The research aims are to find: patterns of change in students practice and learning, demonstrate the value of model developed and impact of model on students' practice. This model developed over six years consists of: setting visits, lectures and reflection - reflective learning journals and discussions with home and host lecturers. This model is unique and innovative. It uses reflection to support deeper level learning (Moon, 2001) and develop student’s professional thinking (Pollard and Tann, 1994). Reflective models, such as Ghaye and Ghaye were used to support students’ reflections (William et al, 2004). An action research/case study approach has been applied for this qualitative study with data gathered in the form of evaluative feedback questionnaires. "Construct categories/characteristics for coding" was used to analyse the data (Robson, 2002:355) identifying key themes and patterns: Value, Methods, Traits/Characteristics and Impact. Applicable ethical guidelines of CODEX have been followed with informed consent gained from students returning their evaluative feedback. 164

Students could choose not to submit feedback. The data was anonymised. The results and outcomes of this model demonstrated an impact on the students’ learning with the availability of lecturer support from the host and visiting country. This enhanced the students’ learning opportunities as lecturers were able to clarify and support students’ comparisons, learning experience and reflections. The outcome and impact of using this model has challenged and developed the students’ pedagogical understanding, thinking, perspectives and practice of early years’ provision, with students demonstrating that they have reflected and evaluated their own philosophies, beliefs and practices.