MODULE SPECIFICATION FORM
Module Title:
Developing Literacy and Numeracy
Module code:
ECSF510
Existing/New:
5
Semester(s) in which to
be offered: Two
New
Originating Subject:
Module duration
(contact hours/
directed/directed
private study:
Level:
Title of module being
replaced (if any):
Education and Childhood
Studies
Notional 200 hours:
30 Direct Taught Time
30 Work-based Learning
80 Private Study
60 Directed Study
Percentage taught by Subjects other than
originating Subject (please name other
Subjects):
Programme(s) in which to be
offered: Foundation Degree
in Early Childhood, Care and
Education
Credit Value:
With effect
from:
20
Sept. 2011
ECSF 203 Literacy and Numeracy
Module
Leader:
Lynda Ellis
Status:
core/option/
elective
(identify
programme
where
appropriate)
:
Core Module
None
Pre-requisites per
programme (between levels):
Co-requisites per programme
(within a level):
None
None
Module Aims:
This module will enable students to:


Explore in detail the areas of communication, language and literacy, problem solving,
reasoning and numeracy in an Early Years’ curriculum.
Critically reflect upon children’s developmental needs, approaches to learning and
teaching, curricula requirements and meeting individual needs effectively in relation to
literacy and numeracy.
Expected Learning Outcomes
At the end of this module, students should be able to:
1. Investigate language development and the importance of effective communication
skills including issues relating to bilingualism and multilingualism.
2. Investigate the importance of numeracy skills relative to cognitive development in
young children.
3. Analyse and critically evaluate theoretical perspectives of cognitive and language
development and implications for overall development and learning in young children.
4. Develop and critically evaluate activities and experiences to support and facilitate
children’s learning relative to both literacy and numeracy skills within a
childcare/educational setting.
Transferable/Key Skills and other attributes:







Evaluation and reflection
Sharing ideas
Communication of ideas and different perspectives
Improving own Learning and Performance
Observation
Interpretation and analysis of information
Analytical and problem solving skills
Assessment: please indicate the type(s) of assessment (eg examination, oral, coursework,
project) and the weighting of each (%). Details of indicative assessment tasks must be
included.
1. Evaluate the delivery of literacy and numeracy within Early Years provision against
research and best practice. Provide a set of plans demonstrating the implementation
of both numeracy and literacy within the setting/classroom critically evaluated in light
of the above research.
Assessment
1
Learning
Outcomes
to be met
1, 2, 3, 4
Type of assessment
Report & plans
Weighting
Duration
(if exam)
100%
Word count
or equivalent
if appropriate
4000
Learning and Teaching Strategies:
This module is delivered through taught classroom sessions. This will involve working alone,
in groups, with peers, tutors and colleagues.
Sessions will comprise of the presentation of information, reading, practical activities and
discussion. Work-based learning and self-directed tasks form a large part of this module and
are used to inform the assessments and the materials used in the classroom or online.
Work-based learning:
During this module students will be expected carry out the following tasks within the workplace:



Reflect on current practice in light of learning from this module.
Observe and record numeracy and literacy skills being developed.
Review the planning of the setting/classroom with regard to literacy and numeracy.
Syllabus outline:
Below is an overview of the module syllabus in a rough order of delivery, please note that
each area may cover more than one session.
1. Communication, language and literacy development in young children, theoretical
perspectives and interrelationship with general and overall development.
2. Numeracy, mathematical and cognitive development in young children, theoretical
3.
4.
5.
6.
7.
8.
9.
perspectives and interrelationship with general and overall development.
Bilingualism and Multilingualism, English as an additional language (EAL) and other
related communication issues.
Factors affecting literacy and numeracy development including developmental delay
and learning difficulties.
Curricula requirements and guidance for literacy and numeracy within early years.
Strategies for supporting literacy and numeracy development.
Approaches to planning within early years.
Assessment of learning, reporting, recording and monitoring progress accurately.
Reflection upon the importance of having knowledge of children’s progress when
planning activities.
Bibliography
Essential reading:
Macleod Brundenell, I. and Kay, J. (2008), Advanced Early Years, Harlow: Heinnemann
Essential reading - Electronic Sources: (@ February 2010)
WAG - Early Years – Childcare Strategy for Wales - Flying Start - Foundation Phase –
http://wales.gov.uk/topics/educationandskills/policy_strategy_and_planning/104009wag/?lang=en
DCSF National Strategies EYFS http://nationalstrategies.standards.dcsf.gov.uk/earlyyears
Other indicative reading:
Anning, A. and Edwards, A. (2006), Promoting Children’s Learning from Birth to Five:
Developing the New Early Years’ Professional, Maidenhead, Open University Press.
Brock, A. and Rankin, C. (2008), Communication, Language and Literacy from Birth to Five.
London:Sage
Bruce, T. (2005), Early Childhood Education 3rd ed, London: Hodder Arnold
Bruce, T. and Spratt J. (2008), Essential s of Literacy from 0-7. London:Sage
Bradford, H. and Green, S. (2008), Communication, Language and Literacy in the Early
Years Foundation Stage, Oxon: Routledge
Browne, A. (2009), Developing Language and Literacy 3-8. London:Sage
Daley, M., Byers, E. and Taylor, W. (2006), Understanding Early Years Theory and Practice
Oxford: Heinemann.
Dukes, C. and Smith, M. (2007), Developing Pre-school Communication and Language.
London:Sage
Haylock, D. and Cockburn, A. D. (2008), Understanding Mathematics for Young Children.
London:Sage
Hughes, A.M. and Green, S. (2008), Problem Solving, Reasoning and Numeracy in the Early
Years Foundation Stage, Oxon: Routledge
Lynch, J. (2009). Preschool teachers' beliefs about children's print literacy development.
Early Years, Vol. 29(2), pp191-203.
Marsh, J. and Hallet, E. (2008), Desirable Literacies. London:Sage
Meggitt, C. (2006), Child Development: An Illustrated Guide, Oxon: Heinemann.
Nutbrown, C. (2006). Threads of Thinking. 3rdEd. London: Sage
Peer, L. and Reid, G. (2000), Multilingualism, Literacy and Dyslexia: A Challenge for
Educators, London: David Fulton Publishers
Whitehead, M.R. (2007), Developing Language and literacy with Young Children (0 – eight),
London Paul Chapman Publishing
Womack, D. (1988), Developing Mathematical and Scientific Thinking in Young Children,
London: Cassell Education
Journals:
Early Years Educator
Nursery World
Practical Pre-School
International Journal of Early Childhood
Early Childhood Research Quarterly
Electronic Sources: (@ February 2010)
DCSF Effective Provision of Pre-School Education (EPPE) project
http://www.dcsf.gov.uk/rsgateway/DB/RRP/u013144/index.shtml
Early Home Learning Matters / Learning to talk
http://earlyhomelearning.org.uk/learningToTalk
Early Years Experiences – Activities - Ideas
http://www.bigeyedowl.co.uk/roleplay.htm
Family and Parenting Institute http://www.familyandparenting.org
Lang. Dev. in children with Down Syndrome http://www.down-syndrome.org/reviews/5/
National Children’s Bureau http://www.ncb.org.uk/
National Literacy Trust http://www.literacytrust.org.uk/
‘Nrich’ maths organisation http://nrich.maths.org/2485
Open Eye http://openeyecampaign.wordpress.com/