Postgraduate Diploma in the Foundation Phase

The course offers a unique opportunity for those interested in the learning processes of young children. Students will be encouraged to take a critical approach to theories and beliefs about children’s learning and to consider the role of adults in that learning. The course will focus throughout on the remarkable nature of children’s learning: what they learn, how they learn, why they learn. It will provide a broad overview, with depth in some aspects of the learning and developing child, and will consider more recent research and its impact on educational practice.

The course is offered part time over 4 years with some distance learning possible.

Programme Specification

The main educational aims of the programme are to enable students to acquire:

a comprehensive insight into theories about children’s learning;
a thorough understanding of the significance of play in the development of young children;
a critical understanding of the contexts of young children’s lives that impact on their well being and life chances;
analytical expertise in issues concerning young children, for the enhancement of research, policy and practice;
a critical appreciation of the complexity of the relationship between the growing and learning child and her environment, her relationships, her genetic make-up and her cultural context;
a critical appreciation of the importance of a multi-disciplinary and inter-disciplinary approach to understanding children’s needs and the delivery of children’s educational services;
a thorough understanding of complex issues relating to quality in early years provision;
an in-depth understanding of the nature of the educational, social, political, and cultural issues that impact on quality provision for young children;
practical and innovative approaches to planning for learning and observing children’s learning, within the context of the seven areas of learning;
an inquisitive and critical mindset and a positive approach to the challenges of change and the importance of being constantly ready and responsive to those challenges;
developing and enhanced confidence in their ability to be critical and reflective when relating theory into competent practice.

Programme Outcomes

On completion of the programme, students would be expected to demonstrate the following.

Subject Knowledge

Students would be expected to:

understand critically the conceptual underpinnings of ECS as a subject area, its historical origins, development and limitations;
demonstrate in-depth, systematic knowledge and consistently critical understanding of children and childhood nationally and globally, from philosophical, historical, psychological, sociological, cultural, educational, global, health, welfare, legal, political and economic perspectives;
demonstrate in-depth, systematic knowledge and consistently critical understanding of the areas of interest contributing to ECS across the core subject- specific skills areas, and how they interrelate.

This includes:

in-depth, systematic knowledge and consistently critical understanding of all aspects of significant policy and provision for children and families;
a critical working knowledge and understanding of pedagogical approaches for working with young children and families;
excellent knowledge of issues in relation to rights, diversity, equity and inclusion in relation to working with children and families;
excellent and explicit working knowledge of the methods required for systematic study and research relative to children and childhood;
in-depth and systematic knowledge of a range of research paradigms, research methods and measurement techniques, and awareness of their limitations.

Subject skills

Students would be expected to:

have a high-level ability to reason clearly, understand the role of evidence and make critical judgements about arguments relating to the subject area of ECS;
have a high-level ability to adopt multiple perspectives in relation to early childhood and systematically analyse the relationships between them;
have a high-level ability to reflect upon a range of philosophical, historical, psychological, sociological, cultural, health, welfare, legal, political and economic perspectives and consider how these underpin different understandings of children and childhood;
have a high-level ability to analyse and evaluate competing positions in relation to the construction of children and childhood by different subject disciplines, societal agents and time, place and culture;
have a high-level ability to analyse and constructively critique theories and research in the area of child development;
have a highly developed ability to plan for the curriculum, assessment, evaluation and improvement of creative learning opportunities, taking account of young children's health and emotional well-being;
have a highly developed ability to plan for meeting and promoting children's health, welfare and safety needs, and the conditions that enable them to flourish;
have a highly developed ability to explore critically the links between ethics, politics, culture and ideology in children's lives;
have a highly developed ability to pose, operationalise and critique research questions, and demonstrate competence in research skills related to early childhood through practical and theoretical activities;
have highly developed skills of observation and analysis in relation to aspects of children's lives;
have a high-level ability to reflect upon the ethics of studying children and their families;
be aware of the complexity of ethical principles and issues and demonstrate and apply this in relation to personal study, particularly with regard to the research project;
have a highly developed ability to recognise and challenge inequalities in society and to embrace an anti-bias curriculum.

Generic skills

Students would be expected to:

communicate ideas and research findings effectively, clearly and fluently by written, oral and visual means;
present a wide range of theoretical positions and offer a well-informed and insightful point of view;
interpret and use numerical, and other forms of data, clearly, critically and securely;
present information to others in a variety of appropriate and innovative forms;
listen carefully to others and reflect critically and insightfully upon one's own, and on others', skills and views;
use a wide range of sources of information critically and with insight;
use sophisticated communication skills necessary to effectively converse, debate, negotiate, persuade and challenge the ideas of others;
be highly sensitive to, and react appropriately and thoughtfully to, contextual and interpersonal factors in groups and teams;
have considerable critical insight and confidence in leading and working collaboratively with others

Fees and bursaries

Fees are reviewed annually – Student Finance.

Further enquiries to the programme coordinator:

Siân Wyn Siencyn
s.w.siencyn@trinity-cm.ac.uk
or Faculty Office 01267 676686

This information is intended as a guide only. Please contact us to discuss the course.