Montessori Early Childhood Studies (Graduate Practitioner) BA (Hons)

Understand the founding principles, philosophy and methodology of the Montessori Method. Through investigation and research, you'll take the journey of Montessori from its roots to the modern day. You’ll be encouraged to explore the significance of ‘Cosmic Education’ and see babies, toddlers, and young children as change agents. During the process you will make the links
between Montessori’s vision of the Cosmic Plan and the requirement to acknowledge and reflect the 17 SDG’s in Early Childhood practice. You'll examine the pedagogical approach through the lens of the ‘Dynamic Triangle’; the Child, the Environment and the Teacher. Montessori advocated that the psychological characteristics of development, when nurtured, enable the child to reach their full potential. We'll encourage you to begin to inform your own personal pedagogy, supported by opportunity for self-expression and collaboration.

To help you meet the Early Childhood Graduate Practitioner Competencies, you’ll study this module across all years of your degree. You’ll take part in 80 days of placement and reflect on your experiences. The Graduate Practitioner is an advocate for young children’s rights and participation and recognise that young children are active co-constructors of their own learning. As a Graduate Practitioner you’ll apply high-level academic knowledge of pedagogy and research evidence, of the holistic development of babies, toddlers and young children (0-8), in a practice context that is respectful of the child, their family and community. This qualification will make you workplace ready with knowledge of the Early Years Foundation Stage statutory framework, upon graduation.

Using the formatting of a child profile, you will explore and analyse the development of one child (aged 0-8) through multiple observational techniques. This analysis will be underpinned be the respective statutory guidance and will consider Physical, Intellectual, Language, Emotional, and Social (PILES) factors

In this module, you will demonstrate an informed understanding of child development from birth to eight years, considering key milestones and transition points and how these should guide your practice as a professional working with children. Additionally, you will explore how children (0-8) with SEND (Special Educational Needs and Disabilities) may exhibit developmental pathways that differ from the prescriptive expectations outlined in UK education statutory guidance. Through critical analysis, you will reflect on appropriate methods of support in practice, as well as the effective use of multi-agency working and services to promote inclusive development for babies, toddlers and young children. Through the module you will take on responsibilities that foster the development of transferable skills, equipping you with the professional capabilities needed for employment as a highly qualified professional in any field you choose to enter.

To help you meet the Early Childhood Graduate Practitioner Competencies, you’ll study this module across all years of your degree. The Graduate Practitioner is an advocate for young children’s rights and participation and recognise that young children are active co-constructors of their own learning.

As a Graduate Practitioner you’ll apply high-level academic knowledge of pedagogy and research evidence, of the holistic development of infants, toddlers and young children (0-8), in a practice context that is respectful of the child, their family and community. This qualification will make you workplace ready with a depth of knowledge regarding the Early Years Foundation Stage, upon graduation.

In this module you will examine various theoretical frameworks, pedagogical approaches, and practical strategies for embedding creativity into your early childhood practice. Creativity is a natural predisposition towards learning and development which makes it a key component of a child-centred education that supports holistic development and wellbeing. You will be encouraged to use and reflect on your own creative practices as educators and consider how to implement a range of inclusive and culturally responsive creative activities. By the end of the module, you will gain insight into ways that creative play, imagination, and exploration can foster babies, toddlers and young children's cognitive, social, emotional, and physical growth.

To do this, you will be encouraged to use your own creativity by ’thinking outside the box’, and seeking ways to support and inspire children (0-8), the practitioners you work with, and yourself as a creative adult. The rights of children to express through different means and modalities will be acknowledged and you will be reflecting on the importance of recognising and encouraging diverse forms of self-expression, curiosity, and how to embrace sustainability.

In this module you will delve into a comprehensive examination of children’s rights, emphasizing their rights to education, protection, human rights, and participation. The legal standing of children has been significantly bolstered by the United Nations Convention on the Rights of the Child (UNCRC) 1989, which enshrines principles of protection, provision of services, and
participation.

Recognising the diverse experiences of babies, toddlers and young children globally, you will broaden your perspectives by analysing evidence from both international and national contexts. This approach ensures a holistic understanding of the varied realities children face.

Upon successful completion, you will find this module highly pertinent to your future career in both voluntary and statutory organisations dedicated to working with young children. You will gain the essential knowledge and skills to actively contribute to the achievement of the Sustainable Development Goals (SDGs), particularly those related to quality education, reduced inequalities, and strong institutions.

Building on the principle that quality in early childhood provision requires creative, innovative and effective leaders who can reflect on practice, manage resources, foster effective team development and lead as agents of change. You will examine the context in which education and care is provided to review issues of how we can work better to meet the needs of babies, toddlers and young children. The issues concerning provision in terms of quality and providing equality of opportunity for all children will be explored from philosophical and theoretical leadership perspectives in early childhood.

Montessori was an envisioned leader who argued that adults, as leaders, should take direction from children as agents for change. You will reflect on the position of self in how change can evolve and will reflect on styles of leadership that will support leadership concepts from the literature, including transformation, adaptation, service, humility and contextual elements. As Montessori advocated that it is responsibility that a leader should feel, not the authority of their position we’ll analyse partnerships and interdisciplinary working reflecting on leadership styles such as transformation, adaptation, collaboration, and humility to further enhance the quality and effectiveness of early childhood education, contributing to the broader objectives of the Sustainable Development Goals. We will provide an opportunity to critically review the application of theory to practice to further your understanding of leadership in an early childhood context.

The Graduate Practitioner is an advocate for young children’s rights and participation and recognise that young children are active co-constructors of their own learning. As a Graduate Practitioner you’ll apply high-level academic knowledge of pedagogy and research evidence, of the holistic development of babies, toddlers and young children (0-8), in a practice context that is respectful of the child, their family and community.

In this module you will exhibit a well-informed appreciation of the complex concepts which are relevant to working with families. You will also develop essential the skills for change management and problem solving within the context of a professional environment. Through the module you will take on responsibilities that foster the development of transferable skills, equipping you with the professional capabilities needed for employment as a highly qualified professional in this field.

You will create a setting development plan for your setting to emphasise the quality of your provision and consider the sustainability of professional practice, education and business elements of your setting. All public and private settings require the development of business skills and through exploring this module, in line with your Leadership and Management modules, you will find yourself better equipped to take a management position or even open a practice of your own. In whatever direction you wish to develop your career, these skills can be added to your CV to ensure you are able to differentiate your profile from your competitors, along with a reflective statement of your professional development over the course of your degree.

The Undergraduate Major Project enables You to demonstrate your ability to raise and address significant questions related to your chosen topic or issue. This may involve reviewing, commenting, analysing, or critiquing existing ideas or significant theoretical or conceptual developments at local, national, or international levels.

You will be expected to select and apply appropriate research strategies which are relevant to your chosen topic/issue and the question(s)you are looking to address. You will be able to draw meaningful and justifiable conclusions from information which may be complex or contradictory and be capable of expanding or redefining your existing knowledge of a subject or area of practice. You will be able to communicate in an articulate appropriately clear and academic fashion and will be able to demonstrate a critically reflective approach to your work. You will need to negotiate, through the proposal, the nature and form of the final assessed work, which will take the form of a written dissertation. If you workpeople in practice, you may choose to link the written dissertation with everyday practice from your workplace. This may include anonymised curriculum planning, policy documents or brief vignettes of practice, as negotiated with the supervisor and permitted by the gatekeeper, for example, the nursery manager and head- teacher. This mode of assessment can be chosen if it provides you with an opportunity to produce an assignment that links literature with the professional context in which you work.

Throughout the two trimesters, lectures will focus on contemporary issues in education, ethical research, gaining ethical approval, and narrowing research focus and questions. This will support you in developing your specialist focus and preparing for progression beyond level 6. The work undertaken for the major project will likely build on previous modules, requiring you to work autonomously with minimal guidance from a supervisor.