BA (HONS)
EARLY CHILDHOOD STUDIES
Module SEC1010
‘Childhood in Society’
MODULE GUIDE AND
REFLECTIVE PRACTICE PORTFOLIO
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BA (Hons) Early Childhood Studies
Module No:
SEC1010
Title:
Childhood in Society
Programme Leader:
Ms S. Carville
Adviser of Studies:
Mrs B. Hutchinson
Module Co-ordinator:
Mrs K.Hanna
Content
This module will enable students to reflect upon the origins and importance of
childhood.
The line of progression of social and educational change and the
relevant historical events will be investigated. There will be a specific focus on
the people and changing trends, which have shaped, and continue to shape, our
provision for the care and education of young children. Modern-day views of
childhood will also be considered.
Aims
The module aims to develop knowledge and understanding:

Of the main philosophical, psychological and historical influences on our
current provision for young children.
Learning Outcomes
On completion of this module the student will be able to:

Reflect on the significant historical, political and ideological influences on
our current and intended provision for young children;

Discuss the concept of childhood, as a distinctive stage in human
development with its own specific needs and requirements;
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
Describe and consider the main theorists and practitioners who have
influenced our thinking and practices with regard to early childhood;

Relate historical perspectives to present day practice in their own
settings/placements;

Consider how views towards the concept of childhood are evolving; and

Engage in their own personal reflection as practitioners regarding their
views of childhood.
Teaching and Learning
During the study of this module students will experience a variety of teaching and
learning methods and techniques. They will gain knowledge and understanding
through lectures, seminars, peer group discussions, individual consultation
opportunities, presentations and independent study time.
Transferable Skills
Students will develop the ability to;

Engage in oral presentation of observations and ideas;

Contribute to group discussion, giving own ideas clearly and audibly;

Give oral presentation in a particular area under investigation;

Write descriptive notes/reports/essays on relevant topics;

Listen and respond appropriately in group discussions;

Use punctuation, grammar, sentence structure and paragraphing correctly
in written work;

Access information through electronic searches;

Use Queen’s on-Line to download relevant information;

Engage in elementary word processing;

Build relationships with peer group;

Identify goals for OLP;

Work on a defined task;
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
Meet set targets and deadlines; and

Reflect on aspects of theory and professional practice
Outline Syllabus
Topics covered will include:
 Historical Approaches to Childhood;

Perspectives on Childhood;

Historical influences on aspects of present day practice; and

Childhood in the 21st century.
Assessment
Assessment will constitute a Reflective Practice Portfolio:
RPP
DATE
% of Module Mark
tbc
100%
Assessment Criteria
The assignment should give evidence of:




Breadth and depth in considering the issues involved;
A sound structure which includes a direct line of argument;
Elaboration of those aspects which the student considers most pertinent;
Evidence of relevant reading.
See also Appendix 1 for information relating to Assessment Criteria
The RPP has a separate section of its own.
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Essential Reading
Maynard, T and Thomas, N. (2009) An Introduction to Early Childhood Studies.
London: Sage Publications.
Nutbrown, C., Clough, P. and Selbie, P. (2008) Early Childhood Education
History, Philosophy and Experience. London: Sage Publications.
Waller, T. (2009) An Introduction to Early Childhood. London: Sage Publications
Some Useful Sources
N.B. Students are reminded that the useful sources list below is not definitive
and that they are expected to extend their reading and to avail of both internal
(college library, internet, journals) and external (voluntary organisation lending
libraries, international web pages, Queen’s library) facilities also.
Clark, M. M. and Waller, T. (2007) Early Childhood Education and Care Policy
and Practice. London: Sage Publications.
Isaacs, S. (1930) Intellectual Growth in Young Children, London: Routledge &
Kegan Paul
Isaacs, S. (1937) First Two Years, London: University of London
Isaacs, S. (1937) The Children We Teach: 7 to 11 years, London: University of
London
Kehily, M. J. (2004) An Introduction to Childhood Studies, Maidenhead: Open
University Press.
Lowndes, G. A. N. (1960) Margaret McMillan, The Children’s Champion, London:
Museum Press
Mansbridge, A. (1932) Margaret McMillan: prophet and pioneer, her life and
work, London: Dent
Montessori, M. (1917) The Advanced Montessori Method: scientific pedagogy as
applied to the education of children, Vol. 1 & 2, London: Heinemann
Montessori, M. (1936) The Secret of Childhood, Bombay: Orient Longmans
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Mc, Dowall Clark, R. (2010) Childhood in Society for Early Childhood Studies.
UK: Learning Matters.
Plaisted, L. L., (1910) Early Education of Children, Oxford: Clarendon Press
Yelland, N. (2005) Critical Issues in Early Childhood Education, Maidenhead:
OUP
Some Useful Web Sources:
www.spartacus.schoolnet.co.uk
www.infed.org/thinkers
www.deni.gov.uk
www.dhsspsni.gov.uk
www.niccy.org
www.ccea.org.uk
www.everychildmatters.gov.uk
www.ofmdfmni.gov.uk
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BA (Hons) Early Childhood Studies
Module No:
SEC1010
Title:
The Reflective Practice Portfolio (RPP)
Programme Leader:
Ms S. Carville
Adviser of Studies:
Mrs B. Hutchinson
Module Co-ordinator:
Mrs K. Hanna
The Reflective Practice Portfolio (RPP) forms an integral part of the line of
development of the B.A. (Hons) in Early Childhood Studies. In it you will include
personal reflections, as well as more formal records of specific elements of your
work and development.
The RPP will help you to think more deeply about your work and will enable you
to make sense of working with young children. It will supply systematic support
for reflecting on your work throughout your studies. This aspect of the course will
provide a vehicle through which you may more easily and effectively
communicate your experiences and share in the experience of others across the
multi-professional field of Educare. In addition, it should enable you to relate
theory to practice in a more meaningful way.
Aims
The RPP will facilitate you in sharing your ideas, observations and workplace
experiences with your tutor and other group members. Its aims are to help you
develop:

Competence in making and recording observations of a variety of settings in
which young children develop;

Competence in making and recording observations of a variety of behaviours
in young children;

Competence in making and recording observations of adult and peer
interactions in a variety of Educare settings;

Appropriate language through which to communicate your understanding;

A capacity to reflect on your findings and to share them with other group
members, both tutors and peers;
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
A capacity, in the light of relevant reading, to make judgements and to justify
positions taken;

A capacity for professional development through a process of self appraisal.
The RPP will provide a context through which you will receive positive feedback
and motivation throughout the course.
Furthermore, the portfolio, in an ongoing manner, will enable you to reflect on,
analyse and respond to relevant current issues, policy documents,
newspaper/journal articles and lecture / seminar / tutorial presentations.
At all stages, as this personal portfolio develops, it is essential that your own
recorded experiences of working with young children are reflected on in a
systematic manner. Judgements made should be supported with reference to
relevant theory and your own personal, extended reading.
It is essential that all students keep an electronic back up copy of their
completed RPP, even though they have submitted it for assessment. This should
be saved on your Stran hard drive, not just on a USB (refer to Induction
information from IT Services). You may be asked to submit an additional copy.
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RPP TASK
The RPP will consist of four main sections:

Section 1
Will include data relating to personal and professional details and your aims
and aspirations. It MUST include your photograph.
A.
Personal and Professional Information should include the following details:
1. Name, telephone number;
2. Workplace: type of setting (e.g. family centre, private nursery and nursery
school);
3. Personal post and post description such as temporary / permanent, fulltime / part-time;
4. Qualifications and training together with a brief description of prior
experience.
B. As you begin this module, identify and write a short account of your aims and
aspirations. Elaborate on the strengths and personal qualities, which you
bring to this module and outline those areas where you hope your learning
and development will occur.
(Word count: 300 words)

Section 2
Reflect on how historical, political and ideological influences have had an impact
on how ‘childhood’ has evolved throughout history.
(Word count: 600 words)
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
Section 3:
Section 3 comprises the ‘write- up’ of your module presentation task:
You will be assigned one of the following:
Froebel
Rousseau
Pestalozzi
Locke
Montessori
Owen
The McMillan sisters
Isaacs
Describe the important features of their work and highlight how the chosen
individual has influenced present day early years practice in your setting.
The line of argument in this answer should be supported with examples from
your own experience, from those learning experiences gained during your course
and from relevant reading.
(Word Count: 600 words)
You should include your PowerPoint presentation slides in an appendix
section.

Section 4
Reflect on the module content and write a brief account of how it has challenged
your thinking in terms of your practice in the early years.
(Word Count: 500 words)
Include a Reference Section citing those texts to which you have made
reference.
The RPP should be presented in Arial, Font Size 12 with double line spacing
throughout, with 3.5 cm margins on both sides.
* Confidentiality is crucial therefore centres and children should not be
named in the main body of your text *
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Submit to the Central Administration Office in the Central Building.
Date to be advised
All assessable elements of your module are subject to rigorous internal marking,
cross-marking and external scrutiny by the External Examiner (appointed by
QUB). Under such circumstances, once a mark has been awarded, there can be
no challenge to academic judgement.
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Appendix 1
STRANMILLIS UNIVERSITY COLLEGE: BA (ECS) Level 1 ASSESSMENT CRITERIA
GRADE
Focus &
Selection
A
B
C
 Show s a sound
interpretation of assignment
rubric
 Show s good interpretation of
the assignment rubric
 Show s a fair interpretation
of assignment rubric
 Most issues directly focused
on the assignment rubric
 Satisfactory number of
issues directly focused on
the assignment rubric
 Issues directly focused on
the assignment rubric
 Material selected is relevant
Understanding&
Criticality
Presentation &
Expression
 Satisfactory selection of
relevant material
 Some error in
interpretation of the
assignment rubric is
evident
 A minority of issues are
directly focused on the
assignment rubric
 Some irrelevant material is
included
Fail
 Erroneous interpretation of
assignment rubric is
evident
 The focus is
predominantly/entirely on
irrelevant issues
 Most/all irrelevant material
is included
 Evidence of a good degree
of background reading
 Evidence of a fair degree of
background reading
 Some evidence of
background reading
 Limited evidence of
background reading
 Inappropriate/no evidence
of background reading
 Demonstrates a very good
level of understanding of
the topic & related issues
 Demonstrates a good level of
understanding of the topic &
related issues
 Show s a fair level of
understanding of the topic
& related issues
 Misunderstanding of some
topic issues in evidence,
but overview is adequate
 Misunderstanding of topic
demonstrated
 A discussion of background
reading/theoretical
perspectives is considered
 Some discussion of
background
reading/theoretical
perspectives is presented
 Aspects of professional
practice are discussed
Coherence &
Structure
 Most material selected is
relevant
D
 A lucid, coherent line of
argument is present
 Aspects of professional
practice are included
 A coherent line of argument
is present
 Satisfactory attention is
given to background
reading/theoretical
perspectives
 Aspects of professional
practice are mentioned
 A satisfactory line of
argument is present
 Limited attention is given
to background
reading/theoretical
perspectives
 Aspects of professional
practice are given limited
treatment
 A recognisable line of
argument is present
 Background
reading/theoretical
perspectives are
inaccurate/missing
 Aspects of professional
practice are absent
 Line of argument is
poor/absent
 A w ell-defined structure is
present w ith ideas clearly
linked
 Logical structure is present
and ideas are linked
 Structure is present w ith
some linkage of ideas
 A loose structure is
present w ith ideas
inadequately linked
 Poor/no obvious structure
 Written expression is fluent
 Written expression is good
 Written expression is w eak
 Written expression is poor
 Accurate grammar &
spelling
 Mostly accurate in grammar
& spelling
 Written expression is
satisfactory
 Inaccuracies are
w idespread in spelling &
grammar
 Inaccuracies in spelling &
grammar are very
prominent
 Some lapses in spelling &
grammar
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Appendix 2
Important Information
TUTOR CONTACT DETAILS
Karen Hanna
[email protected]
Bev Hutchinson
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[email protected]
028 90 384365
028 9038 4363
Students should note that attendance will be monitored in order to
consider aspects of progress.
Late Submissions and Assessment
If you are experiencing difficulties meeting assessment deadlines you should
initially approach your module co-ordinator to seek their advice and support for
your individual needs. They will help you to decide on the course of action best
suited to your situation. They may well be able to arrange an extension to the
submission of your coursework.
In the event of non-submission of coursework due to illness or a medical
condition you MUST supply medical evidence (eg. a note/certificate from your
doctor) to support your claim. This MUST BE received within 3 working days of
the assignment’s submission date. The medical evidence MUST clearly present
both a ‘start’ AND ‘finish’ date.
Medical evidence should be addressed to:
Mrs. Bev Hutchinson,
Teaching / Research Assistant
Academic Practice Office
Stranmillis University College
Belfast BT9 5DY
Failure to comply will result in the following penalty being applied to your
potential mark.
Coursework submitted after the deadline will be penalised at a rate of 5% of
the assessed mark per working day up to 5 working days. Coursework submitted
more than 5 working days (ie Monday to Friday excluding days of official
University closure) after the deadline will be recorded as zero for that
assignment. Exemptions will be granted only if there are extenuating
circumstances and the student has formally notified (in writing) the Adviser of
Studies of such circumstances within three days of the submission deadline.
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STUDENTS ARE RECOMMENDED TO READ THE UNIVERSITY
REGULATIONS ON THE COLLEGE WEBSITE
Students should note that all grades and marks allocated for assessment
are provisional until after the Board of Examiners meeting at the end of the
academic year at which time marks are verified by the External Examiner.
Plagiarism
The University College regards plagiarism as a serious academic offence which
may lead to disciplinary action being taken against the student concerned.
Plagiarised material will be deemed to be passages from other works (including
internet sources) incorporated without acknowledgement and with the intention of
it being taken to be the candidate's own work. Plagiarised material will also be
deemed to be passages from other assignments that the candidate has already
submitted in partial satisfaction of degree requirements. Passages from other
works may be quoted only if shown as quotations with acknowledgement of the
sources and similarly may be paraphrased only if the sources are acknowledged.
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