module specification

In this module you will study the legal framework in relation to in/equalities, children’s rights and advocacy. It considers the historical, political and the legislative contexts in relation to these issues.  It explores writing and research on the construction of identity and difference in relation to; class, race, gender, culture/ religion / language / sexual orientation / age / dis/ability and special educational needs, and their implications for early childhood provision and practice.

You will consider current early childhood policy contexts with regards to children’s rights, equity and discrimination and the role of early years settings in both perpetuating and resisting inequalities. This will include the impact of current policy, specific issues, and challenges these can have on young children’s’ lives. Students will have the opportunity to explore ways of working with children to develop positive views of understanding diversity.

The module will also explore the role children take in shaping their childhoods and how practitioners can elicit their perspectives and develop a listening
culture within settings and thereby act as an informed advocate for young children and their families.

This will begin to understand the rights of children and the many ways to support them to ensure that these rights are met at both national and international levels. You will explore how different legislation and policies are used to advocate the rights of the child and the roles of advocates within both national and international context.

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This module will study the legal frameworks in relation to inequalities and consider writings and research on the construction of identity and difference in relation to: class, race, gender, culture, religion, language, sexual orientation, age, dis/ability and special educational needs, and their implications for early childhood provision.

Critical evaluation of the implications on practice of current policy, issues, and the challenges.

Current early childhood policy contexts will be considered with regard to equity and discrimination and the role of early years settings in both perpetuating and resisting inequalities and in working with children to develop positive views of diversity.

Definitions of children and childhood within the socio-cultural context will be explored.

Children’s rights and brief history on the development of children’s right, UN Convention on the Rights of the Child (UNCRC) and its principles.

Definition of advocacy and the importance of advocacy.

The ‘child’s voice’, social justice and exclusion.

The rights of the child within national and international contexts.

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. Demonstrate in-depth knowledge of legislation and official guidance in areas of equalities relating to early years.

2. Describe and analyse the ways in which inequalities may impact on young children, families and staff within early years settings and evaluate your own role in challenging inequalities and ensuring inclusion for all staff, children and their families.

3. Analyse the rights of children and suggest ways that such rights can be upheld within one’s practice.

4. Examine principles of advocacy and discuss its barriers/limitations, and consider how the advocate works in partnership with other professionals and agencies.

SEM 1
A 3,000, word essay in which students analyse ‘Why issues of equality in early childhood is important, identifying how inequalities can adversely impact on the lives of children, families and staff’. (LO1 & LO2)

SEM 2
Students to produce a Promoting Children’s Rights leaflet or poster (equivalent to 3,000 words). (LO3 & LO4)

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Department for Education and Department of Health (2015) Special educational needs and disability code of practice: 0 to 25 years, available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf (accessed 03.11.2022)

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James, A. and Prout, A. (2015) Constructing and Reconstructing Childhood, Abington: Routledge 

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