Critically evaluate how an educational early years setting promotes well-being and enables its learners to develop personally, socially and emotionally, drawing on the wider academic and policy-based literature.
The focus should be on early years foundation stage and focus on more specific developmental/social ecology issues, curricular and policy implications, as well as related theoretical and research-based literature.
It is essential to complete all the Learning Outcomes:
Knowledge and understanding of:
1. Demonstrate a critical awareness of the complexities of the interaction between individual/personal development and school/institutional organizations.
- Research methods as applied to the guided small-scale study of learning in relation to personal, social and emotional issues and well-being.
Intellectual skills – be able to:
3. Reflect on, justify and/or counter personal and institutional value systems as they relate to education for personal, social and emotional development
Practical/professional skills – be able to:
- Convey complex ideas in written and spoken English in an accurate, clear and well-structured manner that adheres to appropriate and identified academic conventions.
- Effectively conduct, analyze and report original investigative work. 6. Identify, consider and respond appropriately and sensitively to ethical and/or legal issues.
Transferable skills – be able to:
7. Organize and set personal targets for the collection, analysis, presentation and application of both primary and secondary data as appropriate.
Academic Writing: Key Features:
- Impersonal– preferably neutral or third person; no personal opinion
- Formal academic writing– varied, balanced vocabulary;
avoid emotive phrasing and slang/poor grammar etc - Critical– consider a variety of research-and theory-based viewpoints
- Evidenced throughout–no unsupported assertion
- Accurate and precise– spelling, grammar, format,
structure, references; ensure assignment’s focus and purpose is addressed.
