A contribution of pedagogic design innovation in an undergraduate Early Years Professional Practice programme. Stuart Gallagher University of Worcester

1. LEARNING TO PREVENT THE
MALTREATMENT OF BABIES AND
CHILDREN
A contribution of pedagogic design innovation in an
undergraduate Early Years Professional Practice
programme
Stuart Gallagher
BASPCAN Congress, 13 April 2015
Congress theme: Innovations in prevention and early help

2. Early Years
Learning in
higher education
Statutory
safeguarding
guidance

3. Early Years Professional Practice
Qualifications
Early intervention
Learning in HE
Early Years benchmarks
Blended learning
Pedagogy 2.0
Use of imagery
Statutory safeguarding requirements
Framework for learning and improvement
Learning from SCRs
Prevention of child maltreatment

4. LEARNING
Know-how
Know-who
Know-when
Know-where
(Knowing how-not
Knowing who-not
Knowing when-not
Knowing where-not)

5. Transfer to
professional
practice
Learning in
higher education
Transfer to
children’s
private lives

8. Child’s
needs
not met
Child’s
needs met
Child’s needs
informally assessed
Child’s needs
formally
assessed

9. DIMENSIONS TO CONSIDER
• Personal reflection and evidence (first person)
• Computer-supported collaborative learning
(colleagues/community of safeguarding
practice)
• Narrative of child’s holistic life experience,
within but especially beyond professional
settings (the child, child’s family, extended
family, legitimately interested others)

10. Child’s
needs
not met
Child’s
needs met
Child’s needs
informally assessed
Child’s needs
formally
assessed

12. Stuart Gallagher
Centre for Early Childhood
Institute of Education
University of Worcester
E s.gallagher@worc.ac.uk
T 01905 855052
BASPCAN Congress, 13 April 2015