Run by School of Education and Human Development

20.000 Credits or 10.000 ECTS Credits

Semester 1

Organiser: Dr Margiad Williams

Noder: bydd y modiwl hwn yn cael ei redeg fel modiwl byr, tew yn wythnosau 7-12

Mae'r modiwl hwn wedi'i gynllunio i archwilio effeithiau newidiadau cymdeithasol, diwylliannol ac economaidd ar rianta yn ogystal â'r gefnogaeth sydd ar gael i hyrwyddo arferion rhianta da. Bydd yn archwilio’r cysyniad o ‘fod yn rhiant’ a sut mae hyn wedi newid dros amser. Bydd myfyrwyr yn ymgysylltu â llenyddiaeth ar sail tystiolaeth i archwilio gwahanol strategaethau magu plant a sut mae'r rhain yn effeithio ar ddatblygiad ymddygiadol, emosiynol a chymdeithasol plant. Rhoddir enghreifftiau o ymchwil drawsddiwylliannol a gwneir cysylltiadau â datblygiadau cyfredol mewn polisi ac arfer ar gyfer plant a'u teuluoedd. Bydd y modiwl yn cynnwys elfennau o gymdeithaseg a seicoleg.

Bydd y modiwl hwn yn canolbwyntio ar ddatblygu dealltwriaeth myfyrwyr o’r cysyniad newidiol o rianta a’r strategaethau effeithiol ar gyfer hyrwyddo arferion da. Bydd y pynciau'n cynnwys:

Damcaniaethau'r teulu Amrywiaeth ffurfiau teulu (e.e., gofal plant nad yw'n rhiant) Deiet, chwarae a chysgu Teuluoedd difreintiedig Cymorth i deuluoedd (fframwaith cyfreithiol a pholisi) Strategaethau rhianta effeithiol

excellent

Ardderchog: A- i A* Gwybodaeth a dealltwriaeth cynhwysfawr a gwybodus o (gyda defnydd gwych o ymchwil): y damcaniaethau sy'n ymwneud â magu plant; effaith ffactorau cymdeithasol, diwylliannol ac economaidd ar ymddygiadau rhianta; effaith gymdeithasol ac addysgol arferion rhianta ar ganlyniadau seicolegol plant; strategaethau ar sail tystiolaeth ar gyfer hyrwyddo ymddygiadau rhianta da; asiantaethau a gweithwyr proffesiynol sy'n darparu cefnogaeth rhianta

threshold

Trothwy: D-, D, D+ Gwybodaeth a dealltwriaeth wael o: y damcaniaethau sy'n ymwneud â magu plant; effaith ffactorau cymdeithasol, diwylliannol ac economaidd ar ymddygiadau rhianta; effaith gymdeithasol ac addysgol arferion rhianta ar ganlyniadau seicolegol plant; strategaethau ar sail tystiolaeth ar gyfer hyrwyddo ymddygiadau rhianta da; asiantaethau a gweithwyr proffesiynol sy'n darparu cefnogaeth rhianta

good

Da: B-, B, B+ Gwybodaeth a dealltwriaeth dda o (gan gyfeirio’n dda at ymchwil): y damcaniaethau sy'n ymwneud â magu plant; effaith ffactorau cymdeithasol, diwylliannol ac economaidd ar ymddygiadau rhianta; effaith gymdeithasol ac addysgol arferion rhianta ar ganlyniadau seicolegol plant; strategaethau ar sail tystiolaeth ar gyfer hyrwyddo ymddygiadau rhianta da; asiantaethau a gweithwyr proffesiynol sy'n darparu cefnogaeth rhianta

C- to C+

Boddhaol: C-, C, C+ Gwybodaeth a dealltwriaeth foddhaol o: y damcaniaethau sy'n ymwneud â magu plant; effaith ffactorau cymdeithasol, diwylliannol ac economaidd ar ymddygiadau rhianta; effaith gymdeithasol ac addysgol arferion rhianta ar ganlyniadau seicolegol plant; strategaethau ar sail tystiolaeth ar gyfer hyrwyddo ymddygiadau rhianta da; asiantaethau a gweithwyr proffesiynol sy'n darparu cefnogaeth rhianta

1. Dangos dealltwriaeth o'r cysyniad o rianta yn seiliedig ar ddamcaniaethau perthnasol

2. Gwerthuso effaith arferion rhianta ar ganlyniadau seicolegol plant

3. Dangos dealltwriaeth o strategaethau sy'n seiliedig ar dystiolaeth i hyrwyddo arferion rhianta effeithiol

4. Gwerthuso effaith ffactorau cymdeithasol, diwylliannol ac economaidd ar ymddygiadau rhianta

5. Nodi a gwerthuso’r asiantaethau a'r gweithwyr proffesiynol sy'n darparu cefnogaeth rhianta

Type	Name	Description	Weight
	Traethawd		60.00
	Astudiaeth Achos: Cynllun rhianta		40.00

		Hours
	Sesiwn ar-lein wythnosol 1 x 2 awr, wythnosau 7-12 Tymor 1 [12 awr]	12
Private study	7 awr o weithgareddau pob wythnos, wythnosau 7-12 Tymor 1 mewn paratoad i'r sesiynau ar-lein [42 awr] Astudio annibynol i Aseiniadau 1 a 2 [146 awr]	188

• 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

• 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
• plan for and where appropriate implement play and the curriculum assessment evaluation and improvement of creative learning opportunities taking account of young children's health and emotional well-being
• 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
• produce critical arguments for improvements to multi-agency and multiprofessional practices for babies and young children

Talis Reading list

http://readinglists.bangor.ac.uk/modules/xac-2070.html

Reading list

Adams, R. (2012). Working with Children and Families: Knowledge and Contexts for Practice. Basingstoke, UK: Palgrave Macmillan

Palmer, S. (2015). Toxic Childhood: How the modern world is damaging our children and what we can do about it. Hachette, UK: Orion.

Wood, V., Nahmad-Williams, L., Johnston, J., & Oates, R. (2018). Early Childhood Studies: Principles and Practice. Oxford, UK: Routledge

Optional in courses:

• X314: BA Astudiaethau Plentyndod ac Ieuenctid year 2 (BA/API)
• X316: BA Astudiaethau Plentyndod ac Ieuenctid a Chymdeithaseg year 2 (BA/APIC)
• X318: BA Astudiaeth Plentyndod ac Ieuenctid a Pholisi Cymdeithasol year 2 (BA/APIPC)
• X320: BA Astudiaethau Plentyndod ac Ieuenctid a Seicoleg year 2 (BA/APIS)
• X321: BA Astudiaethau Plentyndod ac Ieuenctid a Chymraeg year 2 (BA/PIC)