Child and Youth Development
Run by School of Educational Sciences
20.000 Credits or 10.000 ECTS Credits
Semester 1 & 2
Organiser: Dr Fliss Kyffin
Overall aims and purpose
- To know about the developmental stages of children and young people from birth-3, 3-7, 7-11 and 11-16 years old: their cognitive, physical, social and emotional development
- To become familiar with recent research in the field of childhood and youth development.
- To understand the characteristics of effective practice which supports holistic development and how this can be applied to education / care settings.
- Students will study the holistic development of babies and children from birth to three years old, including the following areas: (i) Cognitive development: Acquisition of language and social communication (ii) Physical development: pre-natal development, fine and gross motor skills, development of the senses and sensory processing. (iii) Social and emotional development: attachment and relationships, the impact of neglect, behaviour and developing independence.
- Students will apply their knowledge of the holistic development of the child / youth when they are on work placement, showing they are aware of good practice and current research in the field of childhood and youth development.
A basic understanding of the learning outcomes.
A good overall grasp of all the learning outcomes and how they relate to one another to give a holistic overview of child and youth development.
An excellent grasp of all the learning outcomes and the ability to reflect on how the principles of good practice in the field of childhood and youth are applied in the workplace.
- Understand all areas of child development from birth to sixteen years old;
Interpret recent research and the way it can affect practice in education / care settings;
Apply in the workplace the principles of good practice in the field of childhood and youth on their chosen placement.
|Planning a learning environment||50.00|
Teaching and Learning Strategy
Notional Learning Hours:
(a) Contact Time – e.g. in classroom, or fieldwork 44 hours (b) Private Study – reading time, preparing and taking assessments 156 hours
Format of Teaching:
Lectures 20 Hours Placement 24 Hours
Teaching Strategy: 1. 1 lecture of 2 hours x 10 weeks 20 hours 2. 4 days on placement @ 6 hours per day 24 hours
- 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
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- 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
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Subject specific skills
- 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
- 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
- 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
Resource implications for students
Students need either tablets or lap tops with internet access in all lectures.
Keenan, T. et al. (2016) An Introduction to Child Development, London: SAGE Doherty, J. and Hughes, M. (2014) Child Development: Theory and practice 0-11, Harlow: Pearson Meggitt, C. (2012) Child development: Birth to 19. Harlow: Pearson
Courses including this module
Optional in courses:
- Q318: BA Eng Lang for Speech & Language Therapy (Subj to Validn) year 1 (BA/ELSLT)