20 credits at level HE6
This module aims to:
1. Examine the place and position of the child in the community
2. Clarify the different legislative frameworks that may be applied to the child in modern Britain
3. Apply a range of crirical frameworks to illuminate social and emotional development in early childhood.
This will range across many of the following topics:
- An examination of the growth and development of the child up to the start of secondary schooling. with an emphasis on the social and emotional strand of devlopment in the early years. Processes of attachment and bonding. Models of chilld rearing practices in family contexts.
- an exploration of different contextual perspectives on children: historical; educational; medical; economic; literary; cultural; social administrative.
- an idenfication of patterns of socialisation and enculturation in childhood and how these can be related to different policy provision.
- an exploration of some essential themes in the life of the child: play, gender; peer groups, culture, role models and games.
- some acquaintance with such practical issues as:
local facilities for children both statutory and voluntary learning and education, Sure Start and the Chldren's Fund , the needs of children, the Assessment Framework and implementing the Children's Act, the work of different professionals who work with children. Interviews with professionals involved in child protection processes.,
notions of risk and vulnerability and the legislative contexts developed to take account of these. Role of social services and social workers.
• transitions from home to school and the role of play, games, education, peer group in social life, the influences of sub-culture and legislative contexts of modern Britain.
Multi agency working from the social work and care perspective.
Formal Teaching will be by lectures and seminars. The seminars will be based around the examination and discussion of articles and extracts and students will undertake in small groups a small presentation., which is not formally assessed, but will, informally be part of the formative assessment process.
Evidence will be obtained for:
- increasing sensitivity to their own strengths and weaknesses as student learners
- ability to represent arguments effectively
- advancement of understanding through numerical means
- utilisation of the personal computerand its applications
Assessment will be based on
1. Essay One essay of 2000, words 50%
2 Report Small scale practical report of provision for children in the local community with a specific focus on an area that lends itself to being documented in a manageable way. 50%
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||have used advanced concepts and theories regarding the child and concepts of childhood||critically analyse childhood with range of current theories and models.|
|2.||have applied these concepts and theories in a range of community and policy contexts||evaluate provision of services for children in community and social contexts.|
|3.||have analysed the main legislative frameworks relating the chid to community in an informed and critical way.||explicate the implementation of major legislation in services for children and family contexts.|
|4.||have critically engaged in theoretical debates on childhood utilising contemporary research and theoretical frameworks.||develope a range of critical perspectives on notions of childhood.|
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||Essay of 2000 words||Report evaluating an aspect of local provision for children|
Before taking this module you must have successfully completed the following:
No restrictions apply.
Allen, Nick (1990) Making Sense of the Children Act 1989. London: Longman.
Alderson, P. (2000) Young Children’s Rights: exploring beliefs, principles and practice. Save The Children & Athenaeum Press.
Christensen, P; James, A (2000) Research with children: Perspectives and practices. Falmer Press.
DoH, DEE and Home Office (2000) Framework for the assessment of Children in Need and their Families. Stationery Office
Foley, P. Roche, J. & Tucker, S. (2001) Children in Society, Contemporary Theory, Policy & Practice. Palgrave.
Herbert, M. (1993) Working with Children And The Children Act. BPS.
DfES (2004) Every Child Matters. HMSO.
DHSS (1989) The Children Acr. HMSO.
Lee, N. (2001) Childhood and society: Growing up in an age of uncertainty. Open University Press.
Mayall, R (1994) Children’s Childhoods Observed and Experienced. Falmer Press.
Morrow, V. (1998). Understanding families: Children’s perspectives. National Children’s Bureau & Joseph Rowntree Foundation.
Moyles, J (1994) The Excellence of Play. London: Open Univ Press
Schaffer, R (1990) Making decisions about children : psychological questions and answers. Oxford: Blackwell.
Smith, P et al (2003) Understanding Children`s Development. 4th ed. Oxford: Blackwell
Wassell S & Gilligan R (2000) Child development for care & protection Workers. Jessica Kingsley Publishers.
oodhead, Falukner,D and Littleton, K (1999) Making Sense of Social Development. Milton Keynes: OUP
Woodhead, M. Faulkner, D et al (1998) The Cultural Worlds of early Childhood. Routledge.
|Host Subject Group:||Health, Social and Community Studies|
|User Name||Date Accessed||Action|