Foundations of Early Childhood

Principles and Practice

Penny Mukherji, Louise Dryden, Penny Mukherji, Louise Dryden, Author

• Publisher: SAGE Publications Ltd
• Year: 2014
• Print ISBN: 9781446255292, 9781446255285
• eBook ISBN: 9781446297599
• Edition: 1
• Topic: Education
• Subtopic: Early Childhood Education

?This text will be an invaluable addition to the reading of students and tutors alike. It has been written thoughtfully for students embarking on university courses that study aspects of early childhood education. The introductory chapters give the reader a sense of the thinking and reflection that is helpful for them at the beginning of their studies and a clear focus on the rights of our youngest children roots the text in a sound pedagogical frame. The later chapters broaden the argument and feel very relevant to the current context in their explorations of the policy and practice of EYFS. I would strongly recommend this text.?
-Jo Albin-Clark, Senior Lecturer in Early Years Education, Edge Hill University

This book introduces all the most important aspects of early years care and education, and will help you develop the key skills needed to study at degree level.

Each chapter introduces major concepts and theories which allow you to explore the foundations of key early childhood issues and apply them in practice. Topics include:

• Children's rights
• The Early Years curriculum
• How children learn and develop
• Health and well-being

As well as looking at important aspects of study such as:

• How to search primary sources, such as policy documents and journals
• How to use your personal experience in studying
• How to develop critical reading and writing skills

With specific learning features designed for different levels of study, this book will be invaluable to students studying at levels 4 and 5 of early childhood degrees and foundation degrees, with features designed to support students as they make the transition to honours level study.

Digital resources for extra support!

Check out the companion website for additional material including:

• interactive glossary flashcards
• journal tasks
• web links to more handy online resources

Part 1

AN INTRODUCTION TO STUDYING EARLY CHILDHOOD

Part one of Foundations of Early Childhood is designed to support you as you start your early childhood degree. We strongly advise that you read these chapters thoroughly, even if you have recently undergone a course of study or are an experienced early childhood practitioner.

Beginning a new course is always challenging. Students vary in the amount of recent study they have undergone and the amount of practical experience they have in working with very young children. If you are lucky you will find yourself studying in a group with a wide range of complementary skills so that students confident in academic studies can support those who have been out of education for a while, whilst experienced practitioners can support those with no knowledge of working with very young children. You may be studying on your own, and will seek support from the online community or colleagues at work. Whatever your situation most of you will be new to studying at degree level, and in Chapter 1 Louise Dryden gives you a comprehensive introduction to starting your studies. Louise’s chapter draws upon very many years’ experience of supporting students at the start of a new course, and she emphasises that success depends on hard work and good organisational skills. In our experience it is not always the very brightest students with high grades in previous exams who are the most successful; it is often those who did less well in school or college, but who work hard and have a passion for Early Childhood, who succeed. Success also depends upon how well you are supported both at home and in your workplace. Before you start, everyone involved should be aware of how your course may impact their lives. There is nothing worse than starting a course and finding out later that your workplace cannot give you the time off to attend class or that family members are unwilling to look after young children when you need to work at home. Success also depends upon how well you interact with the institution where you are studying and in Chapter 1 you will find information to help you access support during your course.

Lahman (2008) considers children to be competent yet vulnerable, and in Chapter 2 Carolyne Willow points out that early childhood practitioners play a critical role in upholding children’s rights. She explains that children are not always respected as people and that their rights can so easily be overlooked. As students of early childhood you are required to know and understand the general principles of the Convention on the Rights of the Child (UNICEF 1989) and Chapter 2 supports you as you seek to implement these principles within early childhood settings.

In your degree course you will learn about different theories regarding how children learn and develop and you will be introduced to relevant research findings that can be used to help you implement quality provision for children and families. In Chapter 3 Judy Stevenson explains that an academic understanding on its own is insufficient to promote quality practice and she explains how reflective practice can be used to make positive changes within settings. Reflective practice involves learning through and from experience; it involves challenging assumptions about your everyday practice and becoming self-aware.

The final chapter within Part 1 is about observation and assessment. The ability to observe children and make an assessment of their strengths, abilities and interests is the foundation upon which early childhood practice is based. It is fitting that this chapter concludes Part 1 as it draws on material from the preceding chapters. Jonathan Glazzard explains how observation and assessment have to be conducted within an ethical framework that upholds children’s rights and encourages children to be partners in the assessment process. The ability to analyse observational material using research findings, theory and your own experience is integral to the assessment process and contributes to reflective practice. Finally, the information from Chapter 1 will support you in the skills you need to produce written observations in the style that is required by your setting or university.

References

Lahman, M. (2008) ‘Always othered: Ethical research with children’, Journal of Early Childhood Research, 6(3): 281–300.

United Nations Convention on the Rights of the Child (1989) http://www.unicef.org.uk/UNICEFs-Work/Our-mission/UN-Convention/ (accessed 29 April 2013).

1

Studying for a Degree

Louise Dryden

This chapter will:

• Help you to prepare for your new programme of study

• Encourage you to organise your time effectively

• Build your confidence, helping you to become familiar with expectations at this level of study

• Explain the skills and strategies that will enable you to study successfully

• Help you to prepare for different types of assessment.

This is the first chapter of the book and is placed here to help you prepare for your study experience. Some of you will feel confident as you embark on this new course at degree level, whilst others may feel a little anxious, especially if it is some time since you last did any academic work. I shall begin by reassuring you that the most important attributes for successful study are organisational skills and hard work; the more carefully you prepare for your studies, the more successful you will be.

In this chapter I will ask you to assess your existing skills, and then help you to consider a range of strategies which could assist you in producing work of a quality you can be proud of. Once you have organised yourself and your resources, then you will be ready to explore the subjects themselves. You will need methods for taking notes, in lectures or whilst reading; strategies for collecting and organising material from a variety of sources, for essays, presentations and portfolios; and the confidence to present your knowledge and ideas in a clear, analytical manner. I hope that what follows will help you on your journey towards success.

Reflection

Before you start

Your previous academic history

Take a few minutes to recall your previous learning experiences. Using the chart below, consider your school and college careers – what were the high points; what did you find more challenging? Then consider the factors which contributed to the achievements and disappointments.

Use this chart to set yourself some initial study goals – examine the list of contributing factors and (a) determine the strategies you think it would be helpful to use, and (b) remind yourself of those factors to avoid.

Table 1.1 Your academic history

Finding time to study

Many Foundation Degree students are childcare practitioners working full-time whilst studying, and many have substantial family commitments. Alternatively, you may be younger, working part-time to support yourself through your studies. Whatever your personal circumstances, you need to organise your time efficiently and effectively. You should consider your lifestyle and current commitments, and plan a realistic study timetable (Table 1.2).

Draw a chart and begin by putting in your domestic commitments. Then add your work schedule and periods required for College/University attendance. Next include times you normally spend on leisure pursuits with family and friends, adding times for exercise and hobbies.

Looking at this chart, realistically locate the spaces available for private study. Highlight times which you can put aside for organising lecture notes, and allocate several hours for academic reading/research each week. Whilst working on assignments, you may need to sacrifice some of your social activities, which will mean adjusting your timetable during busy periods.

Table 1.2 Proposed study-timetable

You will also need to plan your time efficiently across the whole academic year. Using a diary or a year-planner, note down all the important dates in your personal and work calendars, put in the University term dates and indicate where assessments are due. It is useful to work backwards from assignment deadlines to block in extra study time.

Negotiating with family, friends and workplace colleagues

Most of your acquaintances will be genuinely delighted that you are returning to study, however, you need to be sensitive to the ways in which your decision affects those closest to you. It is important to negotiate with your family and work colleagues, as their support and understanding will be crucial to your success. Early years settings function as learning communities, and hopefully your fellow workers will support your studies and engage in your interests. However, recognise that study is empowering and members of your family or colleagues might feel worried about the changes taking place; in some instances they may become envious. Ensure that major decisions are made with these key people’s consent and cooperation.

C A S E S T U D Y

Maria, a working mother, was studying for her Foundation Degree. She was excited about returning to study, and also hoped to be a positive role-model for her own children. Maria was conscientious, ensuring she attended all the lectures and maintaining careful study habits. However, as the first semester progressed she found it increasingly hard to juggle her family and work commitments with the home study requirements of the programme. To her surprise, her family and friends were not as supportive as she had hoped, and Maria began to panic as the time approached to prepare her first set of academic assignments.

Sensibly, Maria made an appointment with her personal tutor to discuss these concerns. She explained that it was hard to create time for study at weekends because her family wanted her attention. Her partner and children felt she was neglecting them whenever she did work associated with her assignments. Maria’s tutor was able to reassure her that this was a common problem for students with family responsibilities, and that together they could look for possible solutions. The tutor explained that it can be quite threatening for partners when the student appears to be changing, with a new set of aspirations. The partner can fear that they will be neglected, or even believe that their status within the family unit is threatened. To counter this, the tutor suggested that Maria sought her family’s cooperation when planning her study schedule. Maria agreed that her family were feeling left out, and she decided it would be beneficial to re-negotiate their family time together.

• How do you think Maria should approach this with her family?

• What suggestions could she make that could resolve these issues and ensure that her family do not feel left out?

• If you are studying in a group, share your experiences and how you have overcome this type of challenge.

The right environment

Another practical aspect of private study is finding a suitable place to work. At home, you need somewhere to store your course materials safely, and a table to work at. You should take advantage of your institution’s learning resource centre. Library facilities provide an environment conducive to uninterrupted study – helpful if you live in a busy household, where it is hard to find a quiet space, without fear of interruption.

Getting to know your institution

Degree programmes are run under the auspices of a university, but some of you on Foundation Degree programmes could be attending lectures in a further education college.

Universities and colleges have large campuses which may feel impersonal, but information about your programme will be available online. Academic institutions have websites which provide you with access to important information on enrolment, fees, degree and assessment regulations, student services and access to library resources. Make yourself familiar with these before you start the programme.

Your course should have a Virtual Learning Environment (VLE), a web platform, giving you information relating to your specific programme of study. VLE systems vary, but usually include a message board, provide detailed course information, and the facility to blog (converse) with fellow students and tutors. You may be required to submit coursework via this system.

Degree programmes have a handbook, a document (in paper form or online) which provides important information, including curriculum content, and guidelines pertaining to assessment regulations and degree requirements. Read this carefully and refer to it frequently. Module handbooks, written by the lecturers who deliver individual subjects, will explain the module content, giving details of expected learning outcome...

Table of contents

• Cover Page
• Halftitle
• Advertisement
• Title
• Copyright
• Contents
• Acknowledgements
• Publisher’s Acknowledgements
• About the Editors and Contributors
• Introduction
• Companion Website
• Part 1 An Introduction to Studying Early Childhood
• Part 2 How Children Develop
• Part 3 Influencing Factors
• Part 4 Approaches and Practice
• Part 5 Implementing the Curriculum
• Glossary
• Index