Undergraduate Course: Education and Childhood Practice (EDUA08080)
|School||Moray House School of Education
||College||College of Humanities and Social Science
|Credit level (Normal year taken)||SCQF Level 8 (Year 3 Undergraduate)
||Availability||Available to all students
|Summary||This course aims to presents schools as significant institutional sites in the lives of children. It introduces students to the '3 message systems' of education: pedagogy, assessment & curriculum and links these to current educational contexts in Scotland and internationally. Students will be asked to investigate and analyse a range of policy that is relevant to the intersection between school and social services. The course also introduces students to a range of social justice issues and how they may be manifest in schooling.
The course will take an interdisciplinary and multi-agency perspective, encouraging students to undertake critical analysis of the place and purpose of schooling in both the broader context of children's lives and of the students' own workplaces. Through analysis of the intersecting research and policy for school and social services, the students will be encouraged to undertake critical and creative evaluation of their own services and practice. This course builds upon the theory, research and management evident in courses undertaken by the students in the previous year of study.
Students will be introduced to curriculum, pedagogy and assessment as broad educational concepts. These will then be investigated in more detail through and analysis of the current Scottish context and educational reforms. Students will be introduced to a range of social justice issues in schooling, including gender, sexuality, dis/ability, 'race', religion and social class. They will then investigate and analyse the current Scottish educational reform, social justice and social change.
This course develops the links between children's life experiences, schooling and social services. Students will investigate the policy and governance relationship between the UK Government, the Scottish Government and the Local Authorities with regard to education and to social services. This investigation will include further investigation into issues of social justice and cultural change. Students will be encouraged to develop and articulate their professional perspective on the range of issues covered in the course.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
|Additional Costs|| 0
Information for Visiting Students
Course Delivery Information
|Not being delivered|
| * Demonstrate a critical awareness and understanding of the complex relationship between schooling, social services and issues of social justice;
* Demonstrate an understanding of the place of schools and social services in the life experiences of childhood, including health, well-being and aspirations;
* Demonstrate understanding of, and an ability to critically evaluate, the inter-relationship between children, schooling and the students' own workplaces, especially in terms of the students' leadership responsibilities; and,
* Develop, articulate and justify a professional position regarding childhood, school and social services that is based in current research literature.
* Demonstrate understanding of the relationship between pedagogy, curriculum and assessment;
* Demonstrate understanding, and critical evaluation of, current developments in curriculum, pedagogy and assessment within the Scottish context;
* Critically analyse the place of schooling in the broad context of children's lives; and,
* Demonstrate critical engagement with issues of social justice and the relationship between social divisions, life experiences and academic achievement; and,
* Demonstrate understanding of social and cultural change and the implications for educational policy and practice.
|Indicative course reading|
BALDOCK, P., FITZGERALD, D. & KAY, J. (2009) Understanding Early Years Policy. 2nd Ed. London: Sage.
BOYLAN, J. & DALRYMPLE, J. (2009) Understanding Advocacy for Children and Young People. Berkshire: McGrawHill.
DAHLBERG, G. & MOSS, P. (2005) Ethics and Politics in Early Childhood Education. London: RoutledgeFalmer.
GROUNDWATER-SMITH, S., EWING, R. & LE CORNU, R. (2006) Teaching: Challenges and dilemmas. Sydney: Thomson.
LEARNING AND TEACHING SCOTLAND (2009) A Curriculum for Excellence. Glasgow: Author.
MOSS, P. & PETRIE, P. (2002) From Children's Services to Children's Spaces: Public policy, children and childhood. London: RoutledgeFalmer.
Research papers from various relevant and up-to-date journals, for example:
Contemporary Issues in Early Childhood
Gender and Education
Pedagogy Culture and Society
|Graduate Attributes and Skills
||- Demonstrate the ability to communicate ideas in speech.
- Demonstrate the ability to communicate ideas in writing.
- Employ ICT, Graphs and Tables.
- Analyse and Solve Problems.
- Understand own work patterns.
- Work in a team.
The nature of this course will enable students to develop writing, problem solving, self-evaluation, and presentation skills.
|Keywords||Interdisciplinary and multi-agency perspective, critical analysis of the place and purpose of school
|Course organiser||Ms Laura Mitchell
Tel: (0131 6)51 6503
|Course secretary||Mrs Alison Macleary
Tel: (0131 6)51 6382