Run by School of Educational Sciences
20.000 Credits or 10.000 ECTS Credits
Organiser: Dr Anne-Marie Smith
Overall aims and purpose
Children are often viewed as a distinct group of people that exists in isolation from adults. However, children interact with adults every day and the two worlds overlap in various situations. One of the most obvious places this happens is within the family. However, traditional notions of what constitutes a family are rapidly being broadened to include a much more diverse set of family structures. In the modern age, families are also impacted by a broader range of influences. This module, places children and young people in the context of the family and examines the impact that issues surrounding the family have on them. In examining the reciprocal relationship between children and their families, the module will consider the wider issues surrounding families such as their changing nature, parenting practices, external factors that influence family structure and issues related to developments in conception and population. Through these discussions, the dynamic relationship between children and adults will be explored with an emphasis on considering how this affects children’s and adults’ understanding and development. As a result, students will appreciate that work with children necessitates work with the family. The exploration of these issues will help students go on to consider the wider impact of their work with children and the external issues that might impact their own practice in future.
The module will consider the diverse experiences of families across a number of areas that affect children and young people. These will include topics such as: - What is family? - Parents: who are they and what do they do? - Divorce, separation and loss. - Sexuality, gender identity and the family. - The construction of childhood within the family. - Making the decision to have children. - The media and the portrayal of family. - Family mental health. - The environment, families and children. - The importance of brothers and sisters. - The role of the extended family in the modern world. - The world beyond the family and its impact on family life. - How family shapes the child and how children shape the family.
50-59%, Pass: Clear evidence of planning leading to a good structure, sound understanding of theories and analysis, and good use of research supported by appropriate evidence.
60-69%, Merit: Shows significant insight, offers sustained and relevant analysis, well researched and referenced and written with a clear structure and style. 50-59%, Pass: Clear evidence of planning leading to a good structure, sound understanding of theories and analysis, and good use of research supported by appropriate evidence.
85-100%, Distinction: Outstanding work which demonstrates exceptional scholarship and is worthy of publication, or instrumental in developing professional practice. 70-84%, Distinction: Demonstrates excellence in power of analysis, argument, originality, range of research, organisation and stylistic quality.
Apply a critical understanding of the key issues that affect family structure and dynamics to the work with children.
Critically analyse what it is to be a child of a contemporary family.
Evaluate how differences in families can affect the way in which work with children is undertaken and apply this to real world settings.
Critically analyse the diversity of family structure, values, styles and dynamics and children’s participation in building these.
Analyse the relationship between society, the individual and the family and explain the impact of these on the child’s experience and development.
|INDIVIDUAL PRESENTATION||Planning for Practice Presentation||30.00|
|ESSAY||Observations of Families in Film||70.00|
Teaching and Learning Strategy
This time is to be used in reading set texts and extended research about the topic, preparation for assignments, completing tasks set in readiness for the lectures.
6 @ 2 hours/week combination of online and on-campus sessions.
Opportunities to discuss issues and ideas in more depth and prepare for assignments following the initial 6 week block.
|Practical classes and workshops||
A series of activities (e.g. discussion groups, set readings, quizzes, etc) will be set each week online.
- Literacy - Proficiency in reading and writing through a variety of media
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Subject specific skills
- Show originality in the application of subject specific knowledge and understanding.
- Identify problems, evaluate solutions and critique research associated with educational practice.
- Adopt an ethically sound approach to research with children and vulnerable adults.
- reflect upon a range of psychological sociological health historical and philosophical perspectives and consider how these underpin different understandings of babies and young children and childhood
- apply multiple perspectives to early childhood issues recognising that early childhood studies involves a range of research methods theories evidence and applications
- integrate ideas and findings across the multiple perspectives in early childhood studies and recognise distinctive early childhood studies approaches to relevant issues
- evaluate competing positions in relation to the construction of babies and young children and childhood by different subjects societal agents and time place and culture
- constructively critique theories practice and research in the area of child development
- demonstrate knowledge and awareness of the skills needed for different pedagogical approaches including: - the necessary depth and strength of relationships with individual children and children in groups and the facilitation of the building of relationships with and between children - the formation and promotion of mutually respectful relationships with families colleagues other professionals and communities
- critically explore examine and evaluate the significance of the cultural historical and contemporary features of various policies institutions and agencies in regard to babies young children and childhood
- lead support and work collaboratively with others and demonstrate an understanding of working effectively in teams with parents carers and other professionals 11
- demonstrate an understanding of how to plan for and where appropriate implement meeting and promoting children's health well-being protection and safety and the conditions that enable them to flourish
- use skills of observation and analysis in relation to aspects of the lives of babies and young children
Resource implications for students
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/xme-4000.html
Key texts: Chambers, D. (2012) A Sociology of Family Life: Change and Diversity in Intimate Relations. Cambridge: Polity Press McKie, L. & Callan, S. (2012) Understanding Families: A Global Introduction. London: SAGE Publications Recommended texts: Avdic, D. & Karimi, A. (2018) ‘Modern family? Paternity leave and marital stability’ American Economic Journal: Applied Economics Vol. 10, No. 4, pp. 283-307 Cabrera, N.J., Volling, B.L. & Barr, R. (2018) ‘Fathers are parents, too! Widening the lens on parenting for children’s development.’ Child Development Perspectives, Vol. 12, No. 3, pp. 152-157 Cavalcante, A. (2015) ‘Anxious displacements: the representation of gay parenting on Modern Family and The New Normal and the management of cultural anxiety.’ Television & New Media, Vol.16, No.5, pp.454-471. Donath, O. (2015) ‘Regretting motherhood: a socio-political analysis’ Signs: Journal of Women in Culture and Society, Vol.40, No. 2. Dow, D.M. (2016) ‘Integrated motherhood: beyond hegemonic ideologies of motherhood’ Journal of Marriage and Family, pp.180-196 Johnsen, I.O., Litland, A.S. & Hallström, I.K. (2018) ‘Living in two worlds – children’s experiences after their parents’ divorce – a qualitative study.’ Journal of Pediatric Nursing, vol.43, e44-e51 Nelson-Coffey, S. K., Killingsworth, M., Layous, K., Cole, S.W. & Lyubomirsky, S. (2019) ‘Parenthood is associated with greater well-being for fathers than mothers.’ Personality and Social Psychology, Vol. 45, No. 9, pp.1378-1390 Netsi, E., Pearson, R.M., Murray, L., Cooper, P., Craske, M.G. & Stein, A. (2018) ‘Association of persistent and severe postnatal depression with child outcomes’ JAMA Psychiatry, Vol. 75, No. 3, pp. 247-253 Richins, M.L. & Chaplin, L.N. (2015) ‘Material parenting: how the use of goods in parenting fosters materialism in the next generation’ Journal of Consumer Research, Vol.41, pp.1333-1357 Söderström-Anttila, V., Wennerhom, U., Loft, A., Pinborg, A., Aittomäki, K., Romundstad, L.B. & Bergh, C. (2016) ‘Surrogacy: outcomes for surrogate mothers, children and the resulting families – a systematic review’, Human Reproduction Update, Vol. 22, No. 2, pp. 270-276
Courses including this module
Compulsory in courses:
- X3BF: MA Childhood and Youth year 1 (MA/CHY)