4B078E - The Early Years 01 Sep 2027 - 31 Aug 2033 | Version 0
Associated Module Information
| Module Code: | 4B078E | ||
|---|---|---|---|
| Module Title: | The Early Years | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Education | ||
| Faculty Sub Group: | Education | ||
| Module Leader: | Wendy-Lee Jones | ||
| Module Team: | Alys Parkins, Sarah Cook, Amanda Thomas, Philippa Watkins | ||
| First Intended Intake: | SEP 2027 | Final Year of Intake: | |
| Date Closed: | |||
| Credit Value: | 30 | Credit Level: | 4 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | |||
| Equivalent Module: | |||
| HECOS codes: | 100459 - education studies | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 0 |
|---|---|
| Valid From | 01 Sep 2027 |
| Valid To | 31 Aug 2033 |
Module Aims
The main aims of the module are:
To explore the importance of the first 1,000 days and understand its impact on lifelong learning and development.
To apply the principles of quality early years education to classroom design.
To examine how classroom design can support the UNCRC (1989) and the Sustainability Goals (2015).
Content Summary
This module offers you the opportunity to explore how children learn and develop during the earliest stages of life, with a particular focus on the first 1,000 days. You will examine how experiences during this critical period lay the foundations for lifelong learning, wellbeing, and development, and consider the important role of play, creativity, and responsive caregiving in supporting young children’s growth. You will also explore how children’s rights, as outlined in the United Nations Convention on the Rights of the Child (1989), and the United Nations Sustainable Development Goals (2015) inform and shape early years practice.
Building on knowledge from your previous modules, you will engage with key concepts including holistic development, play-based learning, and the development of early literacy and numeracy. Through inquiry-led and challenge-based activities, you will be encouraged to make meaningful connections between theory and practice, and to think critically and creatively about how young children explore, understand the world, and learn through rich, engaging experiences.
By the end of this module, you will have developed a deeper understanding of how strong foundations in the early years support lifelong learning. You will also recognise the importance of high-quality environments and feel more confident in applying theoretical perspectives to real-world early years contexts.
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Practical Classes and Workshops | 56 |
| Guided study | 10.5 |
| Digital Learning | 10.5 |
| Summative assessment | 60 |
| Independent Study | 163 |
| Total Hours Selected | 300 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Analyze how play-based learning environments and experiences support children’s communication, engagement, and inclusion in early years settings |
| LO2 | Apply principles of effective early years’ pedagogy to design a structured play-based learning environment that promotes communication, participation, and inclusive practice. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Asynchronous Assessment | Portfolio | This assessment aligns with the developmental aims of Level 4 study by integrating foundational theory with applied practice through an authentic, challenge-based task. Students respond to the real-world challenge of designing an inclusive play- based learning environment that supports children’s communication, curiosity and wellbeing. By designing a classroom environment, informed by research and professional observation, students are required to synthesise knowledge of child development, early learning, and pedagogy. | 0 | 3000 | 100 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Portfolio | ✔ | ✔ | |