ED1FPS-Professional Skills in the Childrenô€€’s Workforce

Module Provider: Institute of Education
Number of credits: 40 [20 ECTS credits]
Level:4
Terms in which taught: Autumn / Spring / Summer 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:

This module will benefit the student both personally and professionally, as it examines aspects a student would need to consider for their continued growth as a professional within the Children’s Workforce. The benefits of collaborative and culturally appropriate practice are identified and discussed. The importance of change and regular self-review for increased self-efficacy is also examined.Ìý



The module will focus on building the student’s competence and confidence as an effective practitioner within early years/educational settings (0-11). It will extend the student’s understanding of the frameworks, underpinning values and ethical practice within which practitioners are working. It covers the application of ethical principles to a variety of situations and issues in the practice.Ìý

Students will explore the importance of developing their skills of effective communication, and the dynamics of team formation as they work collaboratively with other professionals to support the learning and development of young children.

The module also supports students to develop academic and study skills in the context of their work-based environment.

Aims:

The aims of this module are to develop knowledge and understanding of professionalism and the development of academic and professional skills through:

• Exploration of the importance of beliefs and values in shaping professional practice and responsibilities


• Examination of a range of theories and perspectives and the way in which they inform and guide professional practice


• Development of self-evaluative and critical reflective skills


• Evaluation of aspects of effective professionalism in early years and education across a range of contexts


• Identification and application of study skills required for academic development and professional practice


• reflection upon the importance of developing Ìýrelevant information and communication technology skills to support learning and practice


• Reflection upon the use of personal experience to help challenge thinking and assess impact of actions


• Exploration of the development of practitioners into effective communicators who adapt their styles of communication appropriately when working with other professionals, parents and carers and childrenÌý

Assessable learning outcomes:

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

• identify relevant principles and concepts in relation to professionalism in the children’s workforce


• reflect upon their own professional practice and developing study skillsÌýfor academic achievement, using models to support their reflective writing and drawing on theory, academic literature and current research as appropriate, as well as personal experience


• dentify Ìýkey principles and concepts in relation to effective communication with children and adults


• evaluate the role of the practitioner in communicating effectively with children, families and other professionals in the workplace


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


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

Additional outcomes:

• Apply knowledge of ICT to support development of e-portfolio


• engage with study skills support to improve academic practice


• manage, organise and evaluate own time, resources, records and information during portfolio-building


• Develop own inter-personal communication skills including the ability to adapt styles of communication to different audiences


• work as part of a team with members of the cohort


• identify the ways that actions support equality