The transition to degree level study can present many challenges in studying independently and communicating effectively. In a context of increasing integration of care and education services, and play work provision, workers are coming into contact with a wider range of professionals. Appropriate communication is extremely important in these situations.

This module seeks to enhance students' range of oral, written and electronic communication skills in a range of contexts and situations. This is so they can take full advantage of the learning opportunities on the course and become more effective communicators.

Students will explore the background, underpinning principles and content of the UNCRC, learn about contemporary legislation and policy contexts, and will have opportunities to consider ‘Scotland’s Report Card’ in terms of how the fulfilment of rights could be improved. The module will use the four general principles of the UNCRC (non-discrimination, best interests of the child, right to be heard and the right to life, survival and development) as a framework for examining a number of social justice issues in depth. These issues will be those raised by both the requirements of the UNCRC and of subsequent policy and legislation. By exploring rights in context students will develop an informed and reflective approach to complex situations and ethical dilemmas, and critically evaluate their own practice.

This module will introduce observation of children in the workplace setting with particular focus on their emotional and social development. This will give the practical aspect for learning and understanding the emotional, social, and cognitive development of young children, as well as one's practical work with the children and their families and communities.

Contemporary theory and research in psychology, biology, and neuroscience presented in the companion module, "Children's Emotional and Social Development: Foundations for learning and health", will be reflected on with in-depth observations carried out in the workplace and discussed in small group sessions in tutorials.

This module will introduce observation of children in the workplace setting with particular focus on their emotional and social development to give the practical aspect for learning and understanding the emotional, social, and cognitive development of young children, as well as one’s practical work with the children and their families and communities.

This module explores how the theory, policy and practice of inter-agency working relates to professionals, children and families. It invites students to evaluate their own service provision in terms of integrated working practices. In particular, the module enables students to analyse ‘strengths-based’ approaches to working with children and families; critique deficit-models that have previously underpinned practice; and contract ideas of child protection/wellbeing with the concepts of equity, anti-discrimination, inclusion, rights and social justice.

This module aims to strengthen students’ knowledge of pedagogy, pedagogical approaches and key subject knowledge in relation to health & wellbeing, literacy and numeracy. Consideration will be given to the way that subject knowledge, curriculum and child’s own experiences and interest’s influence how professionals lead pedagogy and curriculum whilst remaining true to the voice of the child. The ‘Strathclyde Three Domain Model’ will be utilised to examine ways to collect and analyse data from conversations and interactions in order to make evidenced based decisions about curriculum development (Ellis, Thomson & Carey, 2017). This module builds on course expectations that participants will critically analyse current practice in light of new and growing evidence from theory and policy.

This module aims to strengthen students’ knowledge of pedagogy, pedagogical approaches and key subject knowledge in relation to health & wellbeing, literacy and numeracy. Consideration will be given to the way that subject knowledge, curriculum and child’s own experiences and interest’s influence how professionals lead pedagogy and curriculum whilst remaining true to the voice of the child. The ‘Strathclyde Three Domain Model’ will be utilised to examine ways to collect and analyse data from conversations and interactions in order to make evidenced based decisions about curriculum development (Ellis, Thomson & Carey, 2017). This module builds on course expectations that participants will critically analyse current practice in light of new and growing evidence from theory and policy.

This module explores ways to create relevant and meaningful learning experiences within childhood practice contexts, drawing on key theories and perspectives, rooted in conceptualisations of children, childhood and understandings of family life,. It will consider the importance of building affording learning environments that connect with children’s funds of knowledge. Exploring the child's perspective of contexts for playful learning will help to reposition students’ understanding of theory, policy and practice and encourage new ways of ‘noticing’ how children’s voice and agency shapes and reconstructs the environment. Relational pedagogy will be at the heart of module learning as we examine the role of the adult, child and environment in creating spaces and places for child-centred approaches to practice. Students will re-examine the ways in which they listen to children, underpinned by the principles of the UNCRC which states that children have the right to express their views and effect change.

The class is embedded within a workplace culture where early learning and childcare professionals are expected to continually reflect upon themselves and others, to evaluate aspects of professional practice, skills values and commitment and to stay abreast of current knowledge, perspectives and understanding in order to lead change and improved outcomes for children. This module encourages students to consider the value of enquiry-led research approaches to professional development and practice.

This module will explore the relationship between leadership, management and quality. It will encourage students to assess their own knowledge skills and abilities and to look at the ways in which they can support and foster the development of leadership in others within their establishment teams.

While this module links to previous modules in the degree on leadership and management of quality and pedagogy, it is distinctive in its focus upon the leader’s self-management within the childhood practice sector. They will look at theory and practice of interpersonal and self-management skills that they require to fulfil a management role effectively. The module will also build upon personal development review practice commenced in Year 1 to reflect on their growing professional impact over the degree.