module specification

This module is a core module that will explore the significance of child development from socio-cultural perspectives from birth to 6 years. The module will enable students to begin to develop observational skills and factors that influence children’s development. 

The module is the foundation for understanding children’s holistic development and for students progressing to the second year of their studies will form a good basis for them to explore disruptive social pedagogy. 

By the end of the module, you will:

1. Understand the integrated nature of young children’s development from birth to six years of age.

2. Explore how socio-cultural contexts impact babies’ and young children’s development study a variety of developmental perspectives, including developmental psychology, neuroscience, and psychoanalytical theory.

3. Further examine knowledge of key theorists and how their concepts inform our understanding of personal, social, emotional, physical, linguistic and cognitive development.

4. Develop different observational techniques and practise observational skills.

No

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 (LO4). Students will be introduced to a range of theoretical perspectives from developmental psychology, psycho-analytic and neuro-scientific theory and research, for considering babies’ and young children’s overall development (LO1).  The module will underline the inter-relatedness of personal, social, emotional, physical, linguistic and cognitive development and discuss the role of relationships, movement, speech and gesture, exploration and self-concept in young children’s development (LO 3).  Issues associated with child developmental theory and assessment, such as cultural bias and gender differences will also be explored. The importance for early childhood professionals such as early years’ practitioners, educational psychologists, play therapists, etc. will be considered as well as the importance of accessing the views of parents and carers on their children’s development. (LO2).

For full and part-time students’ theoretical input will be through lectures seminars and workshops. 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 learning for all students and  this will be in the context of tutor-led sessions. 

Teaching and learning strategies and methods also focus on workplace skills and professionalism. All students undertake and reflect on observations using videos, weekly tasks and reflective tasks to support increased knowledge and understanding. Observation tasks to support the growth of practitioners’ professional competence will also be covered through the use of video clips.   

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 different technologies also supports individual learning.

1. Discuss babies’ and young children's social, emotional, cognitive, physical and linguistic development by considering strengths and limitations of different theoretical perspectives. (Patchwork).

2. Articulate the impact of the social, cultural and environmental context on the development of babies and young children. (Patchwork)

3. Develop arguments on the interrelatedness of development by using different theoretical perspectives. ( Patchwork and Concept map)

4. Use and reflect on a range of models of observation and assessment tools from different perspectives. (Concept map)

Students will demonstrate that they have met the learning outcomes through the submission of:

Assessment A Patchwork

Patchwork text 1: exploring perspectives on theories of physical development. (20%). 1000 words  (Learning outcomes 1, 2 & 3)

Patchwork 2 text: discussing perspectives of social, emotional, cognitive and language development (40%) 2,000 words. (Learning outcomes 1 ,2 & 3)

Assessment B - Concept Map (Observing  2 video clips using two different methods of observation)  Expand-include selected methods of observation

Choose two children’s play video clips and determine which method is appropriate for which video clips.  View and record what you observed. You are expected to use two of the following methods of observation:  checklist, narrative, event or time sampling methods. Upon completion of recording, choose relevant theories and prepare a concept map to demonstrate your findings from  the observation. You can use mind map software, word document or a drawing. (Learning outcomes ( 1 & 4)

https://rl.talis.com/3/londonmet/lists/F8039A6F-3FED-37AE-5536-5B2B51DF82B8.html?lang=en&login=1

Fawcett M., and Watson D., (2016) Learning through child observation, Philadelphia: Jessica Kingsley Publisher

Holmes, J., (2014) John Bowlby and attachment theory, London: Routledge

Otto, H., Keller, H. (eds) (2018) Different faces of attachment: cultural variations on a universal human need Cambridge

Parker, J., Crabtree, S.A. (2020) Human growth and development in children and young people: Theoretical ad practice perspectives Bristol: Policy Press

Sharma, A,., Cotterill, H. (2021) Mary Sheridan’s birth to five years: Children’s developmental progress London: Routledge

Trawick-Smith J., (2014) (6th eds)  Early childhood development: a multicultural perspective, England: Pearson Education