| CODE | EDS3120 | ||||||||
| TITLE | Critical debates in Early Childhood Education and Care | ||||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 6 | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Education Studies | ||||||||
| DESCRIPTION | This study-unit draws on the notions of the early childhood educator as an active participant in the construction of knowledge about early childhood education and within its contexts. It introduces students to critical perspectives on changing notions of childhood and some important critiques of the philosophies and practices of early childhood education. A critique of child centred philosophy of education will draw on postmodern perspectives on Westernised educational discourses about progressivism and childhood development. It discusses the idea of learning from experience in the context of early childhood education and how certain kinds of experiences are considered to be educationally more valuable than others. The study-unit includes a deconstructive view of the ethics of care and this will focus on the importance given to nurturing and caring in early educational environments, the idea of the school as a home for the child and issues relating to relations between culture of the home and that of the school. The question of teachers’ relations with parents of different ethnicities and religions, the rights of children and parents with respect to education will be debated. In relation to the notion of care, issues related to the feminisation of teaching and the Modernist educational project, in particular Froebel’s conceptualisation of the female teacher as being mother made conscious, will be discussed together with critical perspectives about the identities of male early childhood educators. Study-unit Aims: This study-unit aims to critically reflect on the above mentioned philosophies and issues and to engage students into a critique of the most fundamental notions that framework their childhood education practices. They are to be made critically aware of taken for granted concepts of childhood and early childhood education and how these effect their daily practices. Critical debates in early childhood education aims to make them become more active participants in sustaining change in early childhood educational contexts as well as in constructing pedagogies that are politically and ethically geared towards socially just educational entitlements. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - have good understanding of the philosophies underlying current early childhood educational practices and prevalent concepts and discourses; - become aware of the value of a critical outlook in becoming active early childhood educators; - become acquainted with some important European and local early childhood educational policies and practices; - understand their political and ethical role in sustaining and/ or changing educational practices. 2. Skills: By the end of the study-unit the student will be able to: - develop critical and analytical thinking skills; - articulate their own thoughts verbally and in writing; - relate theoretical insights with their practical knowledge; - use research to reflect on current practices and educational outcomes. Main Text/s and any supplementary readings: Main texts: - Mac Naughton Glenda (2005) Doing Foucault in Early Childhood Studies Applying Poststructural Ideas. Routledge. - Cannella Gaile Sloane (1997) Deconstructing Early Childhood Education: Social Justice and Revolution. Peter Lang. - Dahlberg G., Moss P. & Y Pence A (1999) Beyond Quality in Early Childhood Education and Care. Postmodern Perspectives. London Routledge. - Langford Rachel (2019) Theorizing Feminist Ethics of Care in Early Childhood Practice Possibilities and Dangers. Bloomsbury. - Pelo A. (eds) (2008) Rethinking Early Childhood Education. Rethinking Schools Publication. - Welier K. (ed.) (2001) Feminist Engagements; Reading Resisting and previsioning male theorists in education and cultural studies. New York Routledge. - Yelland, N. (ed.) 2012, Critical Issues in Early Childhood Education. Berkshire: Open University Press. |
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| STUDY-UNIT TYPE | Lecture and Independent Study | ||||||||
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| LECTURER/S | Maria Stephanie Bugeja |
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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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