module specification

This core module focuses on the well-being, safeguarding and protection needs of children ages 0-8. It looks at the social and legislative context and the role of a range of professionals and practitioners.

It addresses a key aspect of professional knowledge within early years services and aims to:

• Make connections between work based and academic knowledge in relation to children’s welfare needs.

• Introduce the historical, political, social and cultural contexts of welfare provision for young children and of current policy and legislative frameworks.

• Raise awareness of the breadth of considerations when providing for children’s optimum development and learning.

• Develop professional competence in relating knowledge of significant issues in children’s development and learning to professional decision making.

Students will:

• Demonstrate knowledge and understanding of the welfare needs of young children and of the roles of different statutory and voluntary agencies relating to children and families.

• Demonstrate knowledge and understanding of the impact of child abuse and neglect on children’s development and learning.

• Understand the cultural contexts of defining children’s welfare, safeguarding and protection needs.

• Identify and plan for children’s welfare needs in the context of an early years curriculum and respond appropriately to safeguarding and child protection concerns.

• Understand the early years Practitioners as well as other statutory professionals role  in identifying and assessing children’s welfare and protection needs and in decision making within a wider multi-disciplinary team.

No

This module will consider the multiple factors that contribute to a children’s well-being. It will place current childcare, safeguarding and protection policy and legislation in an historical and cultural context and acquaint students with the range of welfare services that exist for children and families in need of support.

Students will examine the early years practitioners and other professional’s role in the identification and decision-making processes in the safeguarding and protection of young children, in a multi disciplinary context. The module will consider providing for young children’s well-being, safeguarding and protection as part of a continuum of best practice. Students will practise identifying and planning for children’s welfare and well-being needs as part of an early years curriculum.

Students will receive theoretical input through lectures and seminars. 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.

Reflection and discussion are key to teaching for all students. This will be in the context of tutor-led sessions. For all students experiential learning promotes their growing ability to act as a reflective practitioner.

Teaching and learning strategies and methods also focus on developing skills and professionalism. 

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.

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 affect the well-being of babies and young children and their families.

4. Articulate the roles of adults including the early years practitioner and other statutory professionals and of different statutory and voluntary agencies working with children and families in identifying and assessing children’s health, welfare, safeguarding, and protection needs.

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