module specification

SE4002 - Perspectives on Children's Development (2018/19)

Module specification Module approved to run in 2018/19
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
 
60 hours Placement / study abroad
18 hours Assessment Preparation / Delivery
150 hours Guided independent study
72 hours Scheduled learning & teaching activities
Assessment components
Type Weighting Qualifying mark Description
Coursework 20%   Patchwork 1
Coursework 40%   Patchwork 2
Coursework 40%   Presentation
Running in 2018/19
Period Campus Day Time Module Leader
Year North Monday Afternoon
Year LMET Distance Learning Not applicable -
Year North Monday Morning

Module summary

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.

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
 Study, implement and evaluate different observational techniques

Prior learning requirements

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.

Syllabus

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. LO1,LO2,LO3,LO4

Balance of independent study and scheduled teaching activity

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.

Learning outcomes

1. Discuss significant aspects of babies’ and young children’s social, emotional, cognitive, physical and linguistic development and develop arguments on  the interrelatedness 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. Use and reflect on  range of models of observation and assessment tools from different perspectives

Assessment strategy

Students will demonstrate that they 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. 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.  For online students the presentation will be pre-recorded.

Bibliography

Berk, L. E., (2016) An introduction to Child Development, Boston: Pearson

Doherty, J., and Huges M., (2013) Child Development: Theory and Practice 0-11, Boston; Pearson

Donaldson, M. (1978) Children’s Minds, London: Fontana.

Fawcett, M. (2009) Learning through Child Observation,  London: Jessica Kingsley E book

Johnston, J., and Nahmad-williams, L., (2014) Early Childhood Studies: Principles and Practice, Abingdon:  Routledge

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

Shaffer, H.R. (2004) Introducing Child Development, Oxford: Blackwell Publishing.

Smith, P., Cowie, H., Blades, M., (2011) (5th edition)  Understanding Children’s Development, Oxford: Blackwell

Trawick-Smith, J., (2010) (5th Edition) Early Childhood Development, A Multicultural Perspective,  London: Pearson

Carpendale J., Muller U., Lewis C., (2017) The Development of Children’s Thinking: Social and Communication Foundations, London: Sage

Saxton M., (2017) Child Language- Acquisition and development (2nd eds) London: Sage

Packer M., J., (2017) Child Development- Understanding A Cultural Perspective (2nd eds), London: Sage

Pathak, V., & Shefali M.,(2017) Psychological effect of lullabies in child development, Indian Journal of Positive Psychology. 2017, Vol. 7 Issue 4, p677-680. 4p.

Patterson, C & J. (2017)  Psychological effect of lullabies in child development, Vol. 11 Issue 1, p45-49. 5p.