| CODE | EDS1329 | ||||||||
| TITLE | Psychological Perspectives on Children’s Learning in the Early Years | ||||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 5 | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Education Studies | ||||||||
| DESCRIPTION | The lectures will present theories of learning which will be applied to contexts in which children live and interact. These theories give importance to the physical, emotional, cognitive, motivational and environmental aspects of learning. The lectures present theories of learning to cover a range of important issues that early years practitioners face today. Explanations of each theory will be guided by clear links to other theorists, strengths and weaknesses of the theory and theories in practice. These theories give importance to the physical, emotional, cognitive, motivational and environmental aspects of learning. Study-Unit Aims: Students will gain an understanding of how children learn, through structured activities as well as others that are not necessarily planned for (incidental learning). The aim of the unit and its assessment is to help students read set texts, reflect and link to other lectures that have a theoretical nature. The students will be encouraged to challenge their assumptions of teaching and learning and to critically consider other possibilities of educational experiences. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: - become familiar with the variety of ways in which children learn and consequently, can reflect on what and how children learn through formal and informal situations, within and beyond formal settings; - recognise the importance of quality adult-child interaction and its impact on children’s holistic learning and development; - have an understanding of the importance of sensory input in a child's learning, both in the years prior to schooling as well as in the first years of formal schooling; - appreciate the variety of motivators that impact on a child's educational experiences; - have an awareness that children's learning is ongoing, and is not only the result of an adult's application. 2. Skills By the end of the study-unit the student will be able to: - apply a more informed understanding to children’s learning experiences; - apply multi-sensory approaches to different learning scenarios; - question their own teaching by reflecting about it in the light of various theories of learning; - choose appropriate learning experiences for different children, and reflect on how each child makes such an experience his or her own. Main Text/s and any supplementary readings: Main Texts: - Aubrey, K. & Riley, A. (2018). Understanding and Using Educational Theories. London: Sage. - MacBlain, S. (2018). Learning Theories for Early Years Practice. London: Sage. Supplementary Readings: - Riley, J. (ed.) (2007). Learning in the Early Years 3-7. London: Sage. - Bruce, T. (2007). Developing Learning in Early Childhood 0-8 years. London: Sage. - Charlesworth, R. (2008). Understanding Child Development. US: Thomson Delmar Learning. - Lindon, J. (2012) Understanding child development 0-8 years. UK: Hodder. - Smith, P.K., Cowie, H., Blades, M. (1998) Understanding children’s development. UK: Blackwell. - Macintyre, C. (2007) Understanding children’s development in the early years: questions practioners ask. UK: Routledge. - Pennac, D. (2010) School Blues. London: MacLehose Press. - Chua, A. (2011) Battle Hymn of the Tiger Mother.London: Bloomsbury Publishing. |
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| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Victor Martinelli |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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