module specification

SE5003 - Personal, Social and Emotional Development Matters (2018/19)

Module specification Module approved to run in 2018/19
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
 
72 hours Scheduled learning & teaching activities
150 hours Guided independent study
18 hours Assessment Preparation / Delivery
60 hours Placement / study abroad
Assessment components
Type Weighting Qualifying mark Description
Coursework 40%   Podcast
Coursework 60%   Written paper
Running in 2018/19 No instances running in the year

Module summary

This 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

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

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. LO1,LO2,LO3,LO4,LO5

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

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 and practice and how it impacts on the development and well-being of babies and young children
4. Discuss and evaluate the impact of their role on the learning experiences of babies and young children and how their approach relates to practitioner values and experiences.
5. Discuss historical and current social policies that relate to young children’s well-being and the care and education of babies and young children.

Assessment strategy

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].

Bibliography

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
E book
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

Journals:
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.

Web sites:
Scottish Executive (2005) Birth to three, supporting our youngest children. Learning and Teaching Scotland.  http://www.ltscotland.org.uk/Images/birth2three_tcm4-161671.pdf
http//www.zerotothree.org
http://www.birthtofive.org.uk/pdf/ey_sead_prac_gd_0070708.pdf