This module will help and encourage you to develop effective skills and strategies for working on this module, for studying throughout your programme and for lifelong learning for your continuing professional development. Study skills are essential if you are going to be motivated, feel success and achieve the goals that you have set for study. Entering further study will be successful if you have considered these issues and the sources of support you can access as required.
The assessment will take the form of a Personal Action Plan demonstrating that you can manage yourself as professional: identifying study strengths and how to build on them; identifying your developmental needs and how to meet them; identifying your support systems and how to use them effectively and reflecting on your general learning about approaches to study.
Childhood professionals work with children and families on a daily basis. Their knowledge and understanding of family issues is crucial to providing support in a range of ways for children and their family. This module engages you with current issues and thinking, challenging previous theories and perceptions. This module will support and encourage the exploration and development of an understanding of how children's development is influenced by their immediate family and family circumstances. Significant adults working with young children should be knowledgeable about developmental theories and be able to take cognisance of family issues when observing and analysing children's development and learning. The roles and responsibilities of educators, as significant adults, involved in supporting children's development and learning shared between home and setting, are central to this module.
The assessment of the module is in essay form to show your knowledge and understanding of family issues on the child's development.
This module will support and encourage you to explore and develop an understanding of play as a medium for long-lasting learning. Practitioners should develop an understanding of the powerful contribution which play can make to children's development and learning.
The ability to identify and extend learning through play is a key skill for practitioners working with children of all ages. In order to identify and extend learning through play, practitioners must develop strategies in observing and assessing individual children within their own setting. An understanding and awareness of how this can be used to inform practice will support practitioners to develop a clear understanding of children's learning and their own role within that process.
The assessment will take the form of a report to demonstrate your knowledge and understanding of the ways in which children learn through play, your observations and planning of next steps.
The holistic well being of the child is at the heart of any childhood setting and its curriculum. This module supports the development of the child as an individual within an ethos which promotes well being, making key links to theory and practice.
The assessment of the module shows your knowledge and understanding of the issues central to the developing child and through a case study you identify and discuss the skills and strategies you use to support the child.
The environment in which a child learns and develops is the shared responsibility of all educators across a range of disciplines. The learning environment needs to also be responsive to the child's interests and dispositions to support the child. Through this module practitioners will engage with current thinking and debates about environments which promote learning.
The assessment of this module enables you to identify and discuss your understandings of appropriate learning environments engaging in discussion about your role in providing an environment for one child.
The main purpose of this module is to enable you to synthesise your learning from SCQF level 7. You are encouraged to bring together your thinking and practice through engaging with the self evaluative process; identifying your principles, values, attitudes and beliefs about childhood and childhood practice; links you identify between practice and theory; your reflections on module issues and issues relevant to the children and families with whom you work and identifying and discussing the outcomes of your critical examination of practice and thinking.
The assessment is a self evaluative paper, supported by evidence from your Professional Journal.
This module provides a framework for you to adopt an action orientated approach towards the achievement of the programme goals of 'more effective practice'.
You will be required to review and evaluate an aspect of training and development and learning within your organization in the module assessment. You will be expected to show an understanding of the model of reflective action planning in your personal professional development; demonstrate a practical understanding of inquiry skills and discuss the theory and application of reflective practice.
Traditional views of childhood and the child are being challenged by new pedagogies, and influenced by the views of other societies and cultures. As families and communities change under societal influence, practitioners will be required to consider their views on the child and childhood. Childhood practitioners must therefore be knowledgeable about new and post modern perspectives on childhood. They need to evaluate the impact this has on their own values, attitudes and principles and consider their own practice.
The module supports participants in engaging with some of the challenges and debates from other perspectives and their knowledge and understanding is shown through the assessment submissions.
Developing and implementing an effective curriculum is fundamental to enable all learners to achieve their full potential. All lead practitioners/managers have a key role to play in both the development and implementation of a sound curriculum, which meets the needs of the children with whom they are working. There is an ever-increasing demand to meet improved quality and standards, and learning opportunities and experiences should not be viewed in isolation, but should be derived from a well-developed framework. In order to develop and deliver effective learning opportunities and experiences, staff must be well informed about child development and how children learn.
This module sets out to challenge and develop participant's principles and philosophies of learning, encouraging critical reflective practice and collaboration which will lead towards developing a shared vision. Opportunities will be provided for participants to plan, develop and lead effective learning opportunities for the children with whom they are working. Lead practitioners/managers will be expected to co-ordinate and lead the provision of balanced and flexible programmes that support play and learning opportunities and encourage children to be healthy, active and achieving.
The assessment will enable you to evaluate curriculum frameworks and learning theories, which inform your practice when working with children; draw conclusions from observations about child development and use this information to inform planning and practice within your setting and reflect upon your own personal principles and philosophy in relation to children's learning.
The project is integrative and requires participants to become increasingly autonomous as learners through the selection of a project topic and appropriate methods of inquiry.
You will be required to gain approval for a project proposal, conduct appropriate research and write up your findings. For your module assessment you will have to plan and undertake a project in your work context; use the skills of research and inquiry to underpin your project; analyse and interpret the results and consider the implications for your personal growth and the ongoing development of your profession.
Adults working with children must address and critically examine issues centered on anti-discriminatory practice and inclusion. This module aims to enable the participants to increase their knowledge and understanding of diversity and inclusion, examining their own values and perspectives. Participants will study issues central to aspects of fairness for children and social justice for children. Issues such as culture, language, faith and spirituality will be addressed as well as stereotyping and gender issues. Participants will interrogate the meaning and impact of inclusion on their setting. The module encourages you to demonstrate a commitment to inclusion, diversity, social justice, anti-discrimination and protecting and caring for children.
The assessment will allow you to identify and analyse an aspect of diversion and inclusion to explore further; plan and implement an enquiry into the chosen aspect(s). Through the assessment you will be able to explore your own values and beliefs and take a critical look at aspects of your own practice and reflect on how reading has enabled you to interrogate your own views and understandings.
This module aims to provide the participant with the necessary knowledge and skills and attitudes to enable a more effective response to children's challenging behaviour. It also supports participants to develop an understanding of the needs of families in order to provide support to families and children who experience difficulties associated with challenging behaviour.
The assessment involves you in carrying out a planned intervention strategy in supporting a child and family with discursive reflections on the process and your studies.
Young children show through various forms of representation how they are making sense of their world. Through self expression in its different forms: imaginative play; role play; dance; drawing; painting and modeling children show their thought processes, their own creativity, their feelings and emotions and their dispositions to learning. This module aims to support participant in understanding the importance of creativity and self expression in a child's development and learning.
The assessment will take the form of an audit of practice for creativity and self expression with analysis. Consideration will be given to managing the types of resources which support creativity and self expression. You will then be expected to identify the way forward for your own setting and for your own practice.
The main purpose of this module is to develop the theoretical and practical understanding and application of reflection, inquiry, evaluation and professional collaboration. The module content will enable the participants to explore and critically write about their personal and professional development with the view to leading change in their practice and professional context through communication, partnership and collaboration with relevant stakeholders.
The assessment will allow you to consider the relevance of critical reflection, experiential learning and collaboration in your personal and professional development. You will be expected to collaborate with relevant stakeholders in planning and leading an inquiry and demonstrate an understanding and the practical application of research methods.
NB Participants will only complete this module at SCQF 9 if they have not completed at SCQF 8. The SCQF level 9 module has a differentiated assessment and reflects a 30 credit module. For module description see Developing Learning Opportunities and Experiences for SCQF 8. At SCQF 9 the participant will be expected to engage in critical, evaluative reflective practice.
The assessment will enable you to critically evaluate curriculum frameworks and learning theories, which inform your practice when working with children; draw detailed and accurate conclusions from observations about child development and use this information to inform planning and practice within your setting and critically analyse and reflect upon your own personal principles and philosophy in relation to children's learning.
Monitoring and self-evaluation is a key management task. All members of children's settings have a role to play in managing the quality and effectiveness of that institution, irrespective of whether they are managers or practitioners. In order to meet the demands for improved quality and standards, professionals need to have an understanding of quality issues, and to have ways of monitoring and evaluating their work. Having a knowledge and understanding of what constitutes an appropriate curriculum and how this is managed is a vital part of this. This module is designed to enable participants to explore the concept of managing and leading quality and effectiveness from a range of perspectives of policy and practice across the setting and the curriculum, and to develop strategies for monitoring and self evaluation.
The Professional Project is designed to provide participants with the opportunity to synthesise their learning from core and optional modules through a major, self directed, work related project. It provides participants with the opportunity to draw together in a way that is personally relevant their practitioner/research skills and to contribute both to their own more effective practice, and the practice of others through the dissemination of the project outcomes.
The assessment is an Action Research Project. You will select an appropriate topic for research and development to develop ‘more effective practice'. You will be expected to communicate the results and implications of your project to a wider professional audience thus contributing to the ongoing development of your own profession.
The SCQF level 9 optional modules have a differentiated assessment and reflect a 30 credit module. For module description see SCQF 8 Diversity and Inclusion and Challenging Behaviour (supporting families and settings).
At SCQF 9 the participant will be expected to engage in critical, evaluative reflective practice.
The assessment will allow you to identify and critically analyse an aspect of diversity and inclusion to explore further; plan and implement an enquiry into the chosen aspects; analyse and evaluate the outcomes of the enquiry; discuss the impact of the enquiry and the effect on your practice and critically reflect on how reading and research enabled you to interrogate your own views and understandings.
The assessment will be an analytical and discursive paper where you will show your own values, beliefs and attitudes to challenging behaviour and to the support given to children and families; how your studies have given new knowledge and understanding and how this has impacted on you. You will carry out a planned intervention strategy and critically analyse and evaluate the information and concepts of behaviour by selves and others. You are expected to take initiative and be proactive in supporting the child and family.