module specification

This module will consider concepts of health and well-being in infancy and early childhood and the multiple factors that contribute to a child’s welfare. The impact of ill health and disability on early learning and on families will be considered and the individual, socio-cultural and environmental aspects of well-being for young children and their families will be examined. 

The module will consider providing for young children’s well-being and protection as part of a continuum of best practice and the position of health promotion within the early childhood curriculum will be explored. Students will examine the early year’s practitioners’ role in promoting healthy choices and in the identification and protection of babies and young children from neglect and abuse. Students will become acquainted with current health promotion and child protection policies and legislation and with the range of health and welfare services that exist for children and families in need of support.

This module addresses a key aspect of professional knowledge in the early years field and aims to enable students to:
 Introduce the historical, social and cultural contexts of health and welfare provision for young children and of current policy and legislative frameworks
 Develop an understanding of the position of health promotion and safeguarding within the early childhood curriculum
 Identify and examine some of the health care and welfare issues raised when working with babies and young children and their families
 Raise awareness of the breadth of individual, social and environmental aspects of health, safety and well-being
 Develop professional competence in professional decision making and partnership working in relation to safeguarding babies’ and young children’s health and well-being.

Enhanced DBS
Students are expected to undertake 60 hours work placement providing for children in the birth to six age range as part of this module, normally in a group setting.

This module will consider concepts of health and well-being in infancy and early childhood and the multiple factors that contribute to a child’s welfare.  The impact of ill health and disability on early learning and on families will be considered and the individual, socio-cultural and environmental aspects of well-being for young children and their families will be examined.

The module will consider providing for young children’s well-being and protection as part of a continuum of best practice and the position of health promotion within the early childhood curriculum will be explored. Students will examine the early years practitioners’ role in promoting healthy choices and in the identification and protection of babies and young children from neglect and abuse.  Students will become acquainted with current health promotion and child protection policies and legislation and with the range of health and welfare services that exist for children and families in need of support. LO1,LO2,LO3,LO4

For taught course students theoretical input will be through lectures and seminars. Online students will receive the same theoretical input through bespoke on-line module materials with access to an allocated tutor who is available to support them online as well as by e-mail or by telephone.

All students will benefit from a blended learning approach through the use of Web Learn for supplementary materials, links to E-books, on-line discussions and self-assessment exercises such as quizzes and reflective tasks.

Reflection and discussion are key to teaching for all students – for taught students this will be in the context of tutor-led sessions while for distance learning students reflection will be promoted by the exercises incorporated into the web-based materials.  For all students experiential learning promotes their growing ability to act as a reflective practitioner.

Teaching and learning strategies and methods also focus on workplace skills and professionalism. All students undertake and reflect on observations in the workplace and weekly tasks and reflective exercises support increased knowledge and understanding. Observations, action research, work-related tasks and the use of development planning tools support the growth of practitioners’ professional competence. 

The development of transferable skills in presenting evidence, arguments and points of view to a range of audiences, through a range of media, including the use of ICT also supports individual learning.

The development of transferable skills in presenting evidence, arguments and points of view to a range of audiences, through a range of media, including the use of ICT also supports individual learning.

On successful completion of this module students will be able to:

1. Discuss the health and welfare needs of babies and young children in the context of early childhood practice, provision and curriculum.
2. Identify the impact of child abuse and neglect on babies’ and young children’s health, development and learning
3. Discuss how health and development is affected by poverty and inequality and critically analyse the factors that effect the wellbeing of babies and young children and their families
4. Articulate the roles of the early years practitioner and of different statutory and voluntary agencies working with children and families in identifying and assessing children’s health, welfare and protection needs within a multi-disciplinary network.

1. A portfolio of 4 tasks in which students critically analyse documents, such as reports, policies or leaflets relating to babies and young children’s health and well-being.  (50%) 3,000 words
2. A one week timed response to a child protection case study report, discussing the possible impact on learning and development, the implications for early childhood practice and detailing the welfare policy and procedural context. (50%) 3,000 words

Albon, D., Mukherji, P. (2008) Food and Health in Early Childhood, London: Sage (Ebook) (useful for Portfolio Task 3)

Blyth, M. Solomon, E (2012) Effective safeguarding for children and young people: What next after Munro? Bristol: Policy Press

Jarvis, P., George, J., Malcolm, D. (2013) The Early Years Professionals complete companion Routledge Oxford

Lindon, J. Webb, J. (2016) Safeguarding and Child Protection (5th ed) Linking theory and practice London Hodder Education

Lumsden, E. child protection in the Early Years A practical guide (2018) London Jessica Kingsley

Manning-Morton, J. (Ed) (2014) Exploring Well-Being in the Early Years, Maidenhead: OUP (Ebook)

Rose, J., Gilbert, L., Richards, V. (2016) Health and well-being in early childhood London: Sage

Davis, J.M & Smith, M (2012) Working in Multi-professional Contexts – A Practical Guide London. Sage

Laverty, B. Reay, C. (2014) Health and Safety in Early Years and Childcare: Contextualising health and safety legislation within the Early Years Foundation Stage London: NCB

Marmot, M. (2017) Commentary: Social determinants and the health gap: creating a social movement International Journal of Epidemiology, v46 n4 (20170801): 1335-1339

Pérez-Escamilla, R., Moran, V.H. (2017) The role of nutrition in integrated early child development in the 21st century: contribution from the Maternal and Child Nutrition
Journal Maternal & child nutrition, 2017 01; 13(1): 3-6

Department for Education, (2015) Working Together to Safeguard Children https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/419595/Working_Together_to_Safeguard_Children.pdf

Marmot, M., Atkinson, T., Bell, J., Black, C., Broadfoot, P., Cumberlege, J., Diamond, I., Gilmore, I., Ham, C., Meacher, M. and Mulgan, G. (2010) Fair Society: Healthy Lives: The Strategic Review of Health Inequalities in England Post 2010, London. University College London.   http://www.parliament.uk/documents/fair-society-healthy-lives-full-report.pdf

Munro, E (2011) Munro Review of Child Protection: Final Report- A child-centredsystem  https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/175391/Munro-Review.pdf