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Diploma of Higher Education in Childhood Practice - Learning outcomes

Educational aims

To develop and enhance your intellectual and practical skills, required for working as non-teacher professionals at an advanced level in the field of childhood practice.

To prepare you to engage with further study, enquiry and practice where knowledge of childhood practice is required.

Learning outcomes

Knowledge and understanding

On completion of this diploma you will have knowledge and understanding of:

  • learning and development in children aged between birth and seven years
  • the principles underpinning childhood practice policy and practice
  • awareness of childhood practice issues, theories and research that underpin practice
  • the curriculum for children aged between birth and seven years, observation and assessment strategies and procedures
  • the way ethnicity, religion, caste/class, gender, sexuality and disability impacts on children and their development and the implications of differentiation, inequality and exclusion and strategies designed to tackle these issues
  • policies and provisions relating to the regulation/promotion of children’s status, welfare, learning including how these impact on children (and adults) in home, school and other contexts
  • the value of inter-professional collaboration.

Cognitive skills

On completion of the diploma you will be able to:

  • analyse and evaluate practice critically and systematically
  • select and integrate ideas and evidence to present arguments
  • identify connections and discontinuities between knowledge and its application in practical contexts
  • accommodate new principles, understandings and evidence and formulate proposals for practice in the light of these
    reflect on your own values and those of others
  • show evidence of reflective practice through written case studies assignments and projects.

Practical and/or professional skills

On completion of the diploma you will be able to demonstrate the following skills:

  • work effectively both in a team and independently on an agreed project or task
  • evaluate the appropriateness of different approaches to problem solving as appropriate to employment roles
  • demonstrate the experience, knowledge and skills that underpin good practice and apply theory to practice
  • carry out aspects of work roles in relation to young children and their families to the standards expected in employment
  • design, implement, monitor, assess programmes to support children’s development and learning
  • work with, support and/or supervise colleagues as appropriate and where relevant, work with parents, carers and other professionals
  • manage and organise time, resources, records and information to support decision-making.

Key skills

On completion of the diploma you will be able to demonstrate the following skills:

Communication

  • organise and articulate opinions and arguments
  • write accurately and clearly in styles adapted to purpose and context
  • draw on appropriate conventions of academic writing
  • take account of and respond sensitively to diverse viewpoints
  • read purposefully, identifying and recording what is relevant from a range of resource material
  • participate effectively in communities of practice in face-to-face communication.

Information technology

  • have the opportunity to participate effectively in communities of practice through computer-mediated communication
  • use ICT to enhance your learning
  • develop and use ICT skills.

Application of number

  • use and interpret graphical and numerical data.

Learning how to learn

  • plan and manage time
  • analyse tasks and make plans to tackle them
  • seek and learn from feedback to improve performance
  • learn from a variety of different media and different teaching methods, including using ICT to enhance your learning
  • learn from personal experience and apply it to practical issues
  • reflect on the learning process and personal progress, identifying strengths and weaknesses.

Teaching, learning and assessment methods

Knowledge and understanding of early childhood are developed through the main teaching materials and in-text questions, tasks and activities. The main teaching material is offered through supported open-learning modules and includes module texts, audio-visual material, and directed reading. Summative assessment is by written tutor-marked assignments (TMAs) and by end-of-module examinations where appropriate. Tutors support your development through online and telephone support, letters, tutorials and written feedback on assignments.

Cognitive skills are assessed by module assignments. These will allow you to demonstrate your ability to structure a clear and reasoned argument, and to critically analyse module issues. The Personal Development Plan and project-based end of module assessment will offer you the opportunity to demonstrate:

  • independent thinking skills
  • your understanding of theoretical concepts, the underpinning principles for childhood practice in a work-based context and appropriate methods of enquiry
  • and the opportunity to document evidence of reflective practice.

Key skills are referenced to QCA National Standards and are promoted within learning materials and as part of continuous assessment. TMAs require you to demonstrate your ability to communicate effectively and appropriately in a variety of formats and to show evidence of working with others. Learning skills focusing on planning, self-assessment, identifying strengths and weaknesses, setting priorities and targets, reviewing and reflecting are a feature of the Personal Development Plan, the general approach to key skills and the work-based learning components. Assessment may include witness testimony from colleagues. Use of Information Communications Technology will be a requirement of the work-based learning components and students will be required to work together electronically.

Professional skills are developed as part of an increased understanding of good practice in supporting children’s learning and development through teaching materials and work-based reflective practice. The assessment of practice skills is via module work, including the submission of evidence of having met the work-based learning outcomes that is confirmed in the work place, analytical accounts of how practice was evaluated and an end of module assessment in the form of a project report.