In your first semester you will cover 2 compulsory modules – Dissertation and Leadership and Management and alongside these you also are able to select one of two optional modules with focus on Discourses of Education or Social Policy. We use a range of teaching strategies that encourage independence and co construction of learning such as discussions, seminars, workshops, case studies and presentations.
Dissertation – Semesters 1 and 2
40 Credits (Compulsory)
This double module aims to enable students to identify a specific issue or area of interest to investigate for their research study. It will enable students to examine the aspect in depth through e an empirical study. It requires students to identify and apply an appropriate research design, addressing ethical principles, and employing systematic research procedures. Students will present and analyse their findings with critical reflection on their research question, methodology, management and organisation and analyse limitations of their study. They will identify the implications for policy and practice in the field of early childhood education and care.
Leadership and Management in Early Childhood Education and Care Settings
20 Credits (Compulsory)
This module provides students with the opportunity to gain a practical and critical understanding of the current issues facing leaders and managers within ECEC settings in England, with a particular focus on the management of change and multi-agency and multi-professional (integrated) partnership-working. This will involve analysis of the range of skills, knowledge and understanding concerned with team membership, management and leadership as well as pertinent theories to support becoming an effective leader. Seminal and contemporary theoretical perspectives and research on leadership and management will be presented and analysed in order to increase students’ understanding and appreciation of the roles and values of practitioners from different professional cultures. Students will also participate in activities that will enable them to learn from their own and others’ experience of leadership and management in practice in order to develop their own leadership and management strengths.
Discourses of Education
20 Credits (Optional)
This optional module is aimed at students who wish to progress to an educational or teaching role after completing their degree. It will begin by exploring personal ideologies around the nature and purpose of education. Students will be encouraged to debate issues such as curriculum, assessment, learning and teaching which are discourses in the educational field in the UK and explore international comparisons. It will encourage students to critically analyse these and reflect upon their own impact on educational settings and the education and care of the child. It will encourage students to be reflective practitioners and be politically aware of discourses around education.
Social Policy: Rhetoric and Reality
20 Credits (Optional)
This optional module will develop the social policy themes introduced at levels four and five with particular reference to the foundation provided in module ECU416 ‘The Early Childhood context’. This module considers all aspects of social policy which impact on ECEC practice and as such makes significant reference to social care policy and the issues of meeting the care needs of children who experience poverty/social exclusion. It is designed to engage students in the critical analysis of current social policy at both, local, national and international levels and critically examine its impact on Early Childhood services. Students will be encouraged to critically reflect on the impact of political ideology on government intentions for social policy, and how such intentions serve to shape practice. Social policy across all sectors of the welfare state will be explored, as will some of the challenges of working within an uncertain and constantly changing policy landscape. Students will be encouraged to consider the development of social policy in terms of both personal and public values, and critically reflect on their involvement in this process. Alternative models of social policy provision, and the ideological context of these models, will be utilised for critical reflection, discourse and debate.
