Foundations for Learning:

This module will focus on the ways in which the universal art of storytelling can enhance a child's learning and development irrespective of age, language or socio-cultural factors. We will explore what makes a good story, we will seek to better understand the ultimate storyteller - the human brain (therefore exploring the science of storytelling) and also determine the power of story in the lives of young children at the start of their learning journey. This module will also support students to consider the responsibilities of the early childhood practitioner in providing storytelling experiences to support young children's development.

The understanding and skills you acquire through this module are intended to help support your future studies and practice in early childhood contexts.

Contemporary perspectives in early childhood:

What are the beliefs and principles that shape how people educate and care for young children? What are some of the theories and assumptions that govern practice? Who speaks for children? What is childhood? Within this exciting module, you will be encouraged to question taken-for-granted ways of working in, and speaking about, early childhood. You will explore different values, theories and views, and consider our own perspectives on different aspects of early childhood education.

You will be encouraged to read widely, discuss deeply, raise more questions than answers, and explore the meaning of different words and practices in early childhood.

How children learn and develop from birth:

This module focuses on learning and development from birth to eight. This is to acknowledge the importance of the very earliest experiences and the impact these have on people’s lives. Children’s development from birth to eight years of age is an exciting journey of exploration and discovery of the world around them. In this module we will explore theories of developmental psychology and sociology, and along with other disciplines such as health, wellbeing and nutrition, illustrate the interdisciplinarity of early childhood studies.

Policy into practice in Early Childhood

In this module we will be exploring the relationship between what we want for children as practitioners, parents and as a nation. We will make connections between national policy and legislation and the pedagogy and policies we offer for children and families. You will be invited to reflect on your own practice and experiences, undertake some independent research and consider approaches that keep children at the centre of our vision for the future.

Researching Early Childhood

This module embraces some of the skills that we already have as practitioners or those who support young children within the home, and enables you to develop these skills within the context of conducting and reviewing early childhood research. High-quality academic literature that illuminates the latest findings from early childhood research is explored, in order for you to examine the design and decision-making process associated with conducting ‘high-quality’, ethical early childhood investigations.

Safety and Risk in Early Learning Spaces

During this module we will explore the notion of safety and risk for a child in the 21st century. We will consider different perspectives and investigate how safety and risk is interpreted by parents and practitioners and the influences that have an impact on their behaviour as carers. Policy legislation, frameworks and guidance will be explored to investigate the challenges of safeguarding children. We will research a range of contemporary and historic judicial and serious case reviews to understand the process of safeguarding children in the UK. We will also explore international and cross cultural approaches to safe play, practice and learning spaces, to consider health and safety, risk assessments and safe use of ICT and virtual learning spaces.

Inclusion and Special Educational Needs and Disability in Early Childhood – core module

By exploring the meaning, history and context of the term ‘inclusion’, this module considers the dilemmas and tensions associated with inclusive practice in early childhood. Critically reviewing government policy, frameworks and guidance in relation to inclusion and Special Educational Needs and Disabilities (SEND) enables you to reflect upon the roles and responsibilities of the practitioner in identifying and supporting children with a variety of needs.

Leadership in early childhood contexts – optional module

Within this module, students develop the knowledge and skills required to become an agent of change within an Early Childhood context and beyond. This also encompasses reflection upon professional identity, ethical and collegiate practice. This module supports students to develop the knowledge and understanding of leadership and management theories and key concepts as understood within and applied to educational contexts.

Teaching, learning and assessment in early childhood – optional module

The focus of this module is that through a developed understanding of how young children learn, you as a practitioner will critically explore methods of facilitating learning and the use of assessment to inform and guide stakeholders, such as parents, carers and other professionals, to ultimately empower children. You will be encouraged to become a reflexive practitioner through observation of, and reflection on, your experience and evaluation of your own progress. Together we will consider a range of psychological, sociological, educational, health, historical and philosophical perspectives, to assess their impact on approaches to working with babies and children.

Early Childhood in a global context (30 credits)

This module aims to examine traditional and contemporary views of childhood across cultures and societies by exploring how factors, such as socio-culture, gender and actions towards social, environmental and economic sustainability, influence early childhood care, curricula and pedagogy. We will be analysing similarities and differences in Early Childhood policy and practice between England and other nation states, considering concepts such as play, inclusion, staffing and the environment, and how these are viewed and prioritised within different international contexts.

Research methodologies in early childhood (30 credits)

This module is a significant stepping stone in your research journey with us. Drawing upon your own wisdom and passions relating to early childhood practice, you are supported to identify a suitable research question and to develop your methodology, some of the key components to designing research within this context. Additionally, ethical principles are a central part of this module and of our work with young children, and you are given the opportunity to explore different ethical dilemmas relating to research with young children, which supports you to begin the dissertation stage of your degree, with a particular focus on methodologies and ethical considerations.

Early childhood investigation (60 credits)

This module presents you with an exciting opportunity to undertake an extensive investigation into a clearly defined early childhood topic that you are passionate about. Building upon your project proposal, you will demonstrate a developed understanding of ethics to enable you to conduct your own empirical investigation in order to make recommendations for future early childhood practice (your own and workplace setting), policy and future research. It is at this point that you can work towards a named award which aligns and significantly develops your understanding of one module undertaken in year 3. Within this module, you are assigned your own Dissertation Supervisor, drawn from the Early Childhood Team, who will provide one-to-one support as you progress with your research.

"Warwick has an amazing body of staff who are always ready and willing to answer any questions you might have. From day one of the induction evening, expectations were clearly set out and we were signposted to any resources we might need and although the campus was a little intimidating at first, I think we all soon began to feel confident in our surroundings."

Faye, Early Childhood 2020 graduate

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