ED3S042 - Perspectives on Effective Learning 30 Mar 2022 - 31 Aug 2028 | Version 1

Associated Module Information

Module Code: ED3S042
Module Title: Perspectives on Effective Learning
Faculty: Faculty of Life Sciences and Education
Faculty Group: ITE and Education Practice
Faculty Sub Group: Early Years
Module Leader: Philippa Watkins
Module Team: Amanda Thomas
First Intended Intake: SEP 2022 Final Year of Intake: 2027
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

Demonstrate critical understanding of some challenges faced to providing quality education and some of the strategies/interventions that can be used to meet them.

Understand the importance of a holistic approach to learning, that considers the specific and varied needs of children from a cultural, social and economic perspective.

Content Summary

• Critical understanding of theories of behaviourism associated with learning and how these can be applied in a global context.
• Evaluation of the learning environment and how it contributes to effective learning, exploring those settings facing particular challenges
• Examination of different strategies used in different countries to promote good learning
• Exploration of barriers to good learning experienced by children with additional learning needs/special educational needs.
• The importance of agency and children’s well-being in effective learning

Learning and Teaching Methods

Activity Type Hours
Lecture 14
Seminar 7
Tutorial 4
Independent Study 105
Directed Study 65
Formative Assessment - Independent 5
Total Hours Selected 200

Learning Outcomes

# Learning Outcome
LO1 Demonstrate critical understanding of some challenges faced to providing quality education and some of the strategies/interventions that can be used to meet them.
LO2 Explain and evaluate the importance of a holistic approach to learning, that considers the specific and varied needs of children from a cultural, social and economic perspective.

Module Requisites

N/A

Assessment Criteria

Assessment Category Assessment Type Description Duration Word Count Weight (%) Best of? Pass Mark
Asynchronous Assessment Report 1 Students will be provided with a case study to analyse, making clear links between theory, current research and cultural context. 0 3500 100 No 40

Assessment Matrix

Assessment Type Learning Outcomes
LO1 LO2
Report 1 ✔ ✔

Reading List

Allen, T., Riley, K. and Coates, M. (2020) ‘Belonging, Behaviour and Inclusion in Schools: What Does the Research say?’ London: UCL

Aubrey, K. and Riley, A. (2016) Understanding and Using Educational Theories. London: SAGE.

Crowley, K. (2017) Child Development: A Practical Introduction. 2nd edn. London: SAGE.

Dahlberg, G. and Moss, P. (2008) Beyond quality in Early Childhood Education and Care – Languages of Evaluation. CESifo Dice report 10.4324/9780203966150

Ebrahim, H., Okwany, A. and Barry, O. (Eds) (2018) Early Childhood Care and Education at the Margins: African Perspectives on Birth to Three. London: Routledge.

Ellis, S. and Tod, J. (2018) Behaviour for Learning: Promoting Positive Relationships in the Classroom. London: Routledge.

Henderson, L., Bussy, K. and Ebrahim, H. (eds) (2022) Early Childhood Education and Care in a Global Pandemic: How the Sector responded, Spoke Back and Generated Knowledge. London: Routledge.

Kendall, L. (2019) ‘Supporting All Children to Reach Their Potential: Practitioner Perspectives on Creating an Inclusive School Environment’, Education 3-12, 47(6), p.678-691.

Moss, P. (2016) Why can’t we get beyond quality? Contemporary Issues in Early Childhood, v17 (1) pp 8 – 15.

Moss, P. (2018) Alternative Narratives in Early Childhood: An introduction for Students and Practitioners (Contesting Early Childhood). London: Routledge.

Nakatsubo, F., Ueda, H. and Kayam, M. (2021) ‘Why Don’t Japenese Early Childhood Educators Intervene in Children’s Physical Fights? Some Characteristic of the Mimamouru Approach. Early Childhood Education Journal 50, pp.627- 637.

Okwany, A. (2016) ‘Every Mother dances her baby’: contextually responsive narratives of early childhood care and education in Kenya and Uganda. South African Journal of Childhood Education. Vol, 6. (2) pp. 1-9 https://doi.org/10.4102/sajce.v6i2.464

Raver, C. C., Blair, C., & Willoughby, M. (2013). Poverty as a predictor of 4-year-olds’ executive function: New perspectives on models of differential susceptibility. Developmental Psychology, 49(2), pp. 292–304

Rockers, P. C., Fink, G., Zanolini, A., Banda, B., Biemba, G., Sullivan, C., . . . Hamer, D. H. (2016). Impact of a community-based package of interventions on child development in Zambia: A cluster-randomised controlled trial. BMJ Global Health, 1(3),

Roffey, S. (ed) (2012) Positive Relationships: Evidence Based Practice Across the World. New York : Springer

Stutzman, A., Pugh, K. and McCardle, P. (eds) (2018) Global Approaches to Early Learning Research and Practice. United Kingdom: Wily

Tarullo, A. R., Obradovic, J., Keehn, B., Rasheed, M. A., Siyal, S., Nelson, C. A., & ´ Yousafzai, A. K. (2017). Gamma power in rural Pakistani children: Links to executive function and verbal ability. Developmental Cognitive Neuroscience, 26, pp. 1–8.

Van Damme,N. &Ramaekers,S. (2022) Toddlers as soul workers: A critical take on emotions and well-being in early childhood education. Journal of Philosophy of Education,1–12. DoI: https://doi.org/10.1111/1467-9752.12653

World Health Organisation (2017) Depression and other common disorders: global health estimates. Geneva: WHO

Zhou, Y. Jiang, Y., Zheng, C. and Li, H. (2020) Is puhui kindergarten a panacea for the 3A problems of early childhood education in China? Evidence from a national validation study. Children and Youth Services Review. https://doi.org/10.1016/j.childyouth.2020.105702