51cg

This module promotes strengths  and rights based approaches to inclusive, equitable and sustainable praxis. By linking theory to purposeful action, it supports practitioners to design and implement a small, meaningful change in their setting, developing individual and/or collective efficacy in order to improve outcomes for children, families, colleagues and communities.

This module explores theories of voice in early childhood, examining how babies and young children express agency, how practitioners listen ethically, and how power shapes participation. Through weekly themes, peer discussion, and independent study, students develop reflective, culturally sustaining approaches to understanding and honouring children’s voices.

This module aims to support you to critically analyse the affordances of a range of learning environments within early learning and childcare. It will draw on seminal theories, contemporary research, and policy to develop aspects of professional noticing, reflexive thinking, and adaptive practice to inform sustainable and evidence-based changes to environments. You will be expected to draw on previous module learning to audit and co-facilitate changes to environments alongside the child.

You'll consider ways to promote children's social and emotional well-being and the strategies you must develop to implement evidence based interventions which provide universal and targeted support.

In addition, you'll be required to relate theory to practice and critically evaluate and assess current approaches which address the social context of children’s development.

Effective leadership, at all levels, is key to ensuring high quality provision and positive outcomes for all young learners; all Early Years professionals working across the sector have a role to play in leading pedagogy and improving practice. This module aims to support you in developing a critical awareness of current issues facing the Early Years sector and the knowledge and skills needed to plan for evidence informed change within your workplace context. 

The class aims to support the early childhood professional in utilising enquiry and reflexivity as tools to unpack professional working theories, identity and practice, and to systematically explore links to current theory and research evidence as well as relevant policy, with a view to informing equitable and sustainable pedagogical practice with children and their families.

The Dissertation is an independent, substantial piece of work that builds on knowledge and experience developed across the programme. It enables students to undertake a focused research study relevant to their professional and academic context, informed by extensive reading and, typically, primary or secondary research.

Through a range of approved approaches, students demonstrate Level 11 skills in literature review, critical analysis, and evaluation, presented in a coherent piece of writing with clear conclusions and recommendations. The Dissertation makes a significant contribution to the aims of the Master of Education and is assessed through a 12,000 to 15,000 word research project.