedagogical approaches to the development and acquisition of literacy skills; An increasing awareness of how to identify strategies to enhance literacy skills for bilingual children and for children who require additional support; Developed confidence in the acquisition of skills of digital literacy; Identified, analysed and implemented contemporary curriculum guidelines for the promotion of literacy including planning and recording appropriate learning experiences for all children; Formulate a position on and begin to analyse contemporary debates on the development and acquisition of literacy skills; Explored the roles of literacy educator and, where appropriate work with colleagues/other professionals to enhance literacy for children; Reflected on contemporary initiatives from a national and international perspective to enhance literacy development.

This course encourages students to take a broad view of educational experience by introducing them to the sociology, psychology and philosophy of education. Students will gain awareness of socio-cultural perspectives on child development and learning. This will support a holistic view of child development, which is contextualised by the child?s position within communities and their cultural experiences. On a tour of international approaches to early childhood education students will be introduced to the concept of social pedagogy and will explore the cultural variation between different social pedagogies emanating from Europe and Asia. The course introduces students to the national and international legislation that positions children and their families at the heart of politics. Concepts such as children?s rights, child participation and agency will be explored. Students will reflect on the extent to which children are viewed as active citizens within different curricular models.

The course aims to enhance the professional practice of an early years professional by developing an understanding and knowledge of contemporary legislation and policy which supports and promotes the wellbeing of young children. On successful completion of this course a student will be able to: Developed an understanding of legal, political and policy contexts pertaining to supporting and promoting the wellbeing of children; Observed and reflected on the work that is undertaken when supporting the wellbeing of children and families; Demonstrated an understanding of the knowledge and skills required to recognise, and effectively support the wellbeing of children and families; Begun to formally analyse the role of Early Years Professionals in sharing information with other agencies and families; Explored the cultural aspects of social care provision in the UK and other countries and reflect on implications for practice.

This course aims to introduce students to mathematics in the early years. It will assist students to understand key features of enabling environments for enhancing children?s mathematical thinking. The course aims to provide opportunities for the student to increase their knowledge of how to set up enabling environments for young children (birth to five years) in relation to children?s mathematical, problem solving and reasoning inquiries.

This course aims to increase understanding of different models of creativity in educational contexts in the Early Years. Students will enhance their awareness of local, national and international policies that impact upon curriculum models. The course will encourage students to explore the social and cultural construction of creative practices. Empirical research that informs current ideas about how a child may be supported in their creative development will be used to raise awareness of creative processes within notions of expressive arts and critical thinking.

To develop effective skills and knowledge to facilitate children in their exploration of their play and learning environments in the world in which they live. Understanding the context of knowledge and understanding of the world including scientific concepts in the Early Years Foundation Stage and National Curriculum. To Reflect on ICT materials that support children?s learning. On successful completion of this course a student will be able to: Reviewed and analysed the requirements of the knowledge and understanding of the world in the Early Years Foundation Stage. For example, what constitutes appropriate scientific exploration including investigation, design and technology, ICT, Time, place and communities for young children; Interpreted and reflected upon the skills needed for children to become competent explorers Within the characteristics of effective learning; Begin to recognise the importance of inclusive practice and developing positive inclusive relationships with children; Begin to analyse concepts and theories of active learning, children as active participants; Demonstrated an understanding of how to support children with their learning via a range of ICTs.

To give students the opportunity to reflect upon, synthesise and therefore maximise, the learning from a graduate level work placement.

This course enables students to: Critically examine contemporary literature, research and policies relating to curricula, learning and assessment in early years care and education; Further develop and understand the main provisions of National and local statutory and non-statutory curricula frameworks, such as Early Years Foundation Stage (EYFS) and its background context; Understand the legal and ethical responsibilities when implementing early years educational programmes, such as duty of care responsibilities, safeguarding children, knowledge of the rights of children, equal opportunity and anti-discriminatory practice; Build on and extend their knowledge of teaching and practice strategies appropriate for the Early Years Foundation Stage 0-6 years taking into consideration children?s diverse backgrounds and needs; Undertake a workplace inquiry project examining one curricula aspect of the EYFS in relation to practice.

The aims of this course are designed to enable participants from varied fields of academic and professional study to recognise vulnerable children and young people who may be in need or at risk of significant harm, and to raise awareness of the different roles and responsibilities of those providing services to ensure these children?s needs for additional protection are met. Students will develop an awareness of the factors that may contribute to vulnerability as well as signs and symptoms of child abuse. They will consider the differing impact of abuse on the individual developing child or young person. The importance of interagency and integrated working will be explored using a range of research literature, reports and policies. By the end of the course, they will be able to critically analyse information provided about children, young people and their families to assess when and how to refer for specific action and services to protect such children.

This course enables students to: Critically examine early years leadership and management literature and research from varied perspectives; Understand the main provisions of the national and local statutory and non-statutory frameworks within children?s services work and their implications for early years settings. Focus on government and non-government initiatives, ways to manage safe and hygienic environments for young children; Review skills, understandings and attributes required to become effective early years leaders and advocates for young children. Sustaining a working culture of collaboration and cooperation; Appraise the ethical, moral, cultural and legal aspects which underpin early years practice; Investigate the nature and complexities of working with families, local communities and professional colleagues.

To give students the opportunity to reflect upon, synthesise and therefore maximise, the learning from a graduate level work placement.

The Early Childhood Graduate Practitioner is an advocate for young children?s rights and participation and recognize that young children are active co -constructors of their own learning. They critically apply high-level academic knowledge of pedagogy and research evidence, to the holistic development of infants and young children (0-8), in a practice context that is respectful of the child, their family and community.