Run by School of Educational Sciences
20.000 Credits or 10.000 ECTS Credits
Semester 1 & 2
Organiser: Mrs Hazel Jane Wordsworth
Overall aims and purpose
This module aims to inform students about the various rights that children have. It will focus on Equal Opportunities and Child Protection issues and look at relevant practice and guidelines.
- Inequality and disadvantage: an overview. Poverty and social exclusion: restrictions on equality.
- Inequality, gender, and sexuality.
- Race, culture, age and disability inequality.
- Language, culture and religion equality.
- Theories of discrimination and oppression.
- Promoting equality and diversity in child care settings.
- Anti-discriminatory practice, positive action, and empowerment.
- The different types of abuse and theories of abuse. Recognition of child abuse in different settings and the effects of abuse.
- The concept of positive parenting and what factors affect parenting. Encouraging parents to develop their role. Barriers to communicating with parents.
- Strategies for alleviating abuse; the legal framework (Children Act 1989, Assessment Framework, etc.).
- Historical overview of child protection cases.
- Alternative forms of care: foster, residential, respite, etc.
- The need for intervention.
- Working with areas of community support and interagency working and making referrals. Working to support children who have been abused.
- Good practice in child care settings.
Demonstrating the learning outcomes satisfactorily
Showing a good understanding of the main issues and demonstrating good ability to discuss, analyse and evaluate, and to provide relevant examples
Showing comprehensive understanding of the main issues and demonstrating an excellent ability to discuss, analyse, and evaluate with maturity and to provide appropriate examples and apply information to other situations and contexts.
demonstrate how children's rights can be supported practically in childcare and education settings.
identify and explain different forms of discrimination and oppression of children in society;
demonstrate an understanding of the theoretical perspectives on discrimination and oppression of children;
display an understanding of the importance of inter-agency working and the roles of different agencies when working with children.
Teaching and Learning Strategy
Notional Learning Hours:
(a) Contact Time – e.g. in classroom, or fieldwork 30 hours (b) Private Study – reading time, preparing and taking assessments 170 hours
Total 200 hours
Format of Teaching: Lectures / workshops 30 Hours
Teaching Strategy: Mixture of lectures and workshops
1 lecture/workshop of 2 hours per week for 15 weeks
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- 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.
- 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
- Mentoring - Able to support, help, guide, inspire and/or coach others
- 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
- 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
- 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
- use skills of observation and analysis in relation to aspects of the lives of babies and young children
- reflect upon the ethics of studying babies and young children and their families and communities
- generate and explore hypotheses and research questions relating to early childhood in an ecological context
Gordon, D., (2003) Child Poverty in the Developing World Bristol, UK : Policy Press Hirsch, D. (2007) Chicken and egg : child poverty and educational inequalities London : Child Poverty Action Group Langen, M., and Day, L. (eds) (2000) Women and Oppression. London: Routledge. Snape, G. & Nipper, E., (2004) Thursday’s Child – A Children’s Rights Cantata (UNICEF) London: UK Committee for UNICEF Williams, J. (2013) The United nations convention on the rights of the child in Wales Cardiff : University Of Wales Press MacLeod-Brudenell, I., (2004) Advanced Early Years Care and Education. Portsmouth: Heinemann Millam, R., (1996) Anti-discriminatory practice : a guide for workers in childcare and education London:Cassell