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新香港六合彩开奖结果Module Catalogue

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Theoretical perspectives of children's learning and development (LCLL0117)

Key information

Faculty
IOE
Teaching department
Learning and Leadership
Credit value
15
Restrictions
N/A
Timetable

Alternative credit options

There are no alternative credit options available for this module.

Description

This module is an introduction to theoretical perspectives of how children learn and develop from birth through to eight years. By introducing students to diverse historical and contemporary perspectives about children鈥檚 learning and development, this module aims to provide students with an in-depth and systematic knowledge of competing views and their unique implications for early childhood education. Topics will include but are not limited to - historical perspectives of learning and development, sociological perspectives, psychological perspectives, social justice perspectives, children鈥檚 rights perspectives, the construction of knowledge, behaviourism, global perspectives, and relationships between theory and practice.

Module deliveries for 2024/25 academic year

Intended teaching term: Term 1 听听听 Undergraduate (FHEQ Level 4)

Teaching and assessment

Mode of study
In person
Methods of assessment
70% Coursework
30% Other form of assessment
Mark scheme
Numeric Marks

Other information

Number of students on module in previous year
0
Module leader
Dr Diana Dos Santos Sousa
Who to contact for more information
ioe.ba.earlychildhood@ucl.ac.uk

Last updated

This module description was last updated on 8th April 2024.

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Important information

The catalogue has been updated with key information about the modules that will run during the 2024/25 academic session. Current and prospective students can browse through the catalogue to consider possible module choices for the coming year.

Please note,听information in the catalogue is听subject to change as teaching and assessment arrangements for 2024/25 may need to be adjusted in line with the University's Feedback and Assessment principles and operating model.

Centrally managed exam durations will be provided on students' individual exam timetables. Arrangements for locally managed exams and in-class activity will be confirmed by the teaching department for the module.

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