Education Studies & Education Studies (Early Childhood)
ES 3219: Early Years Education
Derek Bunyard and Emile Bojesen
2010-2011 Semester 2, Fridays 12-2pm , MCT 2
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Last updated 17.05.11.
Aims
The aims and learning outcomes for students of this module, as stated in the Definitive Document 2003, are as follows:
1. Show an ability to employ theorists critically in relation to issues
2. Show an ability to use concepts as critical tools in discussing issues and questions as appropriate
3. Show an ability to employ theoretical perspectives as critical tools
4. Therein, to develop in their work a critical synthesis informed and deepened by appropriate use of theory as critique
Schedule
First half
Week 1: Young Children and Early Years Education
Week 2: Marx and Value in the Early Years -web page & PowerPoint
Week 3: Weber: the Bureaucratisation of Early Years Education - web page & PowerPoint
Week 4: Foucault: Critiquing the Operation - web page & PowerPoint
Week 5: Education Birth to Five: the State’s New Frontier - Power Point only. (Simon produced a short discussion paper on professionalism which you may find interesting in relation to this week's topic.) (A selection of websites that are currently active.)
Week 6: Essay Preparation - this will feature one presentation - to be followed by discussion. This should end by 1.00, but questions about the first written assignment can also be discussed here.
Second half
Week 7: This lecture is cancelled, as it falls on the last day before the break and also co-incides with the change of tutor. Material intended to cover week 7 and week 8.
Week 8: The lecture is cancelled - the wedding!
Week 9: Theorising Early Years Pedagogy and Practice: Froebel - webpage.
Week 10: Theorising Early Years Pedagogy and Practice: Pestalozzi
Week 11: Theorising Early Years Pedagogy and Practice: Steiner
Week 12: Theorising Early Years Pedagogy and Practice: Malaguzzi
Outline
This is a module of two halves.
1. In weeks 2-6, you will be (re-)introduced to some thinkers – Marx, Weber, Foucault – whose ideas may not usually be associated with Early Years education, but who provide us with theory which can profitably be applied to the contemporary English Early Years Foundation Stage model to enable us construct an analysis and critique. In order to be able to do this, you will need to have an understanding of the structure and content of the Early Years Foundation Stage Guidance and the Foundation Stage Profile (weeks 5 & 6)
2. In contrast with the first half of the module, in weeks 7-11 you will meet some of the most important and influential writers and practitioners to have worked in the area of early childhood education in post-Enlightenment Europe. Each of these – Pestalozzi, Froebel, Steiner and Malaguzzi – developed ideals which can be tested against the Foundation Stage Guidance/Profile and Early Years Foundation Stage Curriculum. Several themes are common to these four educators, and these will be explored in week 11 in a session aimed at supporting you in developing your own application of their work to the contemporary English Early Years documents for your second assignment.
Essential Reading
Week 1: Young Children and Early Years Education
Week 2: Marx and Value in the Early Years
Tucker, R.C. (1978) The Marx-Engels Reader, London: Norton pp. 70-81, 133-5, and 302-329
Week 3: Weber: the Bureaucratization of Early Years Education
Weber, M. (1930) The Protestant Ethic and the Spirit of Capitalism Harmondsworth: Penguin pp. 13-31 and 47-55
Week 4: Foucault: Critiquing the Operation
Foucault, M. (1979) Discipline and Punish Harmondsworth: Penguin pp. 171-194
Week 5: Education Birth to Five: the State’s New Frontier. The Early Years Foundation Stage Guidance and Profile
DfES (2007) Statutory Framework for the Early Years Foundation Stage, Nottingham: DfES Publications.
Additional resources for this session will be provided.
Week 6: Essay preparation
Week 7: Theorising Early Years Pedagogy and Practice: Pestalozzi
De Guimps, R. (1900) Pestalozzi. His Life and his Work London: Swan Sonnenschein pp. 412-423
Pestalozzi, J. H. (1894) ‘An account of the method’ How Gertrude Teaches her Children London; Allen and Unwin, Appendix
Week 8: Theorising Early Years Pedagogy and Practice: Froebel
Courthope Bowen, H. (1989) ‘The Kindergarten – the general nature of its processes – gifts and occupations’ Froebel and Education by Self-Activity London: William Heinemann
Froebel, F. (1885) The Education of Man London: Appleton-Century pp. 55-70
Hughes, J. (1987) ‘The harmony between control and spontaneity’ Froebel’s Educational Laws for all Teachers New York: Appleton and Company
Week 9: Theorising Early Years Pedagogy and Practice: Steiner
Steiner, R. (1926) The Essentials of Education: five lectures delivered during the Educational Conference at the Waldorf School, 8-12 April 1924 London: Rudolph Steiner Press, Lecture 1 8 April 1924
Steiner, R. (1927) The Education of the Child in the Light of Anthroposophy London: Rudolph Steiner Press, pp. 7-21
Week 10: Theorising Early Years Pedagogy and Practice: Malaguzzi
Malaguzzi, L. (1998), ‘History, Ideas, and Basic Philosophy: A Interview with Lella Gandini by Loris Malaguzzi’ in Edwards, C.Gandini, L. & Forman, G. (Eds.) The Hundred languages of Children: The Reggio Emilia Approach – Advanced Reflections, London: Ablex Publishing Corporation. Excerpts.
Week 11: Recurring Themes in Early Years Theory
Week 12: Conclusions
Assessment
The module will be assessed by a first essay or presentation (50%) and a second written assignment. You need to indicate your assignment preference in the week 1 session.
1. If you chose to write two essays for this module, the first essay must be submitted by Thursday 24th March (week 7).
2. Student presentation will occur on week 6
3. The final essay must be submitted by Friday 3rd.June (week 13).
Presentation
Students will work in groups of two or three to produce 30 minute powerpoint presentations using the theorists studied in weeks 2-4 to critique the statutory and standardised nature of the Early Years Foundation Stage.
The presentation should demonstrate your knowledge of the general requirements of the Early Years Foundation Stage and your ability to examine them critically in the light of the theoretical arguments presented by Marx, Weber and Foucault.
Each member of the presenting group should have a clearly identified role in the presentation and make an equivalent contribution to the presentation content.
Each presenting group must submit a master copy of the printed version of the powerpoint slides by the morning of the presentation so that these can be duplicated for the other students.
These will be your last presentations on the Education Studies Programme, and in celebration of this and in the spirit of early years education, you should make them as innovative, creative and enjoyable as possible!
Essays
The first essay is 1750-2000 words long and must be submitted by Thursday, Week 7, 24th March 2011. The title is:
Critically assess the goals of the Early Years Foundation Stage in the light of theoretical arguments presented by Marx, Weber or Foucault
The final essay is 2000-2500 words long and must be submitted by Friday, Week 13, 3rd. June 2011. You have a choice of essay titles, each of these are specific to one of the theorists in the second part of the module:
· Are Pestalozzi's 'lofty ideals' relevant to the contemporary British Early Years Professional?
· Can the Early Years Foundation Stage achieve Froebel's aspiration to educate children by play?
· Can the Early Years Foundation Stage embody Steiner's intention for education to follow the evolutionary processes of the child?
· Is the Early Years Foundation Stage able to embrace Malaguzzi’s ‘Hundred Languages of Children’?
BIBLIOGRAPHY
Childhood and Early Years Education (372.216)
Alexander, R. J. (1984) ‘Primary Ideology’ Primary Teaching, London: Holt Rinehart Wilson
Baker, B. & Heyning, K. (Eds.) (2004) Dangerous coagulations? : the uses of Foucault in the study of education, New York : P. Lang
Ball C (1994) Start Right : the Importance of Early Learning, RSA
Beardsley, G & Harnett P (1998) Exploring Play in the Primary Classroom, Fulton
Bilton H (1998) Outdoor Play in the Early Years, Fulton
Blenkin, G., Rose, J. And Yue, N. (1996) Government Policies and Early Education, European Early Childhood Education Research Journal 4 (2) pp. 5-19
Bruce T (1989) Early Childhood Education, Hoddder & Stoughton
Costello, P (2000) Thinking Skills and Early Childhood Education, Fulton
Curtiss A (1998) A Curriculum for the Pre-School Child (2ed), Routledge
Dahlberg, G., Moss, P. & Pence, A. (1999) Beyond Quality in Early Childhood Education and Care: postmodern perspectives, London: Falmer Press
David, T. (1996) ‘Their Right to Play’ in Nutbrown, C. (ed) (1996) Respectful Educators, Capable Learners: Children’s Rights and Early Education, London: Paul Chapman, Chapter 9
Dowling M (1995) Starting School at Four, Paul Chapman
Drury, R, Miller, L & Cambell, R (2000) Looking at Early Years Education & Care, Fulton
Edgington, M. (1998) The Nursery Teacher in Action London: Paul Chapman (2nd edition)
Fisher J (1996) Starting from the Child, OUP
Gittins, D. (1998) ‘Who owns children?’ The Child in Question London: Macmillan, Ch. 2
Godwin D & Perkins M (1998) Teaching Language – Literacy in the Early Years, Fulton
Gregory E (1996) Making Sense of a New World, Paul Chapman
Gura, P (Ed) (1997) Reflections on Early Education and Care – Inspired by visits to Reggio Emilia, Italy, London, BAECE
Headington, R (2000) Monitoring, Assessment, Recording, Reporting and Accountability, Fulton
Holligan, C. (2000) ‘Discipline and Normalization in the nursery: the Foucaultian gaze’ in Penn, H (Ed) Early Childhood Services , Buckingham: OUP
Jencks, C. (1996) ‘Constituting Childhood’ Childhood London: Routledge
Karstadt, L., Lilley, T. and Miller, L. ‘Professional roles in early childhood’ in: Drury, R. and Mill, L. (eds) (2000) Looking at Early Years Education and Care London: David Fulton
Kingett M J (1995) Developing a Play-Based Curriculum, Jutland Press
Light, P., Sheldon, S. and Woodhead, M. (eds) (1991) Learning to Think: Child Development in Social Context London: Open University Press
Macnaughton, G. (2005) Doing Foucault in Early Childhood Studies: Applying poststructural ideas, London: Routledge
Moss P & Penn H (1996) Transforming Nursery Education, Paul Chapman
Moyles J (ed) (1994) The Excellence of Play, Buckingham: OUP
Moyles, J. (1989) ‘Play and learning’ Just playing? The role and status of play in early childhood education Buckingham: Open University Press, Ch. 2
National Children’s Bureau (1998) Quality in Diversity in Early Learning, NCB
Nutbrown C (1999) Threads of Thinking : Young Children Learning the Role of Early Education (2nd ed), Paul Chapman
Nutbrown C (ed) (1996 ) Respectful Educators, Capable Learners - Children’s Rights and Early Education, Paul Chapman
Pahl, K (1999) Transformations – Children - Meaning Making Nursery Education , Stoke on Trent: Trentham
Pascal, C. and Bertram, T. (1997) Effective Early Learning: Case Studies in Improvement, Hodder & Stoughton
Penn, H (1997) Comparing Nurseries – Staff and Children in Italy, Spain and the UK, Chapman
Penn, H (Ed) (2000) Early Childhood Services , Buckingham: OUP
Pugh G, De’Ath E & Smith C (1994) Confident Parents, Confident Children, NCB
Pugh, G. (Ed) (1996) Contemporary Issues in the Early Years (2nd edition) London: Paul Chapman
QCA/DfEE (2000) Curriculum guidance for the foundation stage, London: HMSO
Robson S & Smedley S (eds) (1996) Education in Early Childhood, Fulton
Rodd, J (1998 – 2nd Ed.) Leadership in Early Childhood, Buckingham, OUP
Rodger, R (1999) Planning an Appropriate Curriculum for the Under Fives, London, Fulton
Roffey, S (2000) Special Needs in the Early Years , London Fulton
Sayeed, Z & Guerin, E (2000) Early Years Play – A Happy Medium for Assessment and Intervention, London, Fulton
Sayeed, Z. (2000) Early Years Play: a happy medium for assessment and intervention London: Fulton
SCAA (1996) Baseline Assessment. Draft Proposals London: SCAA
SCAA (2000) Curriculum Guidance for the Foundation Stage London: QCA
Siraj Blatchford, I & Clarke, P (2000) Supporting Identity, Diversity and Language in the Early Years, OUP
Siraj Blatchford, I (1994) The Early Years – Laying the Foundation for Racial Equality, Trentham
Siraj Blatchford, I (Ed) (1998) A Curriculum Development Handbook for Early Childhood Educators, Trentham
Smith, K. (1994) ‘Play and the uses of play’ in Moyles, J. (ed) The Excellence of Play Buckingham: Open University Press
Soto, L. (2000) The Politics of Early Childhood Education, Oxford: Peter Land
Spencer, C & Schnelling, K (1998) Handbook for Pre-School SEN Provision, London, Fulton
Taylor J & Woods M (eds) (1998) Early Childhood Studies: An Holistic Introduction, Arnold
Whitbread D (1996) Teaching and Learning in the Early Years, London: Routledge
Wolfendale, S (1997) Meeting Special Needs in the Early Years, London:Fulton
Wood, E. And Attfield, J. (1996) Play, Learning and the Early Childhood Curriculum, London: Paull Chapman, Chapter 6 ‘The Role of the Educator in Children’s Play’
Wood, L. (1997) Play: Future Directions, Early Years 17 (2) pp. 28-33
Froebel
Courtehope-Bowen, H. (1893) ‘The kindergarten – the general features of its processes: gifts and occupations’ Froebel and Education by Self-Activity London: Heinemann, Ch. VII
Courtehope-Bowen, H. (1893) Froebel and Education by Self-Activity London: William Heinneman accessible at: http://wordsworth.roehampton.ac.uk/digital/froarc/index/asp
Curtis, S. and Boultwood, M. (1953) A Short History of Educational Ideas London: University Tutorial Press p. 368-381
Froebel, F. (1899) Friedrich Froebel’s Education by Development. The second part of the pedagogies of the kindergarten (trans. J. Jarvis) London: Edward Arnold
accessible at: http://wordsworth.roehampton.ac.uk/digital/froarc/index/asp
Froebel, F. (1912) Froebel’s Chief Writings on Education (trans. S. Fletcher and J. Welton) London: Arnold accessible at: http://wordsworth.roehampton.ac.uk/digital/froarc/index/asp
Froebel, F. (1968) ‘Man in the earliest period of childhood’ Education of Man Bath: Chivers, Section II
Liebschner, J. (1991) Foundations of progressive education : the history of the National Froebel Society, Cambridge : Lutterworth
Liebschner, J. (1992) A child's work : freedom and practice in Froebel's educational theory and practice, Cambridge : Lutterworth
Hughes, J. (1897) ‘The harmony between control and spontaneity’ Froebel’s educational laws for all teachers London: Appleton, Ch. VI
Hughes, J. (1987) ‘Forbel’s Fundamental Law: Unity or Inner Connection’ Froebel’s Educational Laws for all Teachers New York: Appleton
Hughes, J. (1987) ‘The Distinctive Characteristics of Froebel’s System’ Froebel’s Educational Laws for all Teachers New York: Appleton
Rusk, R. (1962) The Doctrines of the Great Educators London: Holt Rinehart Wilson Ch. XI
White, J. (1907) The Educational Ideas of Froebel London: University Tutorial Press accessible at: http://wordsworth.roehampton.ac.uk/digital/froarc/index/asp
Woodham-Smith, P. (ed) (1952) Friedrich Froebel and English Education London: University of London Press
Steiner
Childs, G. (1992) Steiner Education in Theory and Practice: a guide to Rudolph Steiner’s educational principles Edinburgh: Floris Press
Childs, G. (1996) Rudolph Steiner: his life and work London: Steiner Books
Oldfield, L. (2001) Free to Learn: introducing Steiner Waldorf Early Childhood Education London: Hawthorn Press
Steiner, R. (1926) The Essentials of Education: five lectures delivered during the Educational Conference at the Waldorf School, 8-12 April 1924 London: Rudolph Steiner Press
Steiner, R. (1927) The Education of the Child in the Light of Anthroposphy London: Rudolph Steiner Press
Steiner, R. (1969) Education as a Social Problem: six lectures by Rudolph Steiner, Dornach August 9-17, 1919 NewYork: Anthroposophic Press
Pestalozzi
Compayre, G. (1908) Pestalozzi and Elementary Education London: Harrap accessible at: http://wordsworth.roehampton.ac.uk/digital/froarc/index/asp
de Guimps, R. (1900) ‘Pestalozzi’s elementary method’ Life of Pestalozzi (2nd Edition) London: Swan Sonnenschein Ltd. Ch. XXI
de Guimps, R. (1890) Pestalozzi. His Life and Work London: Swann Sonnerschein accessible at: http://wordsworth.roehampton.ac.uk/digital/froarc/index/asp
Green, J. A. (1905) The Educational Ideas of Pestalozzi London: DB Clive
Holman, H. (1908) Pestalozzi. An Account of his life and work London: Longmans
Pestalozzi, J. H. (1827) Letters on Early Education: Addressed to J. P. Graves esq. By Pestalozzi London: Sherwood, Gilbert and Piper
Pestalozzi, J. H. (1894) ‘An Account of the method’ How Gertrude Teaches her Children London: Allen and Unwin, Appendix
Pestalozzi, J. H. (1894) How Gertrude Teaches her Children: an attempt to help mothers to teach their children and an account of the method (trans. C.W. Bardeen) London: Swann Sonnerschein accessible at: http://wordsworth.roehampton.ac.uk/digital/froarc/index/asp
Pestalozzi, J. H. (1898) Letters on Early Education. Addressed to J.P. Greaves Esq. New York: C.W. Bardeen accessible at: http://wordsworth.roehampton.ac.uk/digital/froarc/index/asp
Pestalozzi, J. H. (1907) Leonard and Gertrude Boston: Heath
Pestalozzi, J. H. (1918) The Education of Man: Aphorisms New York: Philosophical Library
Pinloche, A. (1902) Pestalozzi and the Foundations of the Modern Elementary School London: William Heinemann
Ricks, G. (1893) Object Lessons and How to Give Them London: Isbister & Co. accessible at: http://wordsworth.roehampton.ac.uk/digital/froarc/index/asp
Rusk, R. (1965) Doctrines of the Great Educators London: Holt Rinehart Wilson Ch IX
Malaguzzi
Abbott, L & Nutbrown, C. (2001) Experiencing Reggio Emilia: implications for pre-school provision, Buckingham: Open University Press
Dahmberg, G. (2000) ‘Eveything is beginning and everything is dangerous: some reflections on the Reggio Emilia experience’ in Penn, H. (Ed) Early Childhood Services , Buckingham: OUP
Edwards, C.Gandini, L. & Forman, G. (1998) The Hundreed languages of Children: The Reggio Emilia Approach – Advanced Reflections, London: Ablex Publishing Corporation
Rinaldi, C. (2006) In Dialogue with Reggio Emilia: Listening, researching and learning, London: Routledge
Soler, J. & Miller, L. (2003) ‘The Struggle for Early Childhood Curricula: a
comparison of the English Foundation Stage Curriculum, Te Wha¨riki and Reggio Emilia’, International Journal of Early Years Education, 11 ( 1), pp.57-67
Marx & education
(n.b., there are hundreds of titles in the library on Marx: most make no reference to the relationship of his theory to education, here are a few which do)
Allman, P. (1999) Revolutionary Social Transformation: Democratic Hopes, Political Possibilities andCritical Education (Westport, Connecticut: Bergin & Garvey).
Allman, P. (2001) Critical Education Against Global Capitalism: Karl Marx and Revolutionary Critical Education (Westport, Connecticut: Bergin & Garvey).
Allman, P. (2007) On Marx, Rotterdam: Sense Publishers
Cole, M., Hill D., McLaren, P. & Rikowski G. (2001), Red Chalk: On Schooling, Capitalism and Politics (Brighton: Institute for Education Policy Studies).
Cole, M. (2008) Marxism and Educational Theory: Origins and Issues, London: Routledge
Hill D. , McLaren, P., & Rikowski, G. (Eds.) (2001) Marxism Against Postmodernism in Educational Theory (Lanham, ML: Lexington Books).
Rikowski, G. (2001a) The Importance of Being a Radical Educator in Capitalism Today, a Guest Lecture in the Sociology of Education, The Gillian Rose Room, Department of Sociology, University of Warwick, Coventry, 24th May. Available with lots of other work by similar authors at http://www.ieps.org.uk/
Rikowski, G. (2001b) ‘Fuel for the Living Fire: Labour-Power!’ in: Dinerstein, A. & Neary, M. (Eds.) The Labour Debate: An investigation into the theory and reality of capitalist work (Aldershot: Ashgate).
Rikowski , G., Green, A., & Raduntz, H. (Eds.) (2008) Renewing Dialogues in Marxism and Education, London, Palgrave Macmillan
Soto, L. (2000) The Politics of Early Childhood Education, Oxford: Peter Lang
Small, R. (2005) Marx and Education, Aldershot: Ashgate
Foucault & education
(n.b., again, there are many books on Foucault in the library – look out for these which refer to an application of his theory to early years education)
Baker, B. & Heyning, K. (Eds.) (2004) Dangerous coagulations? : the uses of Foucault in the study of education, New York : P. Lang
Holligan, C. (2000) ‘Discipline and Normalization in the nursery: the Foucaultian gaze’ in Penn, H (Ed) Early Childhood Services , Buckingham: OUP
Macnaughton, G. (2005) Doing Foucault in Early Childhood Studies: Applying poststructural ideas, London: Routledge
Fenecha, M., Sumsion, J. & Goodfellow, J. (2008) ‘Regulation and risk: early childhood education and care services as sites where the ‘laugh of Foucault’ resounds’, Journal of Education Policy, 23 (1) 35–48
Weber
Giddens, A. (1971) Capitalism and modern social theory : an analysis of the writings of Marx, Durkheim and Max Weber, Cambridge : Cambridge University Press
Giddens, A. (1972) Politics & Sociology in the Thought of Max Weber, Londo: Macmillan
Morrison, K. (1995) Marx, Durkheim, Weber: formations of modern social thought, London : Sage
Weber, M. (1930) The Protestant ethic and the spirit of capitalism, London : Allen & Unwin
Weber, M. (1947) The theory of social and economic organization, London: Free Press
Weber, M. (1962) Basic Concepts in Sociology, London : Peter Owen
Weber, M. (1979) General economic history, New Brunswick, N.J : Transaction Books
Weber, M (1991) From Max Weber: Essays in Sociology, Second Edition, London : Routledge
Weber, M. (1994) Political Writings, Cambridge: Cambridge University Press
