SE4004 - Safeguarding Young Children's Health and Well-being (2017/18)
|Module specification||Module approved to run in 2017/18|
|Module title||Safeguarding Young Children's Health and Well-being|
|Module level||Certificate (04)|
|Credit rating for module||30|
|School||School of Social Professions|
|Total study hours||300|
|Running in 2017/18||
In this module students will consider a range of issues relating to the health and well-being of babies and young children and their families and the early years practitioners role in the welfare and protection of children ages 0-6
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.
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 sfeguarding babies’ and young children’s health and well-being.
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.
Learning and teaching
For taught course students theoretical input will be through lectures, tutorials 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. Analysis of workplace observations and policy documentation will be undertaken by all students. 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.
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 development and learning
3. Discuss how health is affected by poverty and inequality and critically analyse the factors that effect the well being 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.
Students from both taught and distance learning modes are required to compile a portfolio of 4 policies / leaflets relating to babies and young children’s health and well-being during the module, 3 of which will receive formative feedback from the tutor. Students will be able to demonstrate they have met the learning outcomes through incorporating these into a final portfolio, submitted at the end of the module, which draws the threads together with critical analysis and an overall conclusion.
All students will also have the opportunity for self assessment and ongoing reflection on their learning through on-line quizzes and short answer questions.
All students for both taught and distance learning modes will be invited to attend a face to face tutorial to discuss their summative assessment in advance of submission deadlines and to receive detailed formative feedback. Where a personal meeting is not possible, (for example, students living abroad and studying in distance learning mode) this will take place by telephone or e-mail. Students will receive detailed formative written feedback following these tutorials.
All students will receive written feedback against all learning outcomes following the publication of marks. This will be the most comprehensive in cases of failure, where this will support learning for reassessment.
Albon, D., and Mukherji, P. (2008) Food and Health in Early Childhood, London: Sage E book
Baginsky, M (2008) Safeguarding Children and Schools. London: Jessica Kingsley
Becket, C. (2007) (2nd edition) Child Protection. An Introduction. London: Sage.
Collins, J., Foley, P., (2009) Promoting Children's Wellbeing: Policy and Practice (Working Together for Children) Bristol: Policy Press
Department for Education and Skills (2003) Every Child Matters. DfES. HMSO. www.education.gov.uk
Department of Health (2008) The Child Health Promotion Programme, London: Department of Health Publication.
Frost, N and Parton, N (2009) Understanding Children's Social Care: Politics, Policy and Practice. London: Sage
Roberts, R., (2010) Wellbeing from Birth London: Sage
Underdown, A. (2007) Young Children’s Health & wellbeing, Maidenhead: Open University Press E book
Ward, H and Davies, C. (2012) Safeguarding Children Across Services: Messages from Research. London: Jessica Kingsley
http://www.dh.gov.uk/ (investigate the whole site. There is a good section on health inequalities)
The Child Poverty Action Group
http://www.cpag.org.uk/info/Povertystats.htm Accessed 4-4-11
Lots of information, facts and figures about poverty.
Tanner, K and Turney, D. (2003). What do we know about child neglect? A critical review of the literature and its application to social work practice. Child & Family Social Work Volume 8 February 2003
Children and Society
Barlow, J and Calam, R. (2011) A Public Health Approach to Safeguarding in the 21st Century. Child Abuse Review. Volume 20, Issue 4, pages 238–255, July/August 2011. Wiley.