Department of Education, Unit Catalogue 2007/08 |
ED30192 International perspectives of early childhood provision |
| Credits: 3 |
| Level: Honours |
| Semester: 1 |
| Assessment: CW 100% |
| Requisites: |
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Aims: To provide students with an overview of the ways in which different countries make provision for the education and care of children under eight.
Learning Outcomes: After completing the Unit, students will be able to: * Critically review the types of provision for under eight's in different countries. * Explore issues concerned with how provision is influenced by underlying cultural values about the goals of education and care for young children. * Explore theory, practice and outcomes in the provision of services across a range of contexts. * Evaluate the use of instruments designed as measures of quality in international studies of early childhood services. Skills: Students will be able to : * Compare the types of provision for under eight's in different countries; * Critically review the effects of this provision and explore how it is influenced by underlying cultural values about the goals of education and care for young children; * Reflect on the appropriateness of theory, practice and outcomes in the provision of services across a range of contexts; * Evaluate critically the reliability, validity and significance of some instruments designed as measures of quality in international studies of early childhood services (Jorde-Bloom, P. Early Childhood Work Environment Rating Scale. Urbana - Champaign, 111, university of Illinois Press); * Choose one country outside the UK and present a detailed account of the provision of services for under eights reflecting on the underlying cultural values that inform the type of service and making an informed argument for a 'best fit' of provision. * Apply library-based skills in carrying out the activities. Content: An overview of the ways in which different countries make provision for the education and care of children under eight. The content will include information about the history, philosophy and politics of models of early childhood services outside the UK; research evidence about the effectiveness of provision in different contexts; critique of instruments/systems designed as measures of quality; opportunities to synthesise theory and professional/vocational practice. Students will be introduced to strategies, which will enable them to analyse complex situations and problems in one country outside the UK; and offer an argument for 'best fit' services to address them. |