BOOK
Studying for Your Early Years Degree
Jackie Musgrave | Maggi Savin-Baden | Nicola Stobbs
(2017)
Additional Information
Book Details
Abstract
This text provides a one stop shop of accessible and relevant information for all early years students to help them succeed in their degree, increase their employability skills and develop as ethical and critically reflective practitioners. Part one gives guidance for students about learning in HE specifically in the context of early childhood education and care, including course requirements, academic skills and core knowledge. Chapters cover students’ roles and responsibilities, safeguarding, understanding policy, and professionalism and ethical practice. The second part of the book looks explicitly at applying this knowledge and understanding in the workplace before tackling the final research project.
Jackie Musgrave is a Senior Lecturer in the Centre for Early Childhood at the University of Worcester. She qualified as a sick children’s nurse and then taught early childhood care and education at a college of Further Education. She has taught Higher Education students for the past 10 years. Jackie has a Masters degree from the University of Sheffield, where her research focused on an aspect of practice-based learning for level 3 students. Her doctorate research examined the effect of chronic health conditions on young children’s inclusion in their early education and she has just been awarded her PhD.
Nicola Stobbs initially trained as a primary school teacher, and worked as a class teacher for 5 years. She worked at a pre-school and was promoted to the manager’s position, running the setting for another 12 years. She has an MA in Early Childhood and also gained Early Years Professional Status. During her time as a setting manager Nicola was a mentor for many students on placement. She is committed to providing excellent care for children and supporting students to become the excellent practitioners that children deserve. She now works at the University of Worcester supporting student practitioners.
Maggi Savin-Baden is Professor of Education at the University of Worcester. She has researched and evaluated staff and student experiences of learning for over 20 years. Maggi has a strong publication record of over 40 research publications and 13 books, 6 in the field of problem-based learning. She is currently completing a book on Researching Education for a Digital Age,. In her spare time she bakes, runs, rock climbs and is about to undertake her first Olympic distance triathlon.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover 1 | ||
| Half-title | i | ||
| Copyright information | ii | ||
| Table of contents | iii | ||
| Meet the editors | v | ||
| Meet the authors | vi | ||
| Introduction | 1 | ||
| Purpose of the book | 2 | ||
| Background to the book | 3 | ||
| The authors | 3 | ||
| Ethics and values underpinning the book | 3 | ||
| Collaborative working | 4 | ||
| Overview of chapters | 5 | ||
| Part A: Learning in higher education | 5 | ||
| Chapter 1: Preparing for university and making effective use of induction | 5 | ||
| Chapter 2: Learning to learn in the higher education context | 5 | ||
| Chapter 3: Becoming a critically reflective thinker and learner | 5 | ||
| Chapter 4: Critical reading, writing and referencing | 6 | ||
| Chapter 5: Assessment and feedback | 6 | ||
| Chapter 6: Understanding and using policy and legislation | 6 | ||
| Chapter 7: Learning in a digital age | 6 | ||
| Chapter 8: Exploring creativity | 6 | ||
| Chapter 9: Working with others at university | 7 | ||
| Part B: Applying learning to the workplace | 7 | ||
| Chapter 10: Learning in the workplace | 7 | ||
| Chapter 11: Becoming a reflective practitioner | 7 | ||
| Chapter 12: Safeguarding: understanding your responsibilities | 7 | ||
| Chapter 13: Learning to be an ethical practitioner | 8 | ||
| Chapter 14: Doing your research project | 8 | ||
| Chapter 15: What next? | 8 | ||
| Conclusion | 8 | ||
| Further reading | 9 | ||
| References | 9 | ||
| Part A Learning in higher education | 11 | ||
| 1 \tPreparing for university and making effective use of induction | 13 | ||
| Introduction | 14 | ||
| Preparing for university | 14 | ||
| Managing your money | 14 | ||
| Organising accommodation | 15 | ||
| Getting a head start | 16 | ||
| Getting to know people and places | 17 | ||
| Induction and freshers’ week | 17 | ||
| Induction | 17 | ||
| Freshers’ week | 18 | ||
| Looking after yourself | 19 | ||
| Ensuring you are up to date with immunisations | 19 | ||
| Eating well | 19 | ||
| Drinking safely | 19 | ||
| Managing homesickness | 20 | ||
| The role of the personal academic tutor | 20 | ||
| Principles of personal academic tutoring | 20 | ||
| The role of the student | 21 | ||
| Students as participants | 21 | ||
| Students as partners | 22 | ||
| Student representatives | 23 | ||
| Student ambassadors | 23 | ||
| Learning communities | 24 | ||
| Further reading | 25 | ||
| References | 25 | ||
| 2 \tLearning to learn in the higher education context | 27 | ||
| Introduction | 28 | ||
| Transitions | 28 | ||
| Critical question | 30 | ||
| Imposter syndrome | 30 | ||
| Concerns | 30 | ||
| The learning environment in higher education | 30 | ||
| Independence in practice | 32 | ||
| The shared principles of learning and teaching in higher education and early childhood education and care | 33 | ||
| Values, skills, attitudes and dispositions | 33 | ||
| Important dispositions for studying in higher education | 33 | ||
| A professional disposition | 33 | ||
| An ethical disposition | 34 | ||
| A reflective disposition | 34 | ||
| A respectful disposition | 34 | ||
| Making a difference | 35 | ||
| Challenges and opportunities: emotional aspects of learning | 35 | ||
| Creating a study space | 36 | ||
| Time management | 36 | ||
| Stress | 37 | ||
| Emotional resources | 37 | ||
| Help and support from others | 38 | ||
| Academic support | 38 | ||
| Student services | 38 | ||
| Student Union | 38 | ||
| Friends and family | 39 | ||
| Further reading | 39 | ||
| References | 39 | ||
| 3 \tBecoming a critically reflective thinker and learner | 41 | ||
| Introduction | 42 | ||
| Understanding your role as a critical thinker and learner | 42 | ||
| Reflection: reflective thinking, learning and practice | 43 | ||
| Being critical | 44 | ||
| Critical thinking | 44 | ||
| Critical thinking skills | 44 | ||
| The difference between being a reflective thinker and a critically reflective thinker | 46 | ||
| Being a reflective thinker | 46 | ||
| Deep and surface approaches to learning | 47 | ||
| Understanding and developing your approach to thinking and learning | 47 | ||
| Being a critically reflective thinker | 48 | ||
| How can I develop as a critically reflective thinker and learner? | 49 | ||
| What drives a critical way of being? | 49 | ||
| Asking so what questions | 50 | ||
| Developing different methods for recording your thinking and learning journey | 51 | ||
| The personal, emotional and social aspects of critically reflective thinking | 52 | ||
| Further reading | 53 | ||
| References | 53 | ||
| 4 \tCritical reading, writing and referencing | 55 | ||
| Introduction | 56 | ||
| What is referencing and why is it important? | 56 | ||
| Defining plagiarism | 56 | ||
| Exploring the terminology | 57 | ||
| Annotated bibliography | 58 | ||
| Referencing different sources | 59 | ||
| What is critical reading and writing? | 62 | ||
| What is meant by critical reading and what is the difference between critical and non-critical reading? | 62 | ||
| Why is critical reading so important? | 62 | ||
| Becoming an academic reader: how to read critically | 63 | ||
| Note-taking to support critical reading | 63 | ||
| Making a judgement: exploring the strengths and weaknesses of an argument | 64 | ||
| What is critical writing? | 66 | ||
| Further reading | 67 | ||
| References | 67 | ||
| 5 \tAssessment and feedback | 69 | ||
| Introduction | 70 | ||
| The mechanics of higher education assessment | 70 | ||
| Different kinds of knowledge and knowing | 71 | ||
| Assessment language explained | 72 | ||
| Assessment types | 75 | ||
| Using feedback to improve your work | 76 | ||
| Re-drafting work in light of feedback | 77 | ||
| First draft | 77 | ||
| Tutor feedback | 77 | ||
| Second draft | 77 | ||
| I keep getting D grades: what can I do to improve? | 78 | ||
| Further reading | 79 | ||
| References | 80 | ||
| 6 \tUnderstanding and using policy and legislation | 81 | ||
| Introduction | 82 | ||
| How policy is developed across the four nations of the UK | 82 | ||
| Personal and professional debate | 84 | ||
| Changes to policy | 85 | ||
| What does policy look like in practice? | 86 | ||
| Looking critically at policy and practice | 87 | ||
| The importance of different perspectives | 88 | ||
| The moral perspective | 88 | ||
| The child’s perspective | 89 | ||
| The political perspective | 89 | ||
| The parent/carer perspective | 89 | ||
| The learning perspective | 89 | ||
| The international perspective | 90 | ||
| An example using the model | 90 | ||
| The importance of interconnections | 90 | ||
| The role of the student in practice | 91 | ||
| Further reading | 92 | ||
| References | 92 | ||
| 7 \tLearning in a digital age | 94 | ||
| Introduction | 95 | ||
| Why is technology emphasised at university? | 95 | ||
| Searching and exploring for your research | 97 | ||
| Critical thinking and application | 97 | ||
| What is the significance of social media for learning? | 98 | ||
| Maintaining a professional online image | 98 | ||
| Working in a Virtual Learning Environment | 99 | ||
| Ways of working in a VLE | 100 | ||
| Implications for practice | 101 | ||
| Further reading | 103 | ||
| References | 103 | ||
| 8 \tExploring creativity | 105 | ||
| Introduction | 106 | ||
| Why creativity? | 106 | ||
| Creativity: what stops us? | 107 | ||
| Creativity and problem-solving | 108 | ||
| Creativity and reflection | 111 | ||
| Professional identity | 112 | ||
| Ensuring a critical approach | 113 | ||
| Creativity in assignments | 113 | ||
| Approaches to supporting creativity | 113 | ||
| Through-the-mirror writing | 113 | ||
| Possibility thinking | 114 | ||
| Visualisation and mindfulness | 114 | ||
| Creativity in practice | 115 | ||
| Further reading | 115 | ||
| References | 115 | ||
| 9 \tWorking with others at university | 117 | ||
| Introduction | 118 | ||
| What is group work at university? | 119 | ||
| Why do tutors ask me to engage in group work? | 121 | ||
| Who might others be? | 122 | ||
| What attributes/skills are needed for group work? | 125 | ||
| What roles are needed for successful group work? | 125 | ||
| Virtual environments | 126 | ||
| Assessment of group work | 127 | ||
| Inclusivity when working with others | 127 | ||
| Further reading | 128 | ||
| References | 128 | ||
| Part B Applying learning to the workplace | 131 | ||
| 10 \tLearning in the workplace | 133 | ||
| Introduction | 134 | ||
| The value of work-based learning | 134 | ||
| Your responsibilities as a student practitioner | 135 | ||
| Choose an appropriate setting | 135 | ||
| Understand your ethical responsibilities | 136 | ||
| Communities of practice | 136 | ||
| Enjoying a successful placement | 137 | ||
| A Type 1 student | 138 | ||
| A Type 2 student | 138 | ||
| A Type 3 student | 138 | ||
| Becoming an inspirational student | 138 | ||
| 1. The pre-placement visit | 138 | ||
| 2. Share your placement tasks with practitioners | 138 | ||
| 3. Demonstrate commitment to your course | 139 | ||
| 4. Show practitioners that they have made a difference | 140 | ||
| 5. Be open to feedback | 141 | ||
| 6. Be reflexive and responsive | 141 | ||
| Difficulties in your placement | 142 | ||
| Further reading | 144 | ||
| 11 \tBecoming a reflective practitioner | 145 | ||
| Introduction | 146 | ||
| Understanding reflective practice | 146 | ||
| Why become a reflective practitioner and what is involved? | 147 | ||
| The transition into higher education | 147 | ||
| How can you make a difference for children through your reflective practice? | 148 | ||
| Becoming a reflective practitioner | 149 | ||
| What does reflective practice as a way of being mean? | 151 | ||
| Dispositions and identity | 151 | ||
| What are your professional qualities? | 151 | ||
| How do you develop a deeper understanding of your role and identity as a reflective practitioner? | 152 | ||
| How to develop as a critically reflective thinker and learner | 154 | ||
| What does being a reflective activist mean? | 156 | ||
| Further reading | 157 | ||
| References | 158 | ||
| 12 \tSafeguarding: understanding your responsibilities | 159 | ||
| Introduction | 160 | ||
| Why responsibilities? | 160 | ||
| Your first year: up-to-date knowledge and compliance with guidance and procedure | 161 | ||
| Your second year: being ready to take critical action to safeguard children’s well-being | 162 | ||
| I am concerned about the safeguarding practice of another student on placement | 162 | ||
| I am concerned about the safeguarding practice of a teacher (or other practitioner) at my placement | 163 | ||
| I am concerned about the safeguarding practice of the headteacher/manager/designated safeguarding officer at ... | 163 | ||
| I am concerned about the overall safeguarding policy and procedure of the school or setting where I am currently ... | 163 | ||
| I strongly suspect (or have evidence) that a child, young person or adult is being seriously harmed ... | 163 | ||
| Your final year: being a reflective practitioner when safeguarding children’s well-being | 164 | ||
| The child welfare practice landscape: safeguarding networks not nets | 164 | ||
| Further reading | 170 | ||
| References | 170 | ||
| 13 \tLearning to be an ethical practitioner | 172 | ||
| Introduction | 173 | ||
| What is ethicality and why does it apply to me? | 173 | ||
| Ethical dilemmas | 174 | ||
| How do I go about making ‘ethical decisions’? | 174 | ||
| Teaching and learning about ethicality | 175 | ||
| Purposefully reflecting upon ethical dilemmas | 176 | ||
| Exploring case studies | 180 | ||
| Further reading | 182 | ||
| References | 182 | ||
| 14 \tDoing your research project | 183 | ||
| Introduction | 184 | ||
| Your research project | 184 | ||
| Planning and design | 184 | ||
| Your research question | 184 | ||
| Undertaking a literature review | 185 | ||
| Methodology and methods | 186 | ||
| Methodological options | 187 | ||
| Action research | 187 | ||
| Arts-based research | 187 | ||
| Case study | 187 | ||
| Ethnography | 187 | ||
| Evaluation | 187 | ||
| Grounded theory | 188 | ||
| Narrative inquiry | 188 | ||
| Phenomenology | 188 | ||
| Pragmatic qualitative research | 188 | ||
| Research in practice | 188 | ||
| Data collection | 189 | ||
| Sampling | 189 | ||
| Data collection methods | 189 | ||
| Interviews | 189 | ||
| Focus groups | 189 | ||
| Observation | 190 | ||
| Ethics | 190 | ||
| What is an ethics committee? | 191 | ||
| Ethics and children and vulnerable groups | 191 | ||
| Working in partnership with the research community | 191 | ||
| Managing data | 192 | ||
| Forms of analysis | 192 | ||
| Key word analysis | 192 | ||
| Constant comparison | 192 | ||
| Thematic analysis | 192 | ||
| Data interpretation | 193 | ||
| Writing up | 193 | ||
| Frequently asked questions | 195 | ||
| How long should my research project be? | 195 | ||
| What happens if I do not get through the ethics board? | 195 | ||
| How long does it take to collect data? | 195 | ||
| What happens if some of my participants drop out? | 195 | ||
| How long does it take to transcribe and interview? | 195 | ||
| What are the most common reasons for failing a research project? | 195 | ||
| Further reading | 196 | ||
| References | 196 | ||
| 15 \tWhat next? | 197 | ||
| Introduction | 198 | ||
| After you have completed your early years degree | 198 | ||
| Development planning using the Graduate Wheel of Progression | 198 | ||
| Continuing professional development | 201 | ||
| Professional development plan | 202 | ||
| Consolidating practice | 203 | ||
| Examples of progression | 204 | ||
| Further reading | 208 | ||
| References | 208 | ||
| Appendix | 209 | ||
| Index | 210 |