International Master in. Early Childhood Education and Care

Transcription

1 Course plan for 2013 and 2014 edition. Last updated International Master in Early Childhood Education and Care OFFERED IN COOPERATION BETWEEN: DUBLIN INSTITUTE OF TECHNOLOGY (IRELAND) OSLO AND AKERSHUS UNIVERSITY COLLEGE OF APPLIED SCIENCES (NORWAY) UNIVERSITY OF GOTHENBURG (SWEDEN) UNIVERSITY OF MALTA (MALTA)

2 PROGRAMME AND COURSE OUTLINE 1 Introduction IMEC is offered in cooperation between Oslo and Akershus University College of Applied Sciences (Norway), University of Malta (Malta), Dublin Institute of Technology (Ireland) and University of Gothenburg (Sweden). International Master in Early Childhood Education and Care (IMEC) is a two-year fulltime course (120 ECTS). The students will follow a given structure, spending the first semester in Oslo, the second in Dublin and the third in Malta. The fourth semester the students will be divided between the four institutions. 1.1 Background and rationale for the programme Throughout the different EU member countries and the EU as a whole there is today a climate of unprecedented attention to provisions and services for young children (0-8). The political agenda is not only determined by questions of ensuring broad access to these services (as outlined in the Barcelona targets), but the past decade has also seen an emerging discussion on equal opportunities for all EUcitizens. This has linked the debate to issues of the economy and the labour market (accessibility, mobility) as well as to issues of children s rights, citizenship and therefore to the process of defining what the European Constitution should mean in more practical terms.. Early childhood education and care has, from its very roots in the late 18 th century, been a field of cross-national development. Pedagogues like Froebel, Oberlin, Owen, and Montessori have been influential in many countries from the very beginning and the concept of early education and care which today is widely accepted throughout the world, is a genuine European invention. But although there is a rich European heritage in this area, this heritage is now at risk of getting lost in the various local contexts, due to the lack of a forum to further develop the European dimensions in the field. There is a need for an integrated European approach to early childhood education and care (ECEC), regarding its practices, theories, critical themes and research, especially because of the great diversity in forms of provision and approaches to professional development. The European Union has agreed to significantly strengthen the provision for children from birth to the age of three. From a European perspective of educational research and professional development this decision implies among other things, a need to address the balance between education and care, especially the educative nature of care. From a perspective of European policy and citizenship, on the other hand, one of the implications of this decision is the need to explore ways of enabling very young children s participation. 1.2 What does the course qualify for? The course qualifies for teaching, research and leadership within the educational sector and for work involving early childhood educational issues in public or private institutions. Potential professional or academic careers are decision-making and policy making functions in public administration bodies such as ministries and municipalities, leading positions within child care and primary school systems, social service, develop bachelor programmes in early childhood education and care (ECEC) in target countries, teach bachelor programmes in ECEC, work with children s rights organizations, carry out research consulting assignments (mostly for NGOs). 2

3 1.3 Target groups The target groups are teachers, pedagogues, educators, counselors, leaders or other groups who work with education and development issues in early childhood education institutions and primary school, within central or local government or in private enterprises. 1.4 Academic Degree On successful completion of International Master in Early Childhood Education and Care, the students will be awarded a joint Master degree in Early Childhood Education and Care. (120 ECTS credits) signed and recognized by all four partners: Oslo and Akershus University College of Applied Sciences (Norway), Dublin Institute of Technology (Ireland), University of Malta (Malta) and University of Gothenburg (Sweden). 1.5 Admission In addition to the regulations regarding admission to Master s programmes at Oslo and Akershus University College of Applied Sciences, the following apply to the Master s programme in International Early Childhood Education and Care: Bachelor degree in early childhood education and care or a bachelor degree with significant relevance to early childhood education. If the bachelor degree is from a non-european university, it must be based on no less than 3 years of study beyond Norwegian matriculation level. The average mark for the bachelor degree and the relevant subjects must be C or better in the Norwegian grading system. Sufficient command of written and oral English. Students from non-english speaking countries must provide documentation of English skills in the form of results from official tests (TOEFL, IELTS etc) Computer knowledge and skills Relevant experience must be in early childhood education and care and could be for instance from pre-school/early childhood education institutions, government agencies and Non- Governmental Organisations (NGOs) or equivalent work, according to qualifications. For more specific information on admission and admission criteria, please consult the IMEC web page at: The final selection of students to IMEC is made by the IMEC Selection Committee, which consists of representatives from all four partner institutions. 2 Programme aim and objectives The aim of the programme is to integrate research, professional development and awareness and knowledge of key policy issues at an advanced level by increasing mobility, shared learning and thinking, thus contributing to achieve the goal of a unified teaching, learning and research environment, strengthening the Bologna process. 3

4 2.1 Learning outcome By the end of the programme students will: - Be able to undertake professional reflection, - Have achieved independence regarding academic decisions and discursive positioning, - Have achieved an enriched perspective on children and childhoods, - Have achieved a higher level of academic understanding of the professions of early childhood education and care across borders and across time and place, - Have achieved proficiency in critical analysis and research, - Have achieved improved personal articulation, in both spoken and written language, English as well as their respective mother tongue - Have improved their ability to initiate changing professional practices, policies and research. 3 Organization of the programme: Working methods and approaches 3.1 How the study programme is organized - The Master s programme is organized as a two year fulltime course. - The language of instruction is English. - All modules are offered once a year only. - Candidates must pass all modules in the programme before they can have their final master thesis assessed. First semester (August December): - The teaching of module 1, 2 and 3 will take place at Oslo and Akershus University College of Applied Sciences. University of Gothenburg will be responsible for delivering module 2, Play and learning. The teaching will however take place at Oslo and Akershus University College of Applied Sciences. - A study trip to University of Gothenburg is mandatory and will be conducted during the first semester. Second semester (January June): - The teaching of module 4, 5 and 6 will take place at Dublin Institute of Technology. Third semester (August December): - The teaching of module 7 and 8 will take place at the University of Malta. - A project proposal for the Master s thesis has to be presented. - Seminars on how to develop a project proposal will be organized. - Students will be given a supervisor during December. Fourth semester (January June): - Will be spent at any of the four institutions in the consortium. - The fourth semester will focus on the thesis work under the guidance of the appointed supervisor. - Specific literature which supports the rationale for the thesis and the methods adopted should be selected in consultation with and subject to the approval of the main supervisor. 4

5 3.2 Working methods and approaches The Master s course programme will emphasize student independence and participation. There will be a variety of working methods including lectures, guest lectures, seminars, large and small group discussions, individual guidance as well as work on the written assignments and the thesis. It is emphasized that the working methods in the study programme will be characterized by dialogue and discussion, utilizing the various forms of practical experience and the professional backgrounds the students bring into the course.. The Master s thesis will be presented as part of a Master s seminar where the Master students present and discuss their work on the Master s thesis. Emphasis is also given to presenting research outside of the Master s environment, for instance to other staff and students at their individual institutions. A central aim of the programme is to make students aware of their prior and current knowledge base. Students will be stimulated to be open to new fields of knowledge. By challenging students to utilize their experiences, by using various theoretical frames of reference and by placing perspectives in new contexts, the programme will emphasize, contribute to and strengthen the value of an interdisciplinary perspective. The interdisciplinary nature of the programme will improve the students ability to see a specific theme from a wider, more comprehensive academic perspective. 4 Assessment 4.1 Work requirements Compulsory work Obligatory attendance in all lectures, seminars and study visits Obligatory attendance on placements /internships Completion of course in academic writing Writing of a research proposal as preparation for the Master s thesis All module exams must be passed before the student can have their master thesis assessed. 4.2 Formal exam Students will normally be expected to comply with the regulations and procedures of the institution where they follow the required IMEC modules and sit for examinations in a given semester. They will be provided with the same academic resources and support services available to all students at that institution. Exams Module 1: Individual paper Module 2: Individual paper and oral examination in group. Module 3: Individual paper and oral presentation in group Module 4: Peer review and critique of the actual research proposal Module 5: Paper Module 6: Presentations Module 7: Presentations Module 8: Paper 5

6 4.3 New or postponed exam The appeals policy and procedures in relating to modules, assessment and practical matters at each individual institution are subject to national and institutional regulations at the institution responsible for the module. In the case of resit examinations, each of the cooperating institutions should be prepared to arrange for the examination to be retaken at their institution. The institution responsible for the module in question is still responsible for preparing exam and other assessment questions for the examination of the outstanding module. The institution responsible for the module covers the costs, including remuneration, travel and accommodation, of the examiner. 5 Content and structure of the course The Master s programme consists of 9 modules ensuring common academic understanding while allowing for specialization and in-depth studies: Module Theme ECTS credits Semester 1 The Evolution of Early Childhood Research Practices and Policies semester 2 Play and learning 10 3 Aesthetics of Children s culture 10 4 Research Methodologies 10 5 Perspectives on Childhoods and semester Children in Contemporary Europe 6 Addressing Diversity and Equality 10 7 Professional Reflection semester 8 Questioning Curriculum and 10 Critical Issues 9 Master s thesis and 4. semester Modules 1-8 are common for all students. Module 9 is the Master s thesis. A master thesis handbook is developed. It provides the students with the formalities of the dissertation. The modules can be organized into smaller course units. All modules are taught in English. 5.2 Module 1: The Evolution of Early Childhood Research Practices and Policies (10 ECTS credits) Learning outcomes On successful completion of this module students should be able to: Understand the interdependence of the historical and the contemporary in ECEC; Explore critically and interrogate the dilemmas that arise across research, policies and practice; 6

7 Analyse and interpret the discourses evident in the research journals in order to identify patterns and trends over time. Content This course examines historical perspectives of the constructions of European and international early childhood research and practice and relates them to contemporary thinking and political and social discourse about early childhood. Each country has developed particular histories and constructs which have evolved from their on-going interpretations of the work of early childhood philosophers and pioneers. This module provides an opportunity to interrogate and re-interpret those histories and constructs towards a shared understanding at the European level. This will be achieved by engaging in critical analysis, exploring conflicts and establishing links reflected in the range of research practices and theories taken up by different countries within Europe. Structure The methods of delivery will be lectures, interactive and discursive drawing on journal research, analysis of reports and other national documents and an examination of selected research-based publications. Students are also expected to attend study visits to various ECE settings and other relevant agencies. A number of placement visits to kindergartens are mandatory. Work requirements Active participation during the lectures and seminars is expected. Also a minimum of 80 % attendance is required of all students for each individual module. This attendance requirement must be fulfilled to be allowed to sit for the exam in each module. Students who have not met the attendance requirements must compensate for their absence to have the right to sit for the exam. Compensation for absence above the maximum limit will be a written assignment which will include the themes and syllabus literature that was covered during the student s absence. Assessment Individual paper and individual presentation. Students will prepare and present a written review of journal articles and primary sources over different agreed periods of time to map out historical developments. On completion students will be assessed on their: breadth and depth of subject knowledge and awareness of the history and context of that knowledge, critical analysis of relevant texts, fields of knowledge, concepts and the ability to engage in critical debate through discursive argument, skills of investigation, research and critical enquiry, skills of critical argument and presentation in appropriate academic forms. Grading scale: Pass/ fail. To be assessed by an internal examiner. 7

8 5.1 Module 2: Play and learning (10 ECTS credits) Learning outcomes On successful completion of this module students should be able to: Give an account of the historical roots of play in early childhood education; Identify play theories and theories of learning and the concepts of play and learning that inform current thinking in early childhood education and care; Explain the importance of play, and learning through play, together with an understanding of the interrelatedness between play and learning; Analyse critically curricular frameworks and their implementation with regard to play and learning, children's perspectives and the roles of professionals; Observe, analyse and report on children's play and children's learning through play in relation to curricular frameworks; Demonstrate an understanding of the dynamic relationship between culture, gender and play; Reflect on the integration of play and learning and the implications for practice and research. Content Historically play has been, and still is, an essential and fundamental part of early childhood education and care throughout Europe and beyond. This module provides an in-depth exploration of play and learning to allow students to problematise and critically reflect on the relationship between play and learning in early childhood settings. Key issues in current research will be addressed and implications for practice and future research will be examined. The overall aim of this module is to challenge students' knowledge and understanding of the importance, ambiguities and rhetoric of play and the complex interrelatedness between play and learning for both children and professionals. Structure Literature studies will be combined with lectures, seminars, study visits to early childhood settings and student teamwork. Work requirements Active participation during the lectures and seminars is expected, a minimum of 80 % attendance is required of all students for each individual module. This attendance requirement must be fulfilled to be allowed to sit for the exam in each module. Students who have not met the attendance requirements must compensate for their absence to have the right to sit for the exam. Compensation for absence above the maximum limit will be a written assignment which will include the themes and syllabus literature that were covered during the student s absence. Assessment Individual paper 3000 words and oral examination in group. On completion students will be assessed on their: awareness of the application of theoretical constructs to practice, 8

9 knowledge and understanding of curriculum frameworks, level of critical awareness and analysis of the relationship between culture, gender and play, ability to evaluate practice and the influence on play and learning. Date of submission to be announced at the start of the term. Grading scale: Pass/ fail. To be assessed by internal examiner/s. 5.3 Module 3: Aesthetics of Children s Culture (10 ECTS credits) Learning outcome On successful completion of this module students should be able to: Engage critically with studies in child-culture and children's culture from an aesthetic perspective; Explore notions of child-culture/children's culture - spaces, actions, words, and their inherent value for children; Communicate their understanding of aesthetics in children's everyday life; in the early childhood curriculum; in the arts for children and in media for children; Display awareness of and sensitivity to children's creativity and the importance of participatory decision making as a pedagogical process from both child and adult perspectives; Reflect on their own aesthetic skills, values and practice and how these are reflected in their interaction with children as well as the environments created for children. Content The course will support students to interact reciprocally, or to investigate reciprocal interaction, with children in early childhood education and care settings and schools, based on individually developed aesthetic methods. In this module, students will investigate and interrogate: the notion of child culture/children's culture in relation to wider notions of culture, the meaning of aesthetics in children's everyday life, in the curriculum, in the arts and in modern media the relationship between creativity in young children and opportunities open to them for free play, exploration and imaginative play. Structure Literature studies will be combined with lectures, seminars and student teamwork. Work requirements Active participation during the lectures and seminars is expected. Also a minimum of 80 % attendance is required of all students for each individual module. This attendance requirement must be fulfilled to be allowed to sit for the exam in each module. Students who have not met the attendance requirements must compensate for their absence to have the right to sit for the exam. 9

10 Compensation for absence above the maximum limit will be a written assignment which will include the themes and syllabus literature that were covered during the student s absence. Assessment Individual paper: words and practical work in groups. On completion students will be assessed on their: skills of independent enquiry and originality presentation of in-depth knowledge of the child-culture/ children's culture dimensions critical evaluation of their investigation use of a range of national and international paper and electronic sources Grading scale: Pass/ fail. To be assessed by an internal examiner. 5.4 Module 4: Research Methodologies (10 ECTS credits) Learning outcome On completion of this module students will be competent in: The design and execution of research; The application of appropriate methodologies reflecting in their work an understanding of the ethics of research in this field. On successful completion of this module students should be able to: Recognize and articulate the relationship between theory and research in early childhood care and education; Identify the different research paradigms applicable in childhood research; Communicate familiarity with various research methods; Evaluate and select appropriate research design and methods for use in early childhood education and care research; Describe the research process and the process of writing a post-graduate dissertation; Illustrate an understanding of the ethical issues particular to research in early childhood; Formulate research objectives and questions for the dissertation proposal. Content The purpose of the Research Methodologies module is to develop students understanding of, and a capacity to critically appraise, develop and apply research skills, methods and design in the field of early childhood education and care. The module seeks to furnish students with the skills to critically read, reflect on and interpret texts using paper based and electronic resources. Methodological and epistemological issues related to both quantitative and qualitative research will be explored and applications of different methods will be discussed. 10

11 The module will provide students with the strong foundation necessary to proceed on to conducting their own academic research. A primary aim of this module is to develop in students an ethical and respectful approach to research with children which reflects an understanding of their position as both subjects and contributors to research. Structure This module comprises of lectures, guided study, independent study, online contact and tutorial contact hours. The module will employ a variety of online learning and teaching methods to include lectures, group discussions, group presentations, seminars and independent learning. Work requirements Active participation during the lectures and seminars is expected. Also a minimum of 80 % attendance is required of all students for each individual module. This attendance requirement must be fulfilled to be allowed to sit for the exam in each module. Students who have not met the attendance requirements must compensate for their absence to have the right to sit for the exam. Compensation for absence above the maximum limit will be a written assignment which will include the themes and syllabus literature that were covered during the student s absence. Assessment This module will be assessed against the Learning Outcomes through a series of formative assessments over the semester, including peer review and critique. A final research assignment the actual research proposal - will be used to assess the research skills and understanding of the students. On completion students will be assessed on their: level of independent enquiry and originality of the overall project, level of appropriate selection of research design and methods, presentation of argument in a logical, comprehensive and critical manner, demonstrated awareness of the ethical issues involved in researching children's lives, demonstrated evidence of appropriate use of data analysis techniques, use of a range of national and international paper and electronic sources, quality of writing, clarity and style of expression, layout and presentation, absence of basic errors. Grading scale: Pass/ fail. To be assessed by an internal examiner. 11

12 5.5 Module 5: Perspectives on Childhoods and Children in Contemporary Europe (10 ECTS credits) Learning outcome Students will become aware of and develop critical reflection concerning: Perspectives on childhoods and children; Communication of ideas regarding children s rights, sociology of childhood, subjectivity and agency, intersubjectivity and communication. Students should be able to: Communicate a knowledge base which includes contemporary documentation regarding children s rights; Display an understanding of childhoods of difference; Theorize clearly regarding children s relationships and friendships; Discuss insights regarding children s perspectives and actions; Clearly report on ethical aspects in research, policy and institutions; Write knowledgably regarding children s intersubjectivity and communication. Content Notions of children and childhoods are changing, both on a global level and in national contexts. Theoretically there has been a paradigmatic shift in views on children and learning. To respond effectively to such developments students need to become familiar with and reflect on newer sociological perspectives on childhoods and children s lives, both in early childhood institutions and increasingly diverse societies. Key issues informing this module include: Children s rights on an international level and in local contexts; Sociology of childhood focusing on children s lives in social settings, groups and institutions; Children as subjects and agents in their own lives; Conceptualizing children s intersubjectivity and communication from a relational and dialogical perspective. Structure The module will employ a variety of teaching methods such as lectures, literature and text based studies. Discussions will be the basis for the course. Work requirements Active participation during the lectures and seminars is expected. Also a minimum of 80 % attendance is required of all students for each individual module. This attendance requirement must be fulfilled to be allowed to sit for the exam in each module. Students who have not met the attendance requirements must compensate for their absence to have the right to sit for the exam. Compensation for absence above the maximum limit will be a written assignment which will include the themes and syllabus literature that were covered during the student s absence. 12

13 Assessment Students' will be assessed through a 3,000 word written assignment. On completion students will be assessed on their: breadth and depth of subject knowledge, awareness of the context of that knowledge, critical analysis of relevant texts, fields of knowledge, concepts, skills of investigation, research and critical enquiry. Grading scale: Pass/ fail. To be assessed by internal examiner/s. 5.6 Module 6: Addressing Diversity and Equality (10 ECTS credits) Learning outcome The aim of this module is to explore concepts of diversity and equality and their implications for policy and practice, research and professional development in early childhood education and care. By the end of the module, students should be able to: Exhibit a broad understanding of diversity as a constituting element of society; Communicate knowledge about conceptualizations of diversity, equality, social inclusion and their implications for early childhood; Critically reflect on practices and approaches to diversity in early childhood settings; Present a professional attitude valuing diversity and promoting children s rights and social justice; Adapt and/or modify current practice to promote children s rights and social justice. Content Starting with questions like What is diversity?, How is it constructed and represented in social and cultural contexts? and What are adults and children s perceptions of diversity?, students will critically reflect on the philosophical, political, historical and social notions of diversity and equality. This will be achieved by examining: The notions of diversity and equality as concepts applied to others; Power relations in society; The dilemma of individualism and universalism in contemporary society; Economic advantage and disadvantage; Marginalization of particular groups in society; Implications for promoting equality; The value of diversity in the process of constructing equality. In the light of this analysis, students will be encouraged to question existing pedagogical, administrative and policy-making practices. Consequently, they should be able to develop transformative approaches, which promote children s rights, equality and inclusion. 13

14 Structure This module comprises lectures, guided study, independent study, and local tutorial contact hours. Methods will include working directly with texts; taking part in discussions; student presentations based on observations, small-scale research and/or practical experiences. Work requirements Active participation during the lectures and seminars is expected. Also a minimum of 80 % attendance is required of all students for each individual module. This attendance must be fulfilled to be allowed to sit for the exam in each module. Students who have not met the attendance requirements must compensate for their absence to have the right to sit for the exam. Compensation for absence over the maximum limit will be a written assignment which will include the themes and syllabus literature that was covered during the student s absence. Assessment Students presentations based on comparative analysis of the small-scale research and active participation in the discussion. On completion students will be assessed on their: understanding of key professional practice and anthropological concepts related to culture and diversity in society, understanding of the importance of language on both individual and societal levels, including links with cultural identity, ability to formulate elements of a strategic plan in relation to culturally appropriate service provision understanding of pertinent legal frameworks and policy decisions and their implications for equality in society. Grading scale: Pass/ fail. To be assessed by one internal examiner 5.7 Module 7: Professional Reflection (10 ECTS credits) Learning outcome As a result of the study unit, students will: Engage in a critical analysis of the relationship between theory, policy and practice; Explore what it means to be an early childhood professional; Develop a shared understanding of the terminology used; Become familiar with European ECEC national policy documents; Research and document the various roles undertaken by early childhood professionals across Europe. On successful completion of this module students should be able to: 14

15 Provide an account of how they have extended their concepts of professionalism in ECEC in contemporary Europe; thus demonstrating an enriched understanding of children and childhoods; Analyse critically the principal theoretical influences on early childhood education and care practices in different interpretations of early childhood practice; Engage with research evidence; Explain how cultural values and expectations position early childhood services and professionals nationally and internationally; Describe how early childhood is positioned vis-a-vis later stages in compulsory education in several of the participating countries; Identify how early childhood provision is influenced by and responds to national policy, parental demand and children's rights; Evaluate and analyse their development as reflective professionals who have increased their ability to take informed and independent decisions. Content Reflection is an essential aspect of professional development and practice. This module examines notions of childhood and ideas about early childhood practice. Participants are challenged to identify key theories and principles, which inform their practice and vision of early childhood education and care. By the end of this module, it is expected that students would have become aware of some key issues which they can confidently address in early childhood settings. Such issues include quality, curricula, diversity, inclusion, transitions, meeting children's rights, ethical approaches and integration. In so doing, students will have extended their concepts of professionalism in early childhood, thus boosting their personal and professional confidence. Structure This module will be covered through lectures, seminars, workshops, critical discussions, observations, videos and cultural scripts. Work requirements Active participation during the lectures and seminars is expected. Also a minimum of 80 % attendance is required of all students for each individual module. This attendance requirement must be fulfilled to be allowed to sit for the exam in each module. Students who have not met the attendance requirements must compensate for their absence to have the right to sit for the exam. Compensation for absence above the maximum limit will be a written assignment which will include the themes and syllabus literature that were covered during the student s absence. Assessment Students will work in pairs with course members from other countries, to generate understandings of, and critically reflect upon, professionalism in relation to policy and practice. At the end of the module students will make a presentation for a comparative analysis of policy and practice across two countries, identifying differing interpretations of key concepts in both countries. Grading scale: Pass/ fail. To be assessed by internal examiner/s 15

16 5.8 Module 8: Questioning Curriculum and Critical Issues (10 ECTS credits) Learning outcome Students will become aware of and develop skills to: Research and manage a wide range of information and critical concepts; Identify key issues and questions; Maximise communication technologies - world wide web, in collaborative learning groups; Show respect towards, and interest in, the views of others; Work on their own initiative to record, reflect and plan for personal development. On successful completion of this module students should be able to: Outline the key principles which inform the variety of frameworks examined, in order to support children's learning and development in a range of contexts; Identify and analyse critically the value-bases informing a variety of curricular frameworks; Illustrate an understanding of curricula as both constraining and empowering for children and professionals; Demonstrate an understanding of the way in which the socio- political context influences children's learning experiences and professional pedagogical practices; Identify and analyse research, policy and practice materials which add depth and/or progression to young children's learning. Content In this module students will be expected to examine and question a selection of early childhood curriculum documents (for example - guidelines, frameworks, regulations), in terms of contemporary understandings of children as learners, adult roles and wider social policies and discourses. From an in-depth analysis of these documents, students will gain an understanding of the different ways in which ECEC is perceived and how the curriculum has been and is being used to promote children's development, learning, participation and status Structure This module will be covered through lectures, seminars, workshops, critical discussions, observations, videos and cultural scripts. Work requirements Active participation during the lectures and seminars is expected. Also a minimum of 80 % attendance is required of all students for each individual module. This attendance requirement must be fulfilled to be allowed to sit for the exam in each module. Students who have not met the attendance requirements must compensate for their absence to have the right to sit for the exam. Compensation for absence above the maximum limit will be a written assignment which will include the themes and syllabus literature that were covered during the student s absence. 16

17 Assessment Students' will be assessed through a 2,500 word written assignment, and a short presentation with a study partner reflecting on debatable curricular issues. On completion students will be assessed on their: breadth and depth of subject knowledge, awareness of the context of that knowledge, critical analysis of relevant texts, fields of knowledge, concepts, skills of investigation, research and critical enquiry. Grading scale: Pass/ fail. To be assessed by one internal examiner. 5.9 Module 9: Master Thesis (40 ECTS credits) Students will as far as practically possible be given the opportunity to write their Master s Thesis at either of the four partner institutions, depending on the subject of the thesis and the location of the student s main supervisor. Learning outcome The overall aim of the Master s Thesis is to allow students to unify and extend their understanding of the subjects as developed in the taught part of the programme by pursuing an independent research project on a chosen topic. Students completing the Master s Thesis will have demonstrated: Detailed understanding of a particular area of relevance to their degree; In-depth knowledge of the relevant literature on the subject matter of the Master s Thesis; An ability to undertake sustained critical analysis; An ability to conduct small-scale research; An understanding of research work, including research ethics. Students completing the Master Thesis will be able to: Communicate complex professional and academic issues to both specialists and laymen; Formulate and analyse complex scholarly issues independently, systematically and critically; Critically appraise various methods of analysis; Work as a member of a community of learners and independently; Continue their competence development and specialization. Assessment The master thesis is to be approximately 20,000-25,000 words. Candidates will be required to write their thesis in English. A candidate must include a declaration confirming that the thesis has not been submitted for a degree at another university or similar institutions. There are two examiners of the candidate s thesis, one internal and one external. In addition, the supervisor will act as the administrator of the commission. Grading scale: A graded scale from A-E for passed and F for failed will be used. 17

18 6. Reading List (may be subject to change) 6.1 Module 1: The Evolution of Early Childhood Research Practices and Policies (10 ECTS credits) Compulsory Adamson, P. (2008). Allen, A. T. (1988). Allen, A. T. (1991). Brehony, K. (2006). Colberg-Schrader, H. & Oberhuemer, P. (1998). Froebel, F. (2001). Haddad, L. (2002). Hopman, S., & Gundem, B. (1998). Johansson, J. E. (2006). Johansson, J.-E. (2006). The child care transition: A league table of early childhood education and care in economically advanced countries. Unicef: Innocenti Research Centre. Downloaded 21 febr 2010 from: Let us live with our children : Kindergarten movements in Germany and the United States, History of Education Quarterly, 28(1): Feminism and motherhood in Germany New Brunswick, New Jersey: Rutgers University Press. (selection 50 pages). Early years education: Some Froebelian contributions. History of education, 35(2): Early childhood education and care in Germany. In T. David (Ed.), Researching early childhood education: European perspectives. London: Paul Chapman. (pp ). The education of man (W. N. Hailmann, Trans.). London: Routledge. (selection 50 pages). An integrated approach to early childhood education and care. UNESCO: Early Childhood and Family Policy Series no. 3. Downloaded 21 febr 2010 from: Conclusion: Didaktik meets curriculum: Towards a new agenda. In: B. Gundem & S. Hopman (Eds.), Didaktik and/or curriculum: An International Dialogue. New York: Peter Lang. (pp ). Is the kindergarten pedagogy reaching its end? Comments on gender and the present development in the Nordic countries. Journal of Australian Research in Early Childhood Education, 13(1), Will there be any preschool teachers in the future? A comment on the present Nordic early childhood education. In J. Einarsdóttir & J. T. Wagner (Eds.) Nordic childhoods and early education: Philosophy, research, policy, and practice in Denmark, Finland, Iceland, Norway, and Sweden. Greenwich: Connecticut: Information Age Publishing. (pp ). Kamerman, S. B. (2006). A global history of early childhood education and care: Background paper prepared for the Education for All Global Monitoring Report 2007 : Strong foundations: Early childhood care and education. Unesco. Downloaded 21 febr 2010 from: Lazerson, M. (1992). Historic tensions and future opportunities: Public responsibility and early childhood education. In L. Willams & D. P. Fromberg (Eds.), Encyclopedia of Early Childhood Education. New York: Garland. (pp )

19 Phillips, D. (1999). Tobin, J., Hsueh, Y., & Karasawa, M. (2009). Wollons, R. L. (2000). On comparing. In R. J. Alexander, P. Broadfoot & D. Phillips (Eds.), Comparative education: Contexts, classrooms and outcomes. Wallingford: Symposium. (pp ). Preschool in three cultures revisited : China, Japan and the United States. Chicago: University of Chicago press. (50 pages.). On the international diffusion, politics, and transformation of the kindergarten. In R. L. Wollons (Ed.) Kindergartens and Cultures: The global diffusion of an idea. New Haven, CT: Yale University Press. Total 714 Supplementary Edwards, C., Gandini, L. & Forman, G. (1998). The Hundred Languages of Children: The Reggio Emilia Approach Advanced Reflections, Second Edition. Greenwich: CT.: Ablex. Jackson, P. W. (1992) Conceptions of curriculum and curriculum specialists. In P. W. Jackson (Ed.) Handbook of Research in Curriculum. New York: Macmillan: Liebschner, J. (2001) Mellor, E. (2000) Prelinger, C. M. (1987) Rayna, S. (2004) Rhedding-Jones, J. (2005) A child's work: Freedom and guidance in Froebel's educational theory and practice. Cambridge: Lutterworth Hong Kong s early childhood landscape: division, diversity and dilemmas. In E. Hayden (Ed.) Landscapes in Early Childhood Education: Cross-national perspectives on empowerment: A guide for the new millennium. New York: Peter Lang: Charity, challenge, and change: Religious dimensions of the midnineteenth century women's movement in Germany. New York: Greenwood. Professional practices with under-ones in French and Japanese day care centres. Early Years, 24(1): Decentering Anglo-American curricular power in early childhood education: Learning, culture and `child development' in higher education coursework. Journal of curriculum theorizing, 21(3): Module 2: Play and learning (10 ECTS credits) Alvestad, Torgeir (2012). Young children s negotiations about their play. Issues in early education, ROK VIII 2012 numer 1(16). Bae, Berit (2010). Realizing children's right to participation in early childhood settings: some critical issues in a Norwegian context. Early Years, 30: 3, Bae, Berit (2009). Children's right to participate - challenges in everyday interactions European Early Childhood Education Research Journal, 17: 3, Bodrova, Elena (2008). Make believe play versus academic skills: a Vygotskian approach to today s dilemma of early childhood education, European Early Childhood Education Research Journal, 16:3, Brown, F. (2012). The play behaviours of Roma children in Transylvania, International Journal of Play, 1(1), Fleer, M. (2011). Technologically constructed childhoods: Moving beyond a reproductive to a productive and critical view of curriculum development. Australasian Journal of Early Childhood Volume 36, number 1, March

20 Gupta, Amita (2009). Vygotskian perspectives on using dramatic play to enhance children's development and balance creativity with structure in the early childhood classroom. Early Child Development and Care, 179 (8), Hellman, Anette. (2011). Gender Learning in Preschool Pratices. In Niklas Pramling & Ingrid Pramling Samuelsson, (Eds). Educational Encounters: Nordic Studies in Early Childhood Didactics, (pp ). Dortrecht Holland: Springer. Johansson, Eva (2007) Morality and Gender. Preschool Children s Moral Contracts. In Saracho, N. & Spodek, B. (Eds) Contemporary Perspectives on Socialisation and Social Development. Information Age Publishing. Johansson, Eva & Pramling Samuelsson, Ingrid (2009). To weave together Play and learning in early childhood education. Australian Research in Early Childhood Education Journal, 16(1), Kalliala, Marjatta (2002) Angel Princess and Suicide on the Playground. The Culture of Play and Societal Changes. European Early Childhood Education Research Journal, vol 10, no 1, Karlsson Lohmander, M. (Ed) (2003). Care, Play and Learning. Curricula for Early Childhood Education (chapters 2, 7, 14) Researching Early Childhood vol 5. Early Childhood Research and Development Centre, Göteborg University. Löfdahl, Annica (2005). The funeral : A study of children s shared meaning-making and its developmental significance. Early years, 25 (1), Pramling Samuelsson, Ingrid and Asplund Carlsson, Maj (2008). The Playing Learning Child: Towards a pedagogy of early childhood Scandinavian Journal of Educational Research,52:6, Pramling Samuelsson, Ingrid, & Fleer, Marilyn (Eds.) (2008). Play and learning in early childhood settings: International perspectives. Chapters 1 and 9. New York: Springer. Sandseter, Ellen Beate Hansen (2009). Affordances for Risky Play in Preschool: The Importance of Features in the Play Environment. Early Childhood Education Journal. Vol. 36, 5, p Sandseter, Ellen Beate Hansen (2009). Children s Expressions of Exhilaration and Fear in Risky Play, Contemporary Issues in Early Childhood, Vol. 10, nr.2, p Sutton Smith, Brian (1997). The Ambiguity of Play. Cambridge Mass: Harvard University. UN convention of the Rights of the Child Van Oers, Bert (2012). Developmental Education: Foundations of a Play-Based Curriculum. In Bert van Oers (Ed ). Developmental Education for Young Children. Concept, Practice and Implementation. Chapter 2. New York: Springer Waller, Tim, Sandseter, Ellen Beate Hansen, Wyer, Shirley, Ärlemalm-Hagsér, Eva and Maynard, Trisha (2010). The dynamics of early childhood spaces: opportunities for outdoor play. In European Early Childhood Education Research Journal volume 18, no 4, december 2010, pp Wallerstedt, Cecilia & Pramling, Niklas (2012). Learning to play in a goaldirected practice, Early Years: An International Journal of Research and Development, 32:1, Wood, E. (2007). New directions in play: consensus or collision? Education 3-13: International Journal of Primary, Elementary and Early Years Education, 35(4), Yelland, Nicola (2011). Reconceptualising play in the lives of young children Australasian Journal of Early Childhood. Volume 36 Number 2, June Änggård, Eva (2005). Barbie princesses and dinosaur dragons: narration as a way of doing gender. Gender and Education, 17(5),

21 6.2 Module 2: The Evolution of Early Childhood Research Practices and Policies (10 ECTS credits) Compulsory Adamson, P. (2008). Allen, A. T. (1988). Allen, A. T. (1991). Brehony, K. (2006). Colberg-Schrader, H. & Oberhuemer, P. (1998). Froebel, F. (2001). Haddad, L. (2002). Hopman, S., & Gundem, B. (1998). Johansson, J. E. (2006). Johansson, J.-E. (2006). The child care transition: A league table of early childhood education and care in economically advanced countries. Unicef: Innocenti Research Centre. Downloaded 21 febr 2010 from: Let us live with our children : Kindergarten movements in Germany and the United States, History of Education Quarterly, 28(1): Feminism and motherhood in Germany New Brunswick, New Jersey: Rutgers University Press. (selection 50 pages). Early years education: Some Froebelian contributions. History of education, 35(2): Early childhood education and care in Germany. In T. David (Ed.), Researching early childhood education: European perspectives. London: Paul Chapman. (pp ). The education of man (W. N. Hailmann, Trans.). London: Routledge. (selection 50 pages). An integrated approach to early childhood education and care. UNESCO: Early Childhood and Family Policy Series no. 3. Downloaded 21 febr 2010 from: Conclusion: Didaktik meets curriculum: Towards a new agenda. In: B. Gundem & S. Hopman (Eds.), Didaktik and/or curriculum: An International Dialogue. New York: Peter Lang. (pp ). Is the kindergarten pedagogy reaching its end? Comments on gender and the present development in the Nordic countries. Journal of Australian Research in Early Childhood Education, 13(1), Will there be any preschool teachers in the future? A comment on the present Nordic early childhood education. In J. Einarsdóttir & J. T. Wagner (Eds.) Nordic childhoods and early education: Philosophy, research, policy, and practice in Denmark, Finland, Iceland, Norway, and Sweden. Greenwich: Connecticut: Information Age Publishing. (pp ). Kamerman, S. B. (2006). A global history of early childhood education and care: Background paper prepared for the Education for All Global Monitoring Report 2007 : Strong foundations: Early childhood care and education. Unesco. Downloaded 21 febr 2010 from: Lazerson, M. (1992). Phillips, D. (1999). Historic tensions and future opportunities: Public responsibility and early childhood education. In L. Willams & D. P. Fromberg (Eds.), Encyclopedia of Early Childhood Education. New York: Garland. (pp ). On comparing. In R. J. Alexander, P. Broadfoot & D. Phillips (Eds.), Comparative education: Contexts, classrooms and outcomes. Wallingford: Symposium. (pp )

22 Tobin, J., Hsueh, Y., & Preschool in three cultures revisited : China, Japan and the United 50 Karasawa, M. (2009). States. Chicago: University of Chicago press. (50 pages.). Wollons, R. L. (2000). On the international diffusion, politics, and transformation of the 300 kindergarten. In R. L. Wollons (Ed.) Kindergartens and Cultures: The global diffusion of an idea. New Haven, CT: Yale University Press. Total 714 Supplementary Edwards, C., Gandini, L. & Forman, G. (1998). The Hundred Languages of Children: The Reggio Emilia Approach Advanced Reflections, Second Edition. Greenwich: CT.: Ablex. Jackson, P. W. (1992) Conceptions of curriculum and curriculum specialists. In P. W. Jackson (Ed.) Handbook of Research in Curriculum. New York: Macmillan: Liebschner, J. (2001) Mellor, E. (2000) Prelinger, C. M. (1987) Rayna, S. (2004) Rhedding-Jones, J. (2005) A child's work: Freedom and guidance in Froebel's educational theory and practice. Cambridge: Lutterworth Hong Kong s early childhood landscape: division, diversity and dilemmas. In E. Hayden (Ed.) Landscapes in Early Childhood Education: Cross-national perspectives on empowerment: A guide for the new millennium. New York: Peter Lang: Charity, challenge, and change: Religious dimensions of the midnineteenth century women's movement in Germany. New York: Greenwood. Professional practices with under-ones in French and Japanese day care centres. Early Years, 24(1): Decentering Anglo-American curricular power in early childhood education: Learning, culture and `child development' in higher education coursework. Journal of curriculum theorizing, 21(3): Module 3: Aesthetics of Children s culture (10 ECTS credits) Bell, C. (1969). Significant form. In J. Hospers (Ed.), Introductory in Readings in Aesthetics. New York: The Free Press: Bowman, Wayne (1993). The problem of aesthetics and multiculturalism in music education. The Canadian music educator, 34(5): Corsaro, W. A. (2003). We're friends, right? Inside kids' cultures. Washington, D.C. : Joseph Henry Press. Davies, S. (2000). Non-Western Art and Art s Definition. In Caroll, N. (Red.) Theories of Art Today. Wisconsin: The University of Wisconsin Press: Corsaro, W. A. (1993) Interpretive reproduction in children's role play. Childhood, 1(2), Edström, O. (2003) A different story of the history of western musicand the aesthetic project. Action, criticism, & theory for music education 2, no (accessed ). Edwards, C., Gandini, L. The Hundred Languages of Children: the Reggio Emilia Approach. & Forman, G. (1998). Advanced Reflections. Second edn. Greenwich, CT: Ablex Publishing Corporation

23 Elliot, David J Toward a new philosophy. In Music matters : A new philosophy of 27 music education, ed. David J. Elliott: New York: Oxford University Press. Guss, F. (2005). Reconceptualising play: aesthetic self-definitions. Contemporary 10 issues in early childhood, 6(3): Kjelland, S. (2005). Everyday life in Norwegian pre-schools: Does Norwegian folk 10 music have anything to offer small children today? Australian research in early childhood education, 12(1): Knudsen, J.S. (2008). Children s Improvised Vocalisations: learning, communication and 13 technology of the self. Contemporary Issues in Early Childhood 9(4): &year=2008&article=3_knudsen_ciec_9_4_web Prentice, R. (2000). Creativity: a reaffirmation of its place in early childhood education. 13 The Curriculum Journal, 11(2), Sharp, C. (2001). Developing Young Children's Creativity Through the Arts: What Does 18 Research Have to Offer? Windsor: National Foundation for Educational Research. Stolnitz, J. (1969). The aesthetic attitude. In J. Hospers (Red.). Introductory in Reading in Aesthetics. 10 New York: The Free Press: Young, S. (2004). Young Children's Spontaneous Vocalising. Insights into play and 16 pathways to singing. International Journal of Early Childhood, 36 (2): Weier, K. (2004). Empowering young children in art museums letting them take the lead. 10 Contemporary Issues in Early Childhood, 5(1), s < Total Modul 4: Research Methodologies (10 ECTS credits) Compulsory Bae, B. (2005). Cullen, J., Hedges, H. & Bone, J. (2005). MacNaughton, G., Rolfe, S., Siraj-Blatchford, I. (2001). Rhedding-Jones, J. (2005). Troubling the identity of a researcher: methodological and ethical questions in co-operating with teacher carers in Norway. Contemporary issues in early childhood education, 6(3), Planning, undertaking and disseminating research in early childhood settings: An ethical framework (pp.1-8). Auckland, New Zealand: New Zealand Association of Early Childhood Education Research. Doing early childhood research. International perspectives on theory and practice. Buckingham: Open University. What is Research? Methodological practices and new approaches. 176 Oslo Norway: Universitetsforlaget. Total 457 Supplementary Bell, J. (2005). Doing your research project. (5th ed.). Open University

24 Dunphy, E. (2005). Farrell, A. (Ed.) (2005) Robson, C. (2002) Effective and ethical and interviewing of young children in pedagogical context. European early childhood education research journal, 31 (2), Ethical research with children. Milton Keynes, Open University. Greene, S & Hogan, D. (Eds.) (2004). Researching children's experiences: Approaches and methods London: Sage Real world research. A resource for social scientists and practitioner/researchers. Oxford: Blackwell 6.5 Module 5: Perspectives on Childhoods and Children in Contemporary Europe (10 ECTS credits) Compulsory Woodhead, M. (2006) Fleer, M. (2003). Greve, A. (2009). Jans, M. (2004). Johansson. E. (2004). Løkken, G. (2000). Ødegaard, E. (2005). Qvortrup, J. (2005). Sommer, D. (1998). Viruru, R. (2001). Ytterhus, B. & Tøssebo, J. (1999). Total Supplementary Qvortrup et al (eds.) (2009) Smith, A. (2002). Changing perspectives on early childhood: theory, research and policy. Background paper prepared for the Education for All Global Monitoring Report 2007 Strong foundations: early childhood care and education Post-Vygotskian lenses on early childhood education: moving the debate forward. European Early Childhood Education Research Journal, 11(1), Friendship and participation among young children in a Norwegian kindergarten. In: Berthelsen, D., Brownlee, J.& Johansson, E.(eds). Participatory Learning in the early years. Research and Pedagogy. New York, London: Routeledge: International Journal of Early Childhood; Bakewell, 2005; Vol.37, Iss.3 Children as citizens. Towards a contemporary notion of child participation. Childhood 1, Learning encounters in preschool: Interaction between atmosphere, view of child and of learning, International Journal of Early Childhood, 36, The playful quality of the toddling style. Qualitative Studies in Education,13 (3) What is worth talking about? Meaning making in toddler initiated co-narratives in preschool, Early Years,.26 (1), Studies in modern childhood: society, agency, culture. New York: Basingstoke, Palgrave Macmillan. Selected chapters The reconstruction of childhood - implications for theory and practice. European Journal of Social Work, 1 (3), Colonized through language: The case of early childhood education. Contemporary Issues in Early Childhood, 2(1), Physical integration and social marginalization in Norwegian nursery schools; rank-ordering or situation dynamics? European Journal of Special Needs Education, 2, The Palgrave Handbook of Childhood Studies Basingstoke: Palgrave Macmillan Interpreting and supporting participation rights: Contributions from sociocultural theory, The International Journal of Children s Rights,10,

25 James, A. & James, A. L. (2004) Constructing Childhood: Theory, policy and social practice. Basingstoke: Palgrave Macmillan 6.6 Module 6: Addressing Diversity and Equality (10 ECTS credits) Compulsory Baker, J., Lynch, K., Equality. From theory to action. Hampshire: Palgrave MacMillan. 323 Cantillon, S., & Walsh, J. (2004) Cannella, G. S. (1997). Deconstructing Early Childhood Education: Social justice and 224 revolution. New York: Peter Lang. Otterstad, A. M. (2006). The concepts of equality and diversity in early schooling. 9 Australian Research in Early Childhood Education, 13(1): Rhedding-Jones, J. Shifting ethnicities: 'Native informants' and other theories 21 (2001). from/for early childhood education. Contemporary Issues in Early childhood, 2(2), Roer-Strier D, Weil S The Unique and the Unifying: Children s Narratives of 19 &Adan H. (2003). Cultural Differences. European Early Childhood Education Research Journal, 11(1), Mansbach-Kleinfeld, I. & Early Childhood Interventions in Culturally Diverse Societies. 13 Roer-Strier,D. (2004). European Early Childhood Education Research Journal, 12 (1), Rosenthal, M. (2003). Quality in early childhood and care: A cultural Context. 15 European Early Childhood Education Research Journal 11 (2) Total 623 Supplementary Yelland, N. (2005) (ed). Critical issues in Early Childhood. London and New York: Open 100 University Press. Selected chapters. Cannella, G. S., & Childhood and post-colonization. London: RoutledgeFalmer. Viruru, R. (2004) Freire, P. (1972) Hayden, E. (2000) (Ed.) MacNaughton, G. (2003) Murray, C., &O Doherty. A. (2001) Vandenbroeck, M. (2001). Pedagogy of the Oppressed. New York: Penguin Grieshaber, S., & Cannella, G. (Eds.) (2001) Embracing Identities in Early Childhood Education: Diversity and Possibilities. New York: Teachers College Press. Landscapes in Early Childhood Education: Cross-national perspectives on empowerment: A guide for the new Millennium. New York: Peter Lang. Shaping Early Childhood: Learners, Curriculum and Contexts. Berkshire: Open University Press Éist : Respecting Diversity in Early Childhood Care, Education and Training. Dublin: Pavee Point. The view of the Yeti: Bringing up children in the spirit of selfawareness and kindredship. Van Leer Foundation Module 7: Professional Reflection (10 ECTS credits) 25

26 Compulsory Christensen, E. & James, A. (Eds.) (2000). Karlsson Lohmander, M. (2004). Ministry of Education, Malta (2006). Oberhuemer, P. (2005). OECD (2001). OECD (2006). Osgood, J. (2006). Rayna, S. (2004). Urban, M. (2005). Research with children: Perspectives and practices. London: Falmer. 257 The fading of a teaching profession. Reforms of early childhood teacher education in Sweden. Early years, 24, (1), Early childhood education and care: A national policy. Malta: Veritas. Conceptualising the early childhood pedagogue: Policy approaches and issues of professionalism. European Early Childhood Education Research Journal, 13(1), Starting Strong Early childhood education & care. Paris: OECD. Starting Strong II: Early childhood education & care. Paris: OECD. Selected chapters. Rethinking `Professionalism' in the Early Years: perspectives from the United Kingdom, Contemporary issues in early childhood 7(1), Professional Practices with under-ones in French and Japanese day care centres. Early Years, 24 (1), Quality, autonomy and the profession. Questions of quality. Conference Proceedings. Dublin: Centre for Early Childhood Development & Education. : Sollars, V. (2002). UNESCO. (2006) Total (Ed.). Curricula, policies and practices in Early Childhood Education. Malta: PEG. Education For All: Global Monitoring Report Strong Foundations - Early Childhood Care and Education. Paris: UNESCO.?? 6.8 Module 8: Questioning Curriculum and Critical Issues (10 ECTS credits) Bennett, J. (2006). Johnson, R (1999). MacNaughton,G and Williams, G (2004). Oberhuemer, P. (2005). Pramling Samuelson, I., Sheridan, S. & Williams, P. (2006). Sollars,V. & Pumfrey, P. (1999). Wright, S. (2000). New Developments: New Policy Conclusions from Starting Strong II. An update on the OECD early childhood policy reviews. European Early Childhood Education Research Journal, 14 (2): Colonialism and cargo cult: Does Reggio Emilia really exist? Contemporary Issues in Early Childhood, 1(1) Shaping Early Childhood Learners, Curriculum and Contexts. Buckingham: Open University Press International Perspectives on Early Childhood Curricula. International Journal of Early Childhood, 37 (1): Five Preschool Curricula - Comparative Perspectives. International Journal of Early Childhood, 38 (1): Reciprocal and transmission models of teaching in E2L with young learners. International Journal of Early Years Education, 7(2), Why Reggio Emilia Doesn't Exist: a response to Richard Johnson. Contemporary Issues in Early Childhood, 1 (2),

27 Siraj-Blatchford, I., Sylva, K., Muttock,S., Gilden, R. & Bell, D. (2002). Researching Effective Pedagogy in the Early Years. RR356. London: Department for Education & Skills. Siraj-Blatchford, I. (2008) ''Understanding the relationship between curriculum, pedagogy and progression in learning in early childhood'', Hong Kong Journal of Early Childhood Education 7(2), 3 13 Siraj-Blatchford, I., Taggart, B., Sylva, K., Sammons, P., Melhuish, E. (2008). Sylva, K., Melhuish, E., Sammons, P., Siraj- Blatchford, I. and Taggart, B., (Eds) (2009). 'Towards the Transformation of Practice in Early Childhood Education: The Effective Provision of Pre-school Education (EPPE) project' Cambridge Journal of Education, 38 (1): Early Childhood Matters: Evidence from the Effective Pre-school and Primary Education Project. London: Routledge. Selected chapters. Total