Programme/Approved Electives for 2019/20
Available as a Free Standing Elective
Can children learn whilst playing? Is play embedded in early years pedagogy? This module encourages students to examine play as a core method of learning. It will introduce students to the contemporary theories and practices surrounding the introduction of the Early Years Foundation Stage (EYFS) and how these are reflected in historical and contemporary policy debates.
Talis Aspire Reading ListAny reading lists will be provided by the start of the course.http://lists.lib.keele.ac.uk/modules/edu-20023/lists
To introduce students to the key concepts surrounding play as a pedagogic tool and to the ways in which some of these have been theorised;To examine the role of play in children's cognitive development;To explore the way in which teachers use play to facilitate learning and to scaffold and extend children's knowledge;To encourage students to participate in a critical engagement of the appropriate research and government policy in relation to play and the National Curriculum.
Intended Learning Outcomes
Differentiate between the range of philosophical and theoretical arguments surrounding the use of play and learning within education: Interpret the research and pedagogy that encompassesthe tradition of early years education in relation to children's cognitive development: Evaluate the debates and policy implications surrounding the introduction of the National Curriculum in early years education: Articulate how play is integrated into the National Curriculum and develop an informed view on the effectiveness of school policies on play and learning: Recognise the way theorists contribute to the understanding and practices of pedagogy in relation to early years education: Communicate ideas and arguments about different state educational ideologies in relation to early years delivery of education (Foundation Stage 0-8): Draw on a range of sources of information, recognise, analyse and synthesise, evaluate and identify problems and solutions in relation to the module topics:
12 hours lectures12 hours seminar38 hours lecture and seminar preparation30 hours private study58 hours essay preparation
1: Essay weighted 80%
Description of Module Assessment
Essay (2,500 words)This will be a summative assessment chosen from a list of 6 or 7 found within the module guide. There will be detailed feedback attached to each essay.2: Presentation weighted 20%
Individual PresentationThis is an individual presentation of a designated time limit with time allocated for brief questions from the two markers. Feedback will be written and appended onto the marking sheet which the students may request.