ED1FLS-Learning Spaces

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:4
Terms in which taught: Summer term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2021/2

Module Convenor: Hilary Harris
Email: hilary.harris@reading.ac.uk

Type of module:

Summary module description:

A module that explores the physical, emotional and temporal characteristics of a high quality learning environment that practitioners create for children in early years/educational settings (0-11). Starting from the child, different theoretical and legislative perspectives are taken to evaluate how effective the environment is in enabling children’s learning and development.

Aims:

The aims of this module are to develop knowledge and understanding of the child’s environment through:

Exploration of the characteristics of an effective environment and how environments influence development and learning

ÌýIdentification of statutory and non-statutory health and safety requirements in early years and education settings (0-11 years) and discussion of how risk and challenge is managed effectively

• Evaluation of theories and pioneers in this field, with links to current practice


• Reflection upon the role of the practitioner in maintaining an environment that promotes development and learning


• Development of strategies of effective communication and engagement with children, young people and families that promotes an inclusive and emotionally literate environment

Assessable learning outcomes:

On successful completion of this module students should be able to:

• identify principles and concepts in relation to the characteristics of an effective learning environment


• discuss underlying theoretical perspectives and the impact of pioneers in the field, on the creation of an effective learning environment


• evaluate current practice, making recommendations for further improvements to the learning environment that is informed b y primary and secondary research


• reflect on the role of the practitioner in providing an effective learning environment that meets the needs of children in the workplace context


• develop and apply knowledge required for practitioners which are linked to government policy, legislation, statutory and non-statutory guidance and current initiatives


• recognise and incorporate connections between module, practice and relevant areas of the appropriate curri culum/framework

Additional outcomes:

On successful completion of this module students should also be able to:

• demonstrate creative work based practice, including use of technology


• assess own effectiveness in working with children, young people, other adults and parents/carers


• Use appropriate data collection methods to collect empirical evidence


• develop academic skills of producing an academic poster


• consider the ethical issues of researching with children


• compare own evaluations with international perspectives on effective learning environments

Outline content:

• Physical, emotional and temporal characteristics of the learning environment


• Management of children’s health and well-being in a setting – the debate on risk


• The importance of anti-discriminatory practice in creating an inclusive environment


• The role of the professional and evaluation of own practice in providing enabling environments


• The value of outdoor learning


• International perspective s on effective environments for development and learning


• The use of ICT to support effective practice

Brief description of teaching and learning methods:

Lectures, discussion groups, tasks, research, work based activities; work – based learning will provide an essential contribution to achievement of the outcomes.