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Sinfield, Sandra (2003) Teaching older learners : an opportunity not a problem for curriculum design. Investigations in university teaching and learning, 1 (1). pp. 35-40. ISSN 1740-5106
This case study examines a module for mainly mature, 'non-traditional' students on the Early Childhood Studies [ECS] open entry degree programme at London Metropolitan University. The nature of the particular module - entitled 'An introduction to Early Childhood Studies: reflecting, learning and communicating' - means that this paper will briefly consider the debate about 'skills' that is presently preoccupying many higher education [HE] institutions, especially in today's Widening Participation climate. I also argue for a change in attitudes to teaching and learning in HE as a whole, referring to current research that is taking place at the University in this area.
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