ED3S040 - Literacy and Numeracy Development in the Early Years 30 Mar 2022 - 31 Aug 2028 | Version 1

Associated Module Information

Module Code: ED3S040
Module Title: Literacy and Numeracy Development in the Early Years
Faculty: Faculty of Life Sciences and Education
Faculty Group: ITE and Education Practice
Faculty Sub Group: Early Years
Module Leader: Philippa Watkins
Module Team:
First Intended Intake: SEP 2022 Final Year of Intake:
Date Closed:
Credit Value: 20 Credit Level: 6
Language: English
Percentage of Module Taught in Welsh: 0
Equivalent Module:
HECOS codes: 100463 - early years education
HECOS Code Weighting: 100

Document Version Information

Version 1
Valid From 30 Mar 2022
Valid To 31 Aug 2028

Module Aims

• Explore how children develop early literacy and numeracy skills.
• Analyse and evaluate the links between oracy and cognitive development
• Examine good practice in developing language skills from an international perspective

Content Summary

• Examine the global context of literacy, digital literacy and numeracy, with a close look at best practice from reports from the OECD and PISA
• Explore emergent literacy and the predictors of early speaking, listening and writing
• Explore different strategies used to develop literacy and numeracy skills internationally, with a particular focus on the use of Phonics.
• Consider the role of creativity, storytelling and play as strategies for developing numeracy and literacy in young children.
• Develop understanding of the role of digital literacy in learning and explore sociological aspects of online learning.
• Develop reflective skills and how they can be used to develop practice and knowledge and understanding.

Learning and Teaching Methods

Activity Type Hours
Lecture 12
Seminar 6
Tutorial 4
Independent Study 60
Placement 70
Directed Study 40
Formative Assessment - Independent 5
Groupwork 3
Total Hours Selected 200

Learning Outcomes

# Learning Outcome
LO1 Demonstrate knowledge and understanding of concepts and principles underpinning early language and number acquisition
LO2 Illustrate and analyse effective strategies used to promote communication, literacy and numeracy in the Early Years

Module Requisites

N/A

Assessment Criteria

Assessment Category Assessment Type Description Duration Word Count Weight (%) Best of? Pass Mark
Asynchronous Assessment Self Reflective Assessment 1 Students will produce a learning journal of their time in setting 0 2000 50 No 40
Synchronous Onsite Assessment Classroom Test - Time Constrained (Onsite) 1 Multiple choice questions – face to face, all participants onsite 60 N/A 50 No 40

Assessment Matrix

Assessment Type Learning Outcomes
LO1 LO2
Self Reflective Assessment 1 ✔ ✔
Classroom Test - Time Constrained (Onsite) 1 ✔ ✘

Reading List

Zarifsanaiey,N., Mehrabi, Z., Kashefian-Naeeini, S. & Mustaph, R. | Marco Tommasi (Reviewing editor) (2022) The effects of digital storytelling with group discussion on social and emotional intelligence among female elementary school students. Cogent Psychology, 9:1, DOI: 10.1080/23311908.2021.2004872

Burns, T. and Sinfield, S. (2016) Essential Study Skills: the complete guide to success at university. London:SAGE

Casbergue, R. (2017) Assessment and Instruction in Early Childhood Education: Early Literacy as a Microcosm of Shifting Perspectives. Journal of Education. https://doi.org/10.1177/0022057410190001-204

Crowley, K. (2017) Child Development-a practical introduction. London:SAGE

Maloney Williams, K. (2020) Point, Read, Think, Click: Expanding New Literacies in Kazakhstan and Mongolia. International Joural of Education and Development using information and Communication Technology 16 (3) pp 16-34.

Reardon, D., Wilson, D. and Reed, D. (2018) ‘Early Years Teaching and Learning.’ London: Sage.

Salminen J, Khanolainen D, Koponen T, Torppa M and Lerkkanen M-K (2021) Development of Numeracy and Literacy Skills in Early Childhood—A Longitudinal Study on the Roles of Home Environment and Familial Risk for Reading and Math Difficulties. Frontiers in Education. 6:725337. doi: 10.3389/feduc.2021.725337

Thomas, A. and McInnes, K. (2017) ‘Teaching Early Years: Theory and Practice.’ London: Sage.

Korpipää, H., Moll, K., Aunola, K., Tolvanen, A., Koponen, T., Aro, M., et al. (2020). Early Cognitive Profiles Predicting reading and Arithmetic Skills in Grades 1 and 7. Contemporary Educational Psychoogyl. 60, 101830. doi:10.1016/ j.cedpsych.2019.101830

Kucirkova, N., Snow, C., Grover, V. and McBride, C. (eds) (2017) The Routledge International Handbook of Early Literacy Education: A Contemporary Guide to Literacy Teaching and Interventions in a Global Context. New York: Routledge