BA (HONS) EARLY CHILDHOOD STUDIES Module SEC1006 ...

BA (HONS) EARLY CHILDHOOD STUDIES

Module SEC1006 ‘Professional Experience 1’ Full Time

MODULE GUIDE & REFLECTIVE PRACTICE PORTFOLIO

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BA (Hons) Early Childhood Studies Module No:

SEC1006

Title:

Professional Experience 1

Programme Leader:

Ms S.Carville

Adviser of Studies:

Mrs B. Hutchinson

Module Co-ordinator:

Mrs N.Smith

Content This module will prepare students for placement experience in a variety of early years settings. It will focus on the development of observational skills through theoretical underpinning on the role of observations in child development and their practical application. It will focus on the acquisition of Language and strategies to support children’s development of language. It will enable participants to engage in self-evaluation and reflect on the experiences of children and the role of the early years professional. The module will initiate aspects of professional development, the use of observation techniques, planning, the role of the practitioner and reflection on these issues. Aims The module aims to develop knowledge and understanding of:       

the child’s experiences within early years settings; the role of observations in a child’s development; using observations to evaluate the child’s development by linking theory to practice; the role of developmental norms, theories of learning, theories of play and curricula documents in evaluating the child’s holistic development; the acquisition of Language and strategies to support children’s development of language; the role of the practitioner in the child’s development; the professional development of the student as a practitioner;

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Learning Outcomes On completion of this module the student will be able to:     

Engage in organized observations; Assess children’s development; Carryout evaluations on child observations; Organize and implement activities with young children; Demonstrate their understanding of how the child acquires language and strategies to support its development:

Teaching and Learning During the study of this module students will experience a variety of teaching and learning methods and techniques. They will gain knowledge and understanding through lectures, seminars, tutorials, placement experience, peer group discussions presentations and independent study time. Professional development will involve tutor visits to your placement. These visits will be solely formative in nature. Absence from Placement In the event of placement settings being closed at a time when students normally attend, students will not be required to make up the days/hours. However, if a student is absent from placement for any reason you must inform BOTH the placement setting and the ECE Office immediately. The following procedures should also be followed: Absent 1-3 days - submit a Self-Certified Medical Form to Adviser of Studies Absent Over 3 days – submit Medical Evidence from Doctor/Hospital. However, in this instance, students are required to make up the lost time. Frequent or sustained absence will be reported to the Board of Examiners

Transferable Skills Students will develop the ability in:

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Communication skills;



Working with others;



Problem-solving skills;



Understanding of the importance of improving own learning and performance;



The capacity to engage in reflective enquiry;



Recognizing the needs of the child.

Outline Syllabus Topics covered will include issues related to: 

Observation techniques;



Completing a Reflective Practice Portfolio;



Theoretical perspectives;



Placement Experience;



The role of the practitioner;



Self-evaluation;



The acquisition of Language and strategies to support children’s development of language.

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

LEVEL 1 ASSESSMENT



ASSESSMENT

TITLE % Aggregate Practical (Section 2 2 ½ % Sem 1 of OJ) 2 ½ % Sem 2

Date tbc

OJ Semester 1

30%

tbc

OJ Semester 2 RPP

20% 45%

tbc tbc

Assessment Criteria The Reflective Practice Portfolio should give evidence of:    

Breadth and depth in considering the issues involved; A sound structure which includes a direct line of argument; Elaboration of those aspects which the student considers most pertinent; Relevant reading.

Additional criteria specifically related to professional experience should give evidence of:    

Self-evaluation; Placement Experience; Observation techniques; The role of the practitioner;

See also Appendix 1 for information relating to Assessment Criteria for level 1.

Assessment The assessment is The Observation Journal assessed at the end of Semester 1 and the Reflective Practice Portfolio (RPP) and OJ assessed at the end of Semester 2. The RPP has a separate section of its own.

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Essential Reading:

Bradford, H. (2012) Planning and Observation of children under three London: David Fulton Book Neaum, S. (2012) Language and Literacy for the Early Years, London: Palaiologou, I. (2012) Child Observation for the Early Years, London: Sage Waller, T. (2009) Ed An Introduction to Early Childhood: A Multidisciplinary Approach London: Sage Some Useful Sources: N.B. Students are reminded that the useful sources list below is not definitive and that they are expected to extend their reading and to avail of both internal (college library, internet, journals) and external (voluntary organisation lending libraries, international web pages, Queen’s library) facilities also.

Arnold, C. (2003) Observing Harry Child Development and Learning 0-5, Corby: Open University Bayley, R.Broadbent, L. (2011) Helping young children to listen Laurence Publications: Birmingham Bee, H. (2007) The Developing Child, N.Y: Harlow: Longman. CEA (2006) Understanding the Foundation Stage, Belfast: CEA CEA (2007) The Revised Northern Ireland Primary Curriculum, Belfast: CEA Coleman, A. (2003) Creative play for ages 0-8, Leamington Spa: Scholastic DCFS (2008) Practice Guidance for the Early Years Foundation Stage, Nottingham: DCFS DCSF (2008) Statutory Framework for the Early Years Foundation Stage, Nottingham: DCFS DHSS, CCEA and DENI (2006) Curricular Guidance for Pre-School, Belfast: CCEA.

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Jones, M. Johnston, M. (2012) Supporting Quiet Children Publications: Birmingham

Laurence

Jones, M.Belsten, J (2012). Let’s get talking Laurence Publications: Birmingham

Kay, J, (2004) Good Practice in the Early Years, London: Continuum Kehily, M. J. (2004) An Introduction to Childhood Studies, Maidenhead: OUP

Macintyre, C. (2002) Early Intervention in movement: practical activities for early years settings, London: David Fulton McLeod, A. (2008) Listening to Children A Practitioner’s Guide, London: Jessica Kingsley Melling, B. (2006) Creative activities for the Early Years: Thematic Art and Music Activities, Brilliant Publications Moon, J. A. (2004) A handbook of reflective and experiential learning: theory and practice, London; Routledge Falmer Moon, J. A. (2006) Learning Journals: a handbook for reflective practice and professional development, London: Routledge Nurse, A. D. (2007) Ed. The new early years professional: dilemmas and debates, London Routledge Palaiologou, I. (2012) Ethical practice in Early Childhood London: Sage Podmore, V. N. & Luff, P. (2012) Observation origins and approaches in Early Childhood, Maidenhead: Open University Press Powell, J. & Uppal, E. (2012) Safeguarding Babies and Young Children, A guide for Early Years Professionals, Salford: Open University Press

Sabel, V. (2012) The Blossom Method, Croydon Vermillion Willan, J., Parker-Rees, R., & Savage, J. (2004) Early Childhood Studies, An Introduction to the Study of Children’s Worlds and Children’s Lives, Exeter: Learning Matters Wild, M. and Mitchell, H. (2007) Eds. Early Childhood Studies, Exeter: Learning Matters

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Some Useful Web Sources: www.deni.gov.uk Www talk4meaning.co.uk www.dhsspsni.gov.uk www.niccy.org www.ccea.org.uk www.foundationyears.org.uk www.ofmdfmni.gov.uk www.education.gov.uk/publications

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BA (Hons) Early Childhood Studies Module No:

SEC 1006

Title:

The Reflective Practice Portfolio (RPP)

Programme Leader:

Ms S. Carville

Adviser of Studies:

Mrs B. Hutchinson

Module Co-ordinator:

Mrs N.Smith

The Reflective Practice Portfolio (RPP) forms an integral part of the line of development of the B.A. (Hons) in Early Childhood Studies. In it you will include personal reflections, as well as more formal records of specific elements of your work and development. The RPP will help you to think more deeply about your practice and will enable you to make sense of working with young children. It will supply systematic support for evaluating and reflecting on your practice throughout your studies. This aspect of the course will provide a vehicle through which you may more easily and effectively communicate your experiences and share in the experience of others across the multi-professional field of Educare. In addition, it should enable you to relate theory to practice in a more meaningful way. Aims The RPP will facilitate you in sharing your ideas, observations and workplace experiences with your tutor and other group members. Its aims are to help you develop: 

Competence in making and recording observations of a variety of settings in which young children develop;



Competence in making and recording observations of a variety of behaviours in young children;



Competence in making and recording observations of adult and peer interactions in a variety of Educare settings;

 

Appropriate language through which to communicate your understanding; A capacity to evaluate your findings and to share them with other group members, tutors, peers and placement providers;

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

A capacity, in the light of relevant reading, to make judgements and to justify positions taken;



A capacity for professional development through a process of self evaluation.

The RPP will provide a context through which you will receive feedback at the end of semester 1 through OJ and at the end of semester 2 through OJ and RPP. Furthermore, the portfolio, in an ongoing manner, will enable you to evaluate, analyse and respond to relevant current issues, policy documents, newspaper/journal articles and lecture / seminar / tutorial presentations. At all stages, as this personal portfolio develops, it is essential that your own recorded experiences of working with young children are evaluated in a systematic manner. Judgements made should be supported with reference to relevant theory and your own personal, extended reading. Reflective Practice Portfolio It is essential that all students keep an electronic back up copy of their completed RPP, even though they have submitted it for assessment. This should be saved on your Stran hard drive, not just on a USB (Refer to Induction information from IT Services). You may be asked to submit an additional copy. Please read the RPP section in conjunction with the Observation Journal.

The RPP for this module will consist of four sections and should be word processed. You will be required to submit a separate cover sheet for Section 2.

Year 1 Semester 2 RPP Tasks

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The RPP will consist of three sections. Section 1 Will include data relating to personal and professional details and your aims and aspirations. It MUST include your photograph.

A. Personal and Professional Information should include the following details: 1. Name and telephone number; 2. Workplace establishment; provide detailed information on the type of setting (e.g. playgroup, family centre, private nursery and nursery school) where you are employed/undertake placement. This should also include demographic information about the setting. 3 Personal post and post description such as temporary / permanent, full-time / part-time; 4 Qualifications and training together with a BRIEF description of your prior experience. B. Aims and Aspirations As you begin this module, identify and write a short account of your aims and aspirations. Elaborate on the strengths and personal qualities, which you bring to this module and outline those areas where you hope your learning and development will occur Word count: 300 words

Section 2 You will be required to submit the following documentation: (A separate Cover sheet is required for section 2)   

Copy of Initial Placement Visit Form Copy of Placement Tutor Visit Form Copy of Attendance Form

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Section 3

All written work should be supported with reference to relevant theory and your own personal, extended reading. Examine your observations of working with babies from your Observational Journal. In light of the information gathered and your knowledge of theoretical perspectives, evaluate the baby’s development using SPICE Recommended length of evaluation is 1000 words Section 4 Consider the module content and write a brief account of how it has challenged your thinking in terms of your practice in the early years. (Word count: 300 words)

INCLUDE A REFERENCE SECTION FOR THE ENTIRE RPP The RPP should be presented in Arial, Font size 12 with double line spacing on single sided paper throughout, with 3.5 centimetre margins on both sides. No headers or footers should be placed on pages; however, page numbers are required (as per Coursework Submission Declaration Form). Confidentiality is crucial therefore centres or children should not be named in the main body of your text *

Submit the RPP to the Admin Office in the Central Building (date to be advised) All assessable elements of your module are subject to rigorous internal marking, cross-marking and external scrutiny by the External Examiner (appointed by QUB).Under such circumstances, once a mark has been awarded, and there can be no challenge to academic judgement.

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Appendix 1

STRANMILLIS UNIVERSITY COLLEGE: BA (ECS) Level 1 ASSESSMENT CRITERIA GRADE Focus & Selection

Understanding & Criticality

Coherence & Structure

A

C

D

Fail

 Issues directly related to the topic

 Most issues raised are directly related to the topic

 Satisfactory number of issues raised are related to the topic

 A few issues presented are related to the topic

 Most issues presented are not related to the topic

 Show s a sound interpretation of assignment rubric through selection of relevant material

 Show s good interpretation of the assignment rubric

 Show s a fair interpretation of assignment rubric

 Some error in interpretation of the assignment rubric is evident

 Erroneous interpretation of assignment rubric is evident

 Most material selected is relevant

 Satisfactory selection of relevant material

 Some irrelevant material is included

 Mostly irrelevant material is included

 Has a very good level of the topic & its related issues

 A good level of understanding of the topic & its related issues

 Show s a fair level of understanding of the topic

 Misunderstanding of topic demonstrated

 A broad range of aspects of professional practice are described in relation to the topic

 A number of aspects of professional practice are described in relation to the topic

 Some aspects of professional practice are described in relation to the topic

 Misunderstanding of some topic issues in evidence, but general overview is adequate

 Evidence of w ide background reading & a descriptive discussion of theory presented

 There is evidence of a fair degree of background reading

 Some evidence of background reading

 Limited evidence of background reading

 Some description of theory presented

 Some theoretical perspectives are described

 Theoretical perspectives are briefly mentioned

 A recognisable line of argument

 Loose structure is present with ideas only adequately linked

 No obvious structure

 Structure is present

 A satisfactory structure is present w ith some linkage of ideas

 Accurate grammar & spelling

 Written expression is good

 Satisfactory written expression

 Written expression is w eak

 Expression is poor

 Written expression is fluent

 Mostly accurate in grammar & spelling

 Some lapses in spelling & grammar

 Inaccuracies are w idespread in spelling & grammar

 Inaccuracies in spelling & grammar are very prominent

 A clean coherent line of argument  A w ell-defined structure is present

Expression

B

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 Aspects of professional practice are briefly mentioned

 Aspects of professional practice is absent  No evidence of background reading 

Theoretical perspectives are missing

Appendix 2

Important Information

TUTOR CONTACT DETAILS

Paula Wright

Bev Hutchinson

Noeleen Smith

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[email protected] 9038 4253



Students should note that attendance will be monitored in order to consider aspects of progress.

Late Submissions and Assessment If you are experiencing difficulties meeting assessment deadlines you should initially approach your module co-ordinator to seek their advice and support for your individual needs. They will help you to decide on the course of action best suited to your situation. They may well be able to arrange an extension to the submission of your coursework, or refer you to an Adviser of Studies. In the event of non-submission of coursework due to illness or a medical condition you MUST supply medical evidence (eg. a note/certificate from your doctor) to support your claim. This MUST BE received within 3 working days of the assignment’s submission date. The medical evidence MUST clearly present both a ‘start’ AND ‘finish’ date. Medical evidence should be addressed to: Mrs. Hutchinson AOS, Early Childhood Education Office Stranmillis University College Belfast BT9 5DY Failure to comply will result in the following penalty being applied to your potential mark.

Coursework submitted after the deadline will be penalised at a rate of 5% of the assessed mark per working day up to 5 working days. Coursework submitted more than 5 working days (ie Monday to Friday excluding days of official University closure) after the deadline will be recorded as zero for that assignment. Exemptions will be granted only if there are extenuating circumstances and the student has formally notified (in writing) the Adviser of Studies of such circumstances within three days of the submission deadline.

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STUDENTS ARE RECOMMENDED TO READ THE UNIVERSITY REGULATIONS ON THE COLLEGE WEBSITE

Plagiarism The University College regards plagiarism as a serious academic offence which may lead to disciplinary action being taken against the student concerned. Plagiarised material will be deemed to be passages from other works (including internet sources) incorporated without acknowledgement and with the intention of it being taken to be the candidate's own work. Plagiarised material will also be deemed to be passages from other assignments that the candidate has already submitted in partial satisfaction of degree requirements. Passages from other works may be quoted only if shown as quotations with acknowledgement of the sources and similarly may be paraphrased only if the sources are acknowledged.

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