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The overall aim of this course is to develop individual practitioner's practice and, through collaboration, to establish a sustainable community of practice. Already experienced practitioners on entry, you will aspire towards 'leading practitioner' status. Given this aspiration, the course will present you with a range of opportunities to rehearse, and hone, the full range of professional skills, including assessing, and being assessed, by your peers. Collaborative group work, and self and peer appraisal are key elements of the experience in most modules. The final module, the major project, requires that each student undertakes a piece of action research whose focus is the developmentimprovement of an aspect of early years practice. Module guide - Exploring and Challenging Early Years Professional Practice: An Introduction This module serves both as an introduction to the themes that will be explored in the remainder of the course and as an induction into the learning and teaching methods used. - Early Years Pedagogy Contemporary early years pedagogy builds upon valued historical traditions. In this module you will revisit and analyse the work of 'philosopher pedagogues' to examine the foundations of present day practice. More recently, insights have been gained from exemplary international curricula. An additional source of information is from current scholarship in the field, including both large and small scale research, which offers importatnt clues about ways to enhance the quality of young children's care and learning. In the light of these perspectives, you will have the opportunity to analyse and interpret existing policy and practice in early childhood care and education, discussing possible future directions and work towards articulating your own principled pedagogical philosophy. - Inclusive Practice in Early Years Contexts From Warnock and beyond, the evolving social and political contexts of practice require us all to be able to engage effectively with an increasingly diverse client group. This brings both opportunities and challenges, not least that the diverse group will hold widely varying interpretations of 'rights' 'responsibilites' 'entitlements' and 'duties' some of these may well be mutually exclusive. The practitioners views are a third element to this complex picture! - The Broader Contexts of Early Years Practice Early Years practitioners experience two risks by virtue of the traditions of Early Years practice in this country. These are the risks of becoming isolated within one's own setting (parochialism) and of being driven by externally-imposed agenda (powerlessness). Both risks militate against the development of a modern and integrated Children's Workforce. This module explores the complex interplay between the individual practitioner and the broader contexts of policy, legislationregulation and professional oversight of their absence both in the UK and further afield. - Major Project Preparation and Major Project This linked pair of modules serves as the culmination of the Masters degree. As such, students will be expected to integrate their learning from prior modules into a personal professional resource which they then deploy to tackle an issue of practice that they have identified. Many projects will take the form of a piece of Action Research aimed at the systematic evaluation and development of an aspect of own practice although other formats can be agreed. Assessment Various assessment methods will be used including: coursework, essays, portfolios, individual and group presentations, and case studies. Students will be required to self-assess, and to assess the work of their peers. There are no examinations. Work placements All students will be required to be in stable and appropriate placements for the duration of the course. Study abroad There are possible opportunities for studying abroad, however these are not a requirement of the course. Where is the course being run? The course wil

The overall aim of this course is to develop individual practitioner's practice and, through collaboration, to establish a sustainable community of practice. Already experienced practitioners on entry, you will aspire towards 'leading practitioner' status. Given this aspiration, the course will present you with a range of opportunities to rehearse, and hone, the full range of professional skills,...

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