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This course encourages students to take a broad view of educational experience by introducing them to the sociology, psychology and philosophy of education. Students will gain awareness of socio-cultural perspectives on child development and learning. This will support a holistic view of child development, which is contextualised by the child’s position within communities and their cultural experiences. On a tour of international approaches to early childhood education students will be introduced to the concept of social pedagogy and will explore the cultural variation between different social pedagogies emanating from Europe and Asia. The course introduces students to the national and international legislation that positions children and their families at the heart of politics. Concepts such as children’s rights, child participation and agency will be explored. Students will reflect on the extent to which children are viewed as active citizens within different curricular models.

On successful completion of this course a student will be able to:

1 Raised their awareness of different ways of viewing early childhood education drawing from sociology, psychology and philosophy and other disciplines;

2 Çï¿ûÊÓƵd ecological theories of child development describing relevant social and cultural factors;

3 Reflected on and analysed international approaches to early childhood education so that they may begin to recognise different social pedagogies
4 Begun to develop the skills of analysis by comparing curricular models in terms of content and underpinning principles;

5 Begun to recognise key Acts and legislation that continue to shape the child’s social environment and their educational provision;

6 Demonstrated an awareness of the impact of the children’s rights movement on the way children and young people are perceived;

7 Reflected on their own experiences to raise their awareness of how children may develop as social agents through active participation in society.

• The interdisciplinary nature of education and the welfare system in contemporary society
• Introducing Early Years Policy.
• Children’s Rights movement and child participation.
• Pedagogy in the UK and Malaysian context and the focus on educational methodology.
• Social pedagogy in the European and International context as a means to balance individual and social needs.
• Impact of sporting, creative and cultural initiatives in educational settings.
• Consideration of youth justice system in response to the needs and actions of young offenders.
• Introducing a range of interconnected schools of thought on human development including:
• Psychology; psychodynamic theories; group dynamics; personality development; educational psychology; developmental delays and disorders; ecological systems theory.
• Educational theory; philosophy; theories of learning; learning styles and multiple intelligences; social and emotional intelligences.

Methods of SUMMATIVE Assessment: Essay Plan
Outcome(s) assessed by summative assessment
(Please use the numbers above to refer to these): 1-7
Grading Mode: Numeric
Weighting: 20%
Pass Mark: 40%
Word Length: 500
Outline Details: Students write a 500 word essay plan which maps the concepts and identifies key
references for an essay that explores the case study as a means to illustrate.

Methods of SUMMATIVE Assessment: Essay based on case study
Outcome(s) assessed by summative assessment
(Please use the numbers above to refer to these): 1-7
Grading Mode: Numeric
Weighting: 80%
Pass Mark: 40%
Word Length: 1,500
Outline Details: Essay explaining the case study and how it may be used to raise of how social pedagogies may be
beneficial to children’s learning and development.