EDUC07031 2022 Pedagogical Approaches and Practices of Early Childhood
Full Title
Pedagogical Approaches and Practices of Early Childhood
Transcript Title
Pedagogical Approaches
Code
EDUC07031
Attendance
80 %
Subject Area
EDUC - 0110 Education
Department
SOCS - Social Sciences
Level
07 - Level 7
Credit
05 - 05 Credits
Duration
Semester
Fee
€
Start Term
2022 - Full Academic Year 2022-23
End Term
9999 - The End of Time
Author(s)
Gwen Scarbrough, Aoife Cooney, Maureen Haran
Programme Membership
SG_EEARL_H08 202200 Bachelor of Education (Honours) in Early Education and Care
SG_EEARL_B07 202200 Bachelor of Education in Early Education and Care (exit)
Description
Building upon the knowledge of pedagogical principles introduced in the children's Play and Pedagogy module, students will be equipped with a repertoire of pedagogical practical skills allowing for a progression in pedagogical theory. Students will engage in deeper learning of Early Childhood curriculum models such as Reggio, Steiner, Froebel and Montessori. The Early Years educator will differentiate between leading curriculum implementation in line with quality practice independently or as a member of a team. The Learning & Pedagogy strand comprises two modules progressing over two years and this module will enable students to transform their established professional identity by connecting with the global learning environment. International Early Years curricula will be established through connections with organisations within the global educational community which will broaden students’ global awareness by offering an array of international educational perspectives that will transform their own professional identity.
Learning Outcomes
On completion of this module the learner will/should be able to;
1.
Explore Early Childhood curriculum models such as Reggio, Steiner, Froebel and Montessori in terms of their historical and cultural origins.
2.
Examine in depth Early Childhood curriculum models such as Reggio, Steiner, Froebel and Montessori in terms of their philosophical underpinnings.
3.
Analyse how the Early Childhood pedagogical approaches of Reggio, Steiner, Froebel and Montessori are applied in practice.
4.
Critique a number of contemporary and international early years educational perspectives and methodologies.
Teaching and Learning Strategies
2 hour lecture/1 hour tutorial/3 hours independent study
Accessible course material, Active Learning, Brainstorming, Buzz Groups, Case studies, Consideration of diverse learning abilities, Debates, Discussions, Feedback Loop, Fieldtrips, Flipped classroom, Group work, Inclusive teaching, Integration of prior knowledge, Interactive experiences, Lectures, Modelling, Peer-review, Planning, Presentation, Problem Solving, Reading, Reflection, Research, Specified learning activities, Team teaching, Tutorials, UDL, Use of Moodle as a repository
Module Assessment Strategies
Assessment One: Programme Project (50%) - Students will work collaboratively to create a presentation showcasing their ideal programme - this could be a digital two- sided tri-fold Early Years programme leaflet, a webpage, poster, a model, etc. This will include careful consideration of one Early Years curricula model and what it has to offer in terms of pedagogy and compliance with various policy. Feed forward will be part of this assessment. This will be a shared assessment with the Outdoor and Nature Based pedagogy module running in the same semester.
Assessment Two: Reflective Portfolio (50%)- Students will individually examine the Global Early Years learning environment in the broader sense through interactions in connection with theories of Early Years curricula models. This digital ePortfolio is a progression of professional growth extending from Learning & Pedagogy 1 and will serve as a repository of the students’ reflective contribution, considering Early Years Curriculum models underpinning theory and showcasing professional growth. Feed forward will be a part of this assessment. This will be supported through the VLE Moodle page.
Students will receive formative feedback for learning from both peers and the teaching team at different points in the module and will be provided with clear and timely notification of assessment requirements. Criteria for success will be shared when the assessment brief is published.
Repeat Assessments
Repeat assessments will be decided based on failed components and recorded at the exam boards.
Indicative Syllabus
LO 1) Explore Early Childhood curriculum models such as Reggio, Steiner, Froebel and Montessori in terms of their historical and cultural origins.
Students will be introduced to the founders, historical and cultural contexts of a variety of different approaches to Early Years.
LO 2) Examine in depth Early Childhood curriculum models such as Reggio, Steiner, Froebel and Montessori in terms of their philosophical underpinnings.
Students will explore the similarities and differences between approaches through exploration of key themes such as: View of the Child, View of Role of Early Education, Play etc. The key role of respectful relationships with children in these approaches will be explored.
LO 3) Analyse how the Early Childhood pedagogical approaches of Reggio, Steiner, Froebel and Montessori are applied in practice.
Students will explore the similarities and differences between approaches through exploration of key themes such as: Role of the Educator, Theoretical Perspectives on the Facilitation of Play, Environments, Resources/Materials, Learning Experiences etc. Students will analyse these different elements in relation to planning, creating, maintaining and evaluating environments for children to ensure they are safe, stimulating, engaging and child centred learning environments for young children. Students will gain insight into advanced teaching techniques in ELC Settings e.g. (co-constructing, empowering, democratising, philosophising, community building). Strategies to build, maintain and advocate for highly reciprocal, responsive and respectful relationships with and between children will be explored through the lens of these approaches. Practices such as documentation and family and peer communication to support individual and group practices, including reflective practices, will be explored explicitly.
LO 4) Critique a number of contemporary and international early years educational perspectives and methodologies.
Students will explore approaches such as Te Whariki, Head Start, Highscope and hybrid models and consider how to implement these in different cultural contexts. The ability to, and appropriateness of, making links between these and Irish practices will be considered. Students will explore tailored strategies to support learning for children which are underpinned by up to date and current theories, including theories of play. Students will explore the ways in which these perspectives advocate for the building and maintaining for highly reciprocal, responsive and respectful relationships with children and how they foster the development of peer relationships.
Coursework & Assessment Breakdown
Coursework & Continuous Assessment
100 %
Coursework Assessment
| Title | Type | Form | Percent | Week | Learning Outcomes Assessed | |
|---|---|---|---|---|---|---|
| 1 | Programme Project | Coursework Assessment | Group Project | 50 % | Week 15 | 2,3 |
| 2 | Portfolio | Coursework Assessment | Assessment | 50 % | OnGoing | 1,4 |
Full Time Mode Workload
| Type | Location | Description | Hours | Frequency | Avg Workload |
|---|---|---|---|---|---|
| Lecture | Lecture Theatre | Weekly lecture | 2 | Weekly | 2.00 |
| Tutorial | ECCE Skills Laboratory | Weekly tutorial | 1 | Weekly | 1.00 |
| Independent Learning | Not Specified | Independent Learning | 3 | Weekly | 3.00 |
Total Full Time Average Weekly Learner Contact Time 3.00 Hours
Required & Recommended Book List
Recommended Reading
2001 The Genius of Play Hawthorn Press
ISBN UVA:X004592798
2001 The Genius of Play Hawthorn Press
ISBN UVA:X004592798
The Genius of Play addresses what play is, why it matters, and how modern life endangers children's play. When children play, they become creators, dreamers and artists. Sticks become wands, swords, dolls or snakes. Children move like quick fire from the fantastic to the everyday when free to express the genius of play. Sally Jenkinson asks: What do children express in their play? How does play help develop empathy and social skills? How are children influenced by inappropriate toys, TV and consumerism? How does play develop children's imagination? Why do children need adults who encourage play? How do lively childhood players become creative adult thinkers? Her amusing, vivid observations will delight parents and teachers wanting to gain more insight into the never-ending secrets of children's play. Here is an outspoken Children's Play Charter for parents and teachers which celebrates the playful spirit of childhood.
Recommended Reading
2012-03-16 Early Childhood Education and Care Gill Education
ISBN 071715324X ISBN-13 9780717153244
2012-03-16 Early Childhood Education and Care Gill Education
ISBN 071715324X ISBN-13 9780717153244
Introducing theories and concepts of Early Childhood Education & Care, showing the knowledge, values and skills needed for ECEC in Ireland.
Module Resources
Non ISBN Literary Resources
Abbott, L. and Nutbrown, C. (2001) Experiencing Reggio Emilia : implications for pre-school provision. Open University Press. Available at: https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=cat05656a&AN=its.48413&site=eds-live&scope=site&custid=s7813921
Brosterman, N. Inventing Kindergarten. NY: Harry N. Abrams, 1997.
Cadwell, L. B. (1997) Bringing Reggio Emilia home : an innovative approach to early childhood education. Teachers College Press (Early childhood education series). Available at: https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=cat05656a&AN=its.55090&site=eds-live&scope=site&custid=s7813921
Edwards, C. P., Gandini, L. and Forman, G. E. (2012) The hundred languages of children : the Reggio Emilia experience in transformation. 3rd ed. Praeger. Available at: https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=cat05656a&AN=its.59681&site=eds-live&scope=site&custid=s7813921
Gandini, L. (2005) In the spirit of the studio : learning from the atelier of Reggio Emilia. Teachers College Press (Early childhood education series). Available at: https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=cat05656a&AN=its.48359&site=eds-live&scope=site&custid=s7813921
Goffin, S. G., & Wilson, C. Curriculum models and early childhood education: Appraising the relationship (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall, 2001.
Hohmann, M. and Weikart, D. P. Educating Young Children: Active Learning Practices from Preschool and Childcare Programs, 2nd Edition. Michigan, USA: The High/Scope Press, 2002.
Holt, N. (2010), Bringing the high/scope approach to your early years practice, Routledge, ISBN: 9780415564991
Jan Georgeson and Jane Payler (2013) International Perspectives on Early Childhood Education and Care. Maidenhead, Berkshire, England: Open University Press. Available at: https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=nlebk&AN=524879&site=eds-live&scope=site
Isaacs, B. Bringing the Montessori Approach to your Early Years Practice, 2nd Edition. London: David Fulton Publishers, 2010.
Johns, C. (2009). Becoming a reflective practitioner. Oxford: Wiley-Blackwell.
Johns, C. (Ed.). (2010). Guided reflection: A narrative approach to advancing professional practice. Oxford: Wiley-Blackwell.
Morrow, L., Ceppi, G. and Zini, M. (1998) Children, spaces, relations : metaproject for an environment for young children. Reggio Children. Available at: https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=cat05656a&AN=its.59678&site=eds-live&scope=site&custid=s7813921 (Accessed: 15 May 2021).#
Nicol, J. Bringing the Steiner Waldorf Approach to your Early Years Practice. Routledge, 2016.
Rinaldi, C. (2005) In dialogue with Reggio Emilia : listening, researching, and learning. Routledge (Contesting early childhood series). Available at: https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=cat05656a&AN=its.48414&site=eds-live&scope=site&custid=s7813921
Sellers, M. Young Children Becoming Curriculum: Deleuze, Te Whariki and curricular understandings, 1st Edition. Oxfordshire, UK: Routledge, 2013.
Stacey, S. (2011) The Unscripted Classroom: Emergent Curriculum in Action, Red Leaf Press, U.S. ISBN: 978-1-60554-036-8 Steiner, R. (2004)
Stacey, S. (2018) Inquiry-Based Early Learning Environments : Creating, Supporting, and Collaborating. St. Paul, MN: Redleaf Press. Available at: https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=nlebk&AN=1879434&site=eds-live&scope=site
The wonder of learning : the hundred languages of children (2012). Reggio Children. Available at: https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=cat05656a&AN=its.59677&site=eds-live&scope=site&custid=s7813921
Thornton, L. and Brunton, P. (2005) Understanding the Reggio approach : reflections on the early childhood experience of Reggio Emilia. David Fulton. Available at: https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=cat05656a&AN=its.48404&site=eds-live&scope=site&custid=s7813921
What is Waldorf Steiner: Three Lectures, Steiner Books Inc. Great Barrington M.A. ISBN-13: 978-0880105279
Wurm, J. (2005) Working in the Reggio way : a beginner’s guide for American teachers. Redleaf Press. Available at: https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=cat05656a&AN=its.55093&site=eds-live&scope=site&custid=s7813921
Journal Resources
Dodd-Nufrio, A. T. (2011). Reggio emilia, maria montessori, and john dewey: Dispellingteachers’ misconceptions and understanding theoretical foundations. Early ChildhoodEducation Journal, 39(4), 235-237. doi:10.1007/s10643-011-0451-3
Katz, L. G., & Chard, S. C. (1997).Documentation: The reggio emilia approach.Principal, 76(5), 16
Lillard, P.P. (1996) Montessori Today: A Comprehensive Approach to Education from Birth to Adulthood, Schoken Books.
Lindsay, G. (2015). Reflections in the mirror of reggio emilia's soul: John dewey's foundational influence on pedagogy in the italian educational project. Early Childhood Education Journal, 43(6), 447. doi:10.1007/s10643-015-0692-7
Edwards, C. P. Three Approaches from Europe: Waldorf, Montessori, and Reggio Emilia. Early Childhood Research & Practice; v4 n1 Spr 2002
Marcon, R A. (1999). Differential impact of preschool models on development and early learning of inner-city children: A three-cohort study. Developmental Psychology, 35(2), 358-375. EJ 582 451.
Marshall, C. Montessori education: a review of the evidence base. npj Science Learn 2, 11 (2017). Available at: https://doi.org/10.1038/s41539-017-0012-7
Schweinhart, L. J., & Weikart, D. P. (1997). The High/Scope preschool curriculum comparison study through age 23. Early Childhood Research Quarterly, 12(2), 117-143. EJ 554 350.
Thompson, N., & Pascal, J. (2012). Developing critically reflective practice. Reflective Practice, 13, 311–325.
URL Resources
BLÁTHÚ Steiner Early Childhood Association. Available at: https://www.blathu.org/
Froebel Trust. Froebelian Principles. Available at: https://www.froebel.org.uk/about-us/froebelian-principles
High Scope Educational Research Foundation. Available at: www.highscope.org/
The Online Waldorf Library. Avaiable at: https://www.waldorflibrary.org/
Other Resources
Ministry of Education, (2017) Te whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand. Accessed at: https://www.education.govt.nz/assets/Documents/Early-Childhood/Te-Whariki-Early[1]Childhood-Curriculum-ENG-Web.pdf
Additional Information