Childhood Practice Graduate Diploma

University of the West of Scotland

The module examines concepts of Early Childhood Education and Care (ECEC), acknowledged internationally as a holistic approach to service provision which takes place in the home, establishment and community. Comparisons are drawn against the concept of Early Learning and Child Care (ELCC) which suggests that early learning and childcare are indivisible and views learning as a continuous action, recognising the assets of the child and interactions with significant individuals.

This module is designed for experienced practitioners working in childcare establishments in Scotland. It will enable students to develop professional knowledge and a critical understanding of the principles, theories and concepts of local and national systems, and of policies, practices, and legal requirements relevant to a range of sectors in the children's services. Students will demonstrate a current knowledge of Scottish Government legislation, policy and practice e.g. Early Years and Early Intervention, the UNCRC, Getting It Right for Every Child and Child Protection legislation. The module will focus initially on gaining an understanding of the concept of childhood in society, applying an ecological perspective to analyse the professional roles, responsibilities, attributes and approaches to working with children, families other professionals and agencies and build the capacities of individuals, families and communities. The module will analyse practice in early childhood centres, to inform the students? practice in collaborative working and in leading the provision of environments that are safe, secure, nurturing, and inclusive and which support children's progress.

This module is designed for experienced practitioners working in childcare establishments in Scotland. This module will develop students? professional knowledge and critical understanding of the principles, theories and concepts of leadership and management practice, relevant for their role in democratic and distributed leadership and the creation of a learning community. This will be achieved through critical examination of discourse on management and leadership. e.g. planning, teamwork, quality enhancement, collaboration, change management, business processes.

This module supports the learner at entry to Level 9 and will normally be undertaken in Year 1 of Level 9. It enables the learner to identify their previous and current learning and experience and the extent to which this may match the Standard for Childhood Practice. It will also consider the roles and responsibilities of employer, mentor, university and student. Initially the module focuses on the criteria which describe the Standard for Childhood Practice. This enables the student to identify and evaluate their current practice and previous learning and to relate this to the personal values and commitment, knowledge and understanding, skills and abilities outlined by the Standard. Students will consider the evidence they have to support their analysis of previous/current learning and experience and will critically evaluate this in relation to childhood theory and work practice.

This module is designed to give an introduction to terminology and approaches use in qualitative research.

This module is focuses on the development of children 6-16. Initially the module examines international and national approaches to statutory education and in particular the factors historical, economic, cultural, social and political which have shaped policies and the nature of childhood. The module develops of knowledge and evaluation of approaches to in school learning through examination of current curriculum document s e.g. Curriculum for Excellence. and the effect of policies on provision and practices e.g. Assessment is for Learning, active learning, skills for work and skills for life.