SE5003 - Personal, Social and Emotional Development Matters (2017/18)
|Module specification||Module approved to run in 2017/18|
|Module title||Personal, Social and Emotional Development Matters|
|Module level||Intermediate (05)|
|Credit rating for module||30|
|School||School of Social Professions|
|Total study hours||300|
|Running in 2017/18||
This module explores theoretical perspectives on babies’ and young children’s personal, social and emotional development ages 0-6 . The impact of cultural and social factors will also be considered and the implications of these theories and factors for provision and practice with children aged within the birth to six age range will be explored.
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.Students who are not based in settings covering the 0-3 age range, will be expected to undertake the minimum of a one day observational visit to a relevant provision.
This core module aims to enable students to:
• Increase their knowledge and understanding of the personal, social, cultural and emotional development of babies and young children and its influence on all other aspects of development and learning.
• Identify and evaluate effective practice and provision for 0-6 year olds through considering the learning and care needs of children from birth to three in out of home care
• Develop a knowledge of what reflective practice means so they can understand the impact of practitioners on the lives of babies and young children
• Explore the social policy contexts of young children’s well-being and provision for 0-6 year olds
This module will promote reflection on the importance of personal, social and emotional development as an area of learning that is of fundamental importance for all other aspects of learning and development. It will include a focus on the socio-cultural and familial influences that impact on a children’s sense of cultural identity, self-esteem and emotional well-being. Relevant theory and research will be used to explore the growth and development of personal, social and emotional understanding in infancy and early childhood.
There will be a consideration of the importance of the adult’s role in developing key person relationships; the implications of this for practitioner's skills and attributes will be explored through reflective exercises. Through their observations of practice in a setting, students will explore and analyse concepts of good quality practice and provision for babies and young children in relation to developing and resourcing a broad and holistic curriculum that meets the needs of children from diverse cultural and family backgrounds. The module will also review current and historical social policy perspectives on children’s well-being and provision for 0-6 year olds and offer a comparative overview of differing international and cultural perspectives.
Learning and teaching
Observations will form the focus of teaching and learning; students will use these as a basis for reflection, analysis and for developing insight into theoretical perspectives. Learning will also be through visits and discussion.
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.
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. Describe, analyse and constructively critique theories of the personal, social, cultural and emotional development of babies and young children
2. Justify the crucial importance of this area of development and its impact on long term learning
3. Critically evaluate provision, practice and the impact of practitioners on the development and well-being of babies and young children
4. Discuss historical and current social policies that relate to young children’s well-being and the care and education of babies and young children.
Students will be able to demonstrate they have met the learning outcomes through two summative assessments:
1. A 10 minutes podcast based on a study of a child’s personal, social and emotional development [Learning outcomes 1 and 2].
2. A 3500 word written paper which demonstrates their ability to identify and evaluate high quality out of home provision for babies and young children in the context of research and theory [Learning outcomes 3, 4 and 5].
Abbott, L., Langston, A. (Eds) (2005) Birth To Three Matters: Supporting the Framework of Effective Practice, Maidenhead: OUP McGraw Hill Education.
Brown, B. (2008) Equality in Action: A Way forward with Persona Dolls. Stoke on Trent: Trentham Books
Dowling, M. (2010) Young Children’s Personal, Social and Emotional Development, London: Paul Chapman
Elfer, P., Goldschmied, E., Selleck, D. (2002) Key Persons in Nursery: Building Relationships for Quality Provision, London: David Fulton
Gerhardt, S. (2004) Why Love Matters. How affection shapes a baby’s brain: Hove / New York: Brunner-Routledge
Goldschmied, E., Jackson, S. (2004) People Under Three, Young Children in Day Care. London: RoutledgeE book
Manning-Morton, J., Thorp, M. (2003) Key Times for Play: The First Three Years, Maidenhead: OUP
Manning-Morton, J., Thorp, M. (2006) Key Times: Developing High Quality Provision for Children from Birth to Three Years, Maidenhead: OUP
Manning-Morton, J (2010) ‘Not Just The Tip of The Iceberg: Psychoanalytic Ideas and Early Years Practice’, in Miller, L., Pound, L. (Eds) Theories and Approaches to Learning in the Early Years (Critical Issues in the Early Years), London: Sage
Roberts, R (2011) Well-being from Birth, London: Sage
Siraj-Blatchford, I.,Clarke, P. (2000) Supporting Identity, Diversity and Language in the Early Years, Maidenhead:Open University Press E book
Manning-Morton, J (2006) The Personal is Professional: Professionalism and the birth to threes practitioner. Contemporary Issues in Early Childhood, Volume 7, Number 1, 2006.
Lally, J.R. Torres, Y.L and Phelps, P.C. (1997) Caring For Infants And Toddlers In Groups: Necessary Considerations For Emotional, Social And Cognitive Development. Zero to three, vol.14, no 5. pp.1-8. www.zerotothree.org.
Scottish Executive (2005) Birth to three, supporting our youngest children. Learning and Teaching Scotland. http://www.ltscotland.org.uk/Images/birth2three_tcm4-161671.pdf