University of Brighton

PGCE Early Childhood 3-7

Pedagogy, Principles and Practice in Early
Childhood
EV681
2016- 2017

University of Brighton
PGCE Primary Education with QTS
EV681 Pedagogy, Principles and Practice in Early Childhood 2016-17
____________________________________________________________________________
_________
Tutors Sue Lynch
Pippa Totraku

Room

A204
A108

Email

s.m.lynch@brighton.ac.uk
pt3@brighton.ac.uk

Module Co-ordinators: Sue Lynch & Pippa Totraku

Introduction
Welcome to this module, which we know from previous student feedback, many will find both challenging
and rewarding. The main strand running through this module is Education Studies. Throughout the
Education Studies strand you will learn about and discuss ideas about important aspects of education
such as theories of learning, inclusion, behaviour management, and the roles and responsibilities of
teachers with regards to key issues such as safeguarding and special educational needs.
A second stand running through this module concerns your use of digital technologies to support your
own professional learning. You will be introduced to effective approaches to teaching technology in the
EYFS and computing in primary schools.
At first these two strands (Education Studies + Digital Technologies and Computing) may seem unrelated
but many teachers rely on a variety of online professional networks and digital tools to update their
professional knowledge and support each others on-going professional development. For this reason,
the use and development of a professional blog is integral to this module.

Aims of the Module:

This module is designed to support knowledge and understanding of theoretical and practical
perspectives for effective pedagogy in early childhood education through an informed and critical
awareness of the pertinent issues and practices that contribute to making teaching effective and learning
inclusive for all learners.
Students will develop an understanding of the child, stages of development and dispositions towards
learning alongside analysis of current policy and initiatives relating to the education of young children.
Students take responsibility for their learning through the development of a professional blog. The
module aims to provide opportunities for students to gain specific experiences and evidence towards the
Department for Educations Teachers Standards (2012).

To develop student teachers knowledge and understanding of contemporary issues in teaching

and learning;
To critically examine the nature of learning;
To use a range of technological tools in support of student teachers professional learning.

What to expect in the module

In contact time, tutors will provide will lead and facilitate: Lectures, seminars, practical activities,
discussion of key issues and preparation for assessment.
In non-contact time, students will engage with directed and non-directed reading, collection and review
of information, completion of tasks arising from practical sessions, preparation for assessment and the
on-going development of a professional blog.

Learning outcomes
Students will be able to:
1. Examine, through drawing on research and work-based experience, the factors that contribute to
quality early years provision and the teachers role in this;
2. Demonstrate critical understanding of the theories and ideologies that inform teaching Pedagogy
and learning to ensure the progress of all learners;
3. Appraise how the informal and formal contexts of early education impact on teaching and
learning;
4. Develop knowledge and critical understanding of the use of a range of digital tools that support
learning.

Assessment Task
Students will develop an individual blog to engage in an on-going discussion of essential issues for
effective teaching and learning in Primary Education today (Blog 3000 words).
The task will be marked on a pass/fail basis
Referral task: a reworking of the original task

Assessment criteria:
Your blog will provide evidence that you are able to:

Demonstrate through drawing on research and work based experience the factors that contribute
to quality provision and the teachers role in this
Demonstrate critical understanding of the theories and ideologies that inform teaching to ensure
the progress of all learners
Appraise how the informal and formal contexts of early education impact on teaching and
learning
Make appropriate use of a range of technological tools to support their own professional learning.

Module Matters
The module has both face-to-face and online elements as you will see from the module programme. You
will work collaboratively to maintain and develop a group blog using WordPress.com. Tutors will also be
using a group blog to introduce the sessions and provide support materials throughout the module at the
following link http://ev681.wordpress.com.
The professional blogs you create are intended to help you synthesise theory and practice in education.
However, it should be remembered at all times that these are professional blogs and as such students
are required to adhere to the following code of conduct when updating and posting.

Code of Conduct

In relation to school-based experience, students should share general school-based experiences

and ideas focusing on pedagogy and practice. The professional blog is not a space for personal
grievances or concerns.
Anonymised photographs of, childrens work, displays, planning ideas and resources can be
posted as long as relevant permissions have been obtained and any sources appropriately
acknowledged.
Photographs of children are not permitted.
In any discussions or blog posts relating to professional practice, specific schools, children or
colleagues should not be identified by name or inference

At all times students should use professional language and the use of derogatory language or
comments is unacceptable
Any media that has not been authored by yourselves should have the appropriate permissions
and acknowledge the source (See Avoiding Copyright and Plagiarism Issues in Professional
Blogs at the end of this document).

Assignment/blog guidance
Throughout this module you will be posting 5 blog posts (600 words each) which are outlined below. The
idea is that you use these as an opportunity to bring together; theory, research and ideas from lectures;
what you are learning from your observations and rich experiences in school and; further research and
reading on important issues in primary education.
Blogging offers the opportunity to exploit the digital medium through drawing on and curating multimedia
content (e.g. video, audio, and visual) or any other form of media you think gives a useful insight into the
issues you are discussing. However you need to go beyond merely collating content and ensure that
there is appropriate critical reflection and comment on any other sources you draw on, just as you would
in an academic essay. References in your blog posts should be properly cited according to the guidance
in the course handbook. However, if you are able to provide a link to a source (academic article, video
tutorial etc.), there is no need to reference it.
Although the 5 blog posts are cumulative and have recommended submission dates, the final
submission of your whole professional blog will be due 16 December via Turnitin by 4.30pm.
Throughout the module, tutors will respond with formative feedback twice. The first formative response
wil be to blog post number 2. The second formative post will be to blog post number 4. There will be a
final summative feedback to your whole professional blog via Turnitin after submission on the 16/12/16,
with a pass/fail grade.
The blog prompts that follow are to help you with the task. Where background reading is identified it is
expected that you will refer to these in your blog post as well as additional sources you have found
through your own research of the issue.

Blog post 1

Safeguarding and Wellbeing - Start date 15/9/16 finish date 23/9/16

Write a blog post (600 words) that draws on the 2 lectures (induction week and today
15/9/2016) you have had on safeguarding. Use the following questions to prompt you:

Can you identify two key challenges for teachers with regards to safeguarding and
wellbeing?
What strategies could be used as teachers to address these challenges?

Background reading:
DfE (2015) Keeping children safe in education, London: HMSO. Available from
<https://www.gov.uk/government/publications/keeping-children-safe-in-education--2> Accessed
July 11, 2016.
Chapter 17 Safety; online and off in Turvey, K. Potter, J. Burton, J. (2016) Primary Computing
and Digital Technologies; Knowledge, Understanding and Practice, London: Sage, Learning
Matters.
Blog post 2
Behaviour Management - Start date 22/9/16 finish date 07/10/16
Write a blog post (600 words) that draws upon your notes and materials from the lecture on
22/9/2016 about behaviour management and your observations and experience in school so
far. Use the following questions to prompt you:

Where and how do you see the ideas and strategies shared in the lecture being used in
practice within the setting?
What challenges and potential difficulties of implementing these ideas and strategies
can you identify within the particular context that you are working in?
How do you think the teachers address these challenges?

Background reading:
Rogers, B. (2015) New class, new year: the establishment phase of behaviour management,
Chapter 2 in Classroom Behaviour: a practical guide to effective teaching, behaviour
management and colleague support (4th edition). London: Sage.
http://www.pivotaleducation.com
https://study.sagepub.com/rogers4e

Blog post 3
Reflecting on Pedagogy - Start date 17/10/16 finish date 28/10/16
In the first lecture in this module First thoughts on teaching and learning we discussed the
nature and characteristics of effective teaching and learning. You were introduced to
Goswamis (2015) 8 conclusions about child development, thinking and learning, also available
at the end of the article here http://ow.ly/K6Rh3027Oci
Choose two of Goswamis 8 conclusions and write a blog post (600 words). Make sure you

identify the conclusions you are focusing on. Use the following questions as prompts:

In what ways have you seen (in your context) these conclusions about child
development, thinking and learning influence your own or other teachers pedagogical
practice in school?
What do you think the implications are for your own practice?

Background reading:
Goswami, U. (2015) Childrens cognitive development and learning; Report for the Cambridge
Primary Review Trust. Available from < http://ow.ly/K6Rh3027Oci > Accessed July 11, 2016

Blog post 4
Primary Computing - Start date 14/11/16 finish date 02/12/16
Based on the resources in your setting plan an activity with developmentally appropriate
technology e.g. programmable toys (Beebots), torches, walkie-talkies, iPads (Daisy the
Dinosaur), talking tins, defunct technology. Try out the activity with a small group of children in
your setting.
Write a blog post (600 words) in which you reflect on this activity. Use the follow questions as a
prompt:
How did the children respond to using the technology?
What strategies did you use to support their learning?
Background reading:
Plowman L. (2016) Learning technology at home and preschool. Wiley Handbook of Learning
Technology, chapter 6, pp.96--112, eds. N. Rushby and D. Surry. Chichester: Wiley.

Blog post 5
Assessment for Learning - Start date 05/12/16 finish date 16/12/16
Write a blog post (600 words) that draws upon your notes and materials from the seminar
sessions on assessment in week beginning 5/12/2016 and your observations and experience
in school so far. Use the following questions to prompt you:
Where and how do you see the ideas and strategies discussed in the seminar being
used in practice within the setting?
What challenges and potential difficulties of implementing these ideas and strategies
can you identify within the particular context that you are working in?
How do you think the teachers address these challenges?
Background reading:
Clarke, S. (2005) Defining formative assessment, Chapter 1 in Formative Assessment in
Action; Weaving the elements together. London: Routledge.

Pebblepad/ E-portfolio
Your blog posts can also be uploaded to your PebblePad portfolio as reflections for use as evidence against

the Teaching Standards as you progress through the course.

Session Programme

Thursday
08/09/16
2 - 4pm

Introduction and First thoughts on teaching and learning

Whole cohort lecture
Goswami, U. (2015) Childrens cognitive development and learning; Report for
the Cambridge Primary Review Trust. Available from <
http://ow.ly/K6Rh3027Oci > Accessed July 11, 2016

C218

Monday

Introduction to the EYFS and EY pedagogy and principles

12/9/16

2 hour seminar

9-11 am

Nutbrown, C. (2011) Ch2 Some questions about schemas

B408

Brock, A et al (2009) Ch1 Three Perspectives on Play

Thursday
15/9/16

Safeguarding and wellbeing (including online safety)

Whole cohort lecture

2 - 4pm
C218

DfE (2015) Keeping children safe in education, London: HMSO. Available from
<https://www.gov.uk/government/publications/keeping-children-safe-ineducation--2> Accessed July 11, 2016.
Chapter 17 Safety; online and off in Turvey, K. Potter, J. Burton, J. (2016)
Primary Computing and Digital Technologies; Knowledge, Understanding and
Practice, London: Sage, Learning Matters.

22/9/16
2 - 4pm
C218

Monday

Behaviour Management
Whole cohort guest lecture from Pivotal education
http://www.pivotaleducation.com
Rogers, B. (2015) New class, new year: the establishment phase of behaviour
management, Chapter 2 in Classroom Behaviour: a practical guide to effective
teaching, behaviour management and colleague support (4th edition). London:
Sage.
The Unique Child; growing learning
2 hour seminar

19/9/16
1-3pm
B408

Colwell, J. (2015) Reflective teaching in early Education London: Bloomsbury.

Chapter 4 Principles: what are the foundations of effective teaching and
learning?
Palaiologou, I. (2012) Ch2 The role of observation and/or Ch3 Observation
techniques

Set up your
and
write a short
biography of
yourself (50 w
Register your
here
https://ev682
ss.
com/groups/

Blog Post 1
Safeguarding a
Wellbeing (Set)

Blog post 2 Beh

Management (S

Blog post 1 due

Monday

Walsh & Gardner (2005) assessing the quality of EYs environments accessible on
http://ecrp.uiuc.edu/v7n1/walsh.html
Technology in the EYFS
2 hour seminar

9-11am
26/9/16
Library 106

Plowman, L. & McPake, J. (2013) Seven myths about young children and
technology. Childhood Education 89
(1) 27-33
DfE (2014) EYFS statutory guidance

29/09/16
3-5pm
Asa Briggs

WB 03/10/16
WB 10/10/16

McManis, L. & Gunnewig, S. (2012) Finding the Education in Educational

Technology with Early Learners. Technology and Young Children Available
http://goo.gl/GScSY7
Supporting children with English as an additional language
Whole cohort guest lecture
Christine Booth from Ethnic Minority Achievement Service
http://www.brighton-hove.gov.uk/content/children-and-education/schools/emasethnic-minority-achievement-service
Sood, K & Mistry, T. (2011) English as an additional language: Is there a need
to embed cultural values and beliefs in institutional practice? Education 3-13:
International Journal of Primary, Elementary and Early Years Education. 39:2,
203-215p
SBT 1
(4 + 1)
SBT 1
(4 + 1)

Blog post 2 due

ES Tutor respo

WB 17/10/16

SBT 1
(4 + 1)

Blog post 3 Ref

Pedagogy (Set

WB
24/10/16
WB 31/10/16

Half Term

Blog post 3 due

WB 07/11/16
WB 14/11/16
WB 21/11/16
Monday
28/11/16
11-1pm
Library 107

SBT 1
(School)
SBT 1
(School)
SBT 1
(School)
SBT 1
(School)
Programming and Computational Thinking at KS1
2 hour seminar
Turvey K. et al. (2014)
Programming and computational thinking
in Primary Computing and ICT, Knowledge, Understanding and Practice,
London: Sage.

Blog post 4 Prim

Computing (Se

Blog post 4 due

Computing tuto
response

01/12/16
1-3pm
BE103

Tuesday
06/12/16
Library 107

Enabling Environments; equality of opportunity for all

2 hour seminar
Harrison, C & Howard, S (2009) Inside the Primary Black Box
Hargreaves, E. (2005) Assessment for Learning? Thinking outside
the black box. Cambridge Journal of Education. Vol. 35, No 2, June 2005, pp.
213-224
Glazzard et al (2010) Assessment for learning in the Early Years Foundation
Stage, London: Sage
chap 3
Learning to code
2 hour seminar

Blog post 5 Ass

for Learning (S

Berry, M (2014) Computing in the national curriculum: A guide for

primary teachers. Available http://goo.gl/GH95V7
Visit
http://barefootcas.org.uk/
WB 12/12/16

Blog post 5 due

Challenging homophobia, biphobia and transphobia in schools
Whole cohort lecture

14/12/16
1-3pm
C218

Final assignmen
submission of pr
blog due by 4.30
16/12/16 via Turn

ES and Computi
summative respo
Turnitin

16/01/17

Management and leadership

11-1pm
BE104

2 hour seminar
(See timetable)
Colwell, J.& Pollard,A. (2015) Readings for
Reflective teaching London: Bloomsbury
Please read 3.4 and 4.2
Edmond, N & Price, M (2012) Ch12
Promoting equality and inclusion
London: Sage
Whalley, M (2012) Ch1 New forms of
provision, new forms of working

17/01/16
2 - 4pm
C218

Return to Pedgaogy
Whole cohort lecture

*please refer to Reading Lists (WordPress, http://ev681.wordpress.com ) to access reading

resources

Setting up your blog

To be added

Teaching Standards
Through this module students will develop their knowledge and understanding of the Teaching Standards
(2012)
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/208682/Teachers__Standards
_2013.pdf

T1. Set high expectations which inspire, motivate and challenge pupils
T2. Promote good progress and outcomes by pupils
T3. Demonstrate good subject and curriculum knowledge
T4. Plan and teach well-structured lessons
T5. Adapt teaching to respond to the strengths and needs of all pupils
T6. Make accurate and productive use of assessment
T7. Manage behaviour effectively to ensure a good and safe learning environment
T8. Fulfil wider professional responsibilities

Reading List and Learning Support see Aspire link

Key texts
Alexander, R (2010) Children, their World, their Education Schools Abingdon: Routledge
Colwell, J (2015) Reflective Teaching in the Early Years London: Bloomsbury
Brock, A., Dodds, S, Jarvis, P Olusoga, Y (2009) Perspectives on Play Harlow: Pearson
Devarakonda, C (2013) Diversity & Inclusion in Early Childhood London: Sage
Doherty, J & Hughes, M (2010) Child Development: Theory and Practice 0-11 Harlow: Pearson
Drummond, M-J (2012) Assessing Childrens Learning Abingdon: Routledge
Nutbrown, C (2011) Threads of Thinking (4th edtn) London: Sage
Turvey, K. Potter, J. Allen, J. Sharp, J. (eds) (2014) (6th ed) Primary Computing and ICT:
Knowledge Understanding and Practice London: Sage.
Electronic/Video resources [accessed 20-8-15]
o Aubrey, C. and Dahl, S. (2008) A review of the evidence on the use of ICT in the Early
Years Foundation Stage. [Online] Available:
http://dera.ioe.ac.uk/1631/2/becta_2008_eyfsreview_report.pdf
o University of Brighton SEND website available at
http://www.brighton.ac.uk/education/environment/resources/sen.php?PageId=312
o ThinkUKnow, available at https://www.thinkuknow.co.uk/
EPPE research base at the London Institute of Education
http://www.ioe.ac.uk/research/153.html

Fisher, J (2010) Ch3 Preparing children for the move to KS1 OFSTED: Getting it right the
first time
http://goo.gl/9WZJxH

Avoiding Copyright and Plagiarism Issues in Professional Blogs

Copyright applies to all media content and it is therefore important that when authoring content
on the web which draws on other peoples content, that we ensure they have given us the right
to use their content and under what circumstances. Although this can be a complex area, it
should not discourage from publishing, as sharing ideas and sometimes content is an important
way of developing professional knowledge, understanding and practice. Also, sharing ideas and
content on the web fairly is now easier thanks to the development of Creative Commons, which
all teachers should know about. Creative Commons is a way of licensing content on the web in
a way that identifies clearly how the author of the content intends it to be used by other authors.
To find out more about copyright issues and Creative Commons see the following link
http://creativecommons.org/about . Also read Chapter 20 Ethical and legal issues in Turvey et
al (2014) Primary Computing and ICT: Knowledge Understanding and Practice, London:
Sage/Learning Matters.

When you have familiarised yourself with these issues and explored Creative Commons
licensing of content you should have no problem finding images, graphics, audio and video on
the web that has been licensed under Creative Commons. For example when searching for
images on Google or Flickr, if you go to the advanced search settings you can tailor your search
so it only returns content that is free to use or share.

Screenshot courtesy of
www.Google.co.uk

Remember you can search for any content (text, video, audio etc.) by specific licenses by using
the advanced settings tool on the search engine. Although content may be free to share and
use you should still acknowledge the source and where possible put a link to that source. Here
is an example:

Malala Yousafzai, courtesy of United Nations Photo: https://www.flickr.com/photos/un_photo/