SE4002 - Perspectives on Children's Development (2017/18)
|Module specification||Module approved to run in 2017/18|
|Module title||Perspectives on Children's Development|
|Module level||Certificate (04)|
|Credit rating for module||30|
|School||School of Social Professions|
|Total study hours||300|
|Running in 2017/18||
This module introduces students to a wide range of current theories relating to infant’s and young children’s development.
Prior learning requirements
It is expected that students will be in a work placement providing for children in the birth to six age range for a minimum of 2 hours each week throughout the module, normally in a group setting. Full-time students will be in placement throughout the module.
This core module aims to enable students to:
• Understand the integrated nature of young children’s development from birth to six years old
• Consider how cultural and social contexts impact on babies’ and young children’s development and learning
• Study a variety of developmental perspectives including developmental psychology, neuroscience and psychoanalytical theory
• Further develop their knowledge of key theorists and how their concepts inform our understanding of personal, social, emotional, physical, linguistic and cognitive development
In this module, students will study significant theories underpinning child development from birth to six in the context of human development and models of observation and assessment . It will introduce students to a range of theoretical perspectives from developmental psychology, psycho-analytic and neuro-scientific theory and research, for considering babies’ and young children’s development. It will underline the inter-relatedness of personal, social, emotional, physical, linguistic and cognitive development and discuss the role of relationships, movement, talk, exploration and self-concept in development. Some of the issues associated with child development theory and assessment, such as cultural bias and gender differences will be explored. The importance for early childhood professionals of accessing the views of parents and carers on their children’s development will be considered.
Learning and teaching
For taught course students theoretical input will be through lectures and seminars. Distance Learning 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 either face-to-face, by e-mail or by telephone. All students will benefit from a blended learning approach through the use of WebLearn for supplementary materials, links to E-books, on-line discussions and self-assessment exercises such as quizzes and reflective tasks. Video and slide material will also be used to familiarise students with a range of curriculum models.
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.
On successful completion of this module students will be able to:
1. Discuss significant aspects of babies’ and young children’s social, emotional, cognitive, physical and linguistic development and develop arguments on the interelatedness of development and learning
2. Articulate the impact of the social, cultural and environmental context on the development of babies and young children
3. Discuss a variety of theories and perspectives on children’s development and their strengths and limitations
4. Consider a range of models of observation and assessment tools from different perspectives
Students will demonstrate that the have met the learning outcomes through the submission of two summative assessments:
1. Patchwork text exploring perspectives on theories of development. (20%). 1000 words
2. An Essay discussing perspectives of development drawing on the patchwork text. (40%) 2,000 words.
3. Taught course students: A 10 minute presentation of a child study using observations and other portfolio materials which includes analysis of that material and draws on relevant theory and research, accompanied by the submission of a minimum of 8 written analysed observations.
Distance Learning: A child study based on observations and other portfolio materials, which includes analysis of that material and draws on relevant theory and research. (40%) 2,000 words
Bee, H., Boyd, D. (2009) (12th edition) The Developing Child, New York: Allyn and Bacon.
Donaldson, M. (1978) Children’s Minds, London: Fontana.
Fawcett, M. (2009) Learning through Child Observation, London: Jessica Kingsley E book
Gopnik, A., Meltzoff, A.,Kuhl, P. (1999) How Babies Think, London: Weidenfeld & Nicolson
Keenan, T., Evans, S., (2009) (2nd edition) An Introduction To Child Development, London: Sage
Lindon, J. (2010) (2nd edition), Understanding Child Development: Linking Theory and Practice, London: Hodder Education
Robinson, M. (2008) Child Development 0-8: A Journey Through the Early Years, Maidenhead: OUP E book
Shaffer, H.R. (2004) Introducing Child Development, Oxford: Blackwell Publishing.
Smith, P., Cowie, H., Blades, M., (2003) (4th Edition) Understanding Children’s Development, Oxford: Blackwell
Trawick-Smith, J., (2010) (5th Edition) Early Childhood Development, A Multicultural Perspective, London: Pearson