Run by School of Educational Sciences

20.000 Credits or 10.000 ECTS Credits

Semester 1

Organiser: Dr Margiad Williams

Note: this module will be run as a short, fat module in weeks 7-12

This module is designed to examine the effects of societal, cultural and economic changes on parenting as well as the support available to promote good parenting practices. It will explore the concept of ‘parenthood’ and how this has changed over time. Students will engage with evidence-based literature to explore different parenting strategies and how these impact on children’s behavioural, emotional and social development. Examples will be given from cross-cultural research and links will be made to current developments in policy and practice for children and their families. The module will include elements of sociology and psychology.

This module will concentrate on the development of students’ understanding of the changing concept of parenting and the effective strategies for promoting good practices. Topics will include:

Theories of the family Diversity of family forms (e.g., non-parental child care) Diet, play and sleep Disadvantaged families Family support (legal and policy framework) Effective parenting strategies

good

Good: B-, B, B+ A good knowledge and understanding (making some good reference to research) of: the theories related to parenting; the impact of societal, cultural and economic factors on parenting behaviours; the social and educational impact of parenting practices on child psychological outcomes; evidence-based strategies for promoting good parenting behaviours; agencies and professionals that provide parenting support

excellent

Excellent: A- to A* A comprehensive and well-informed knowledge and understanding (making excellent use of research) of: the theories related to parenting; the impact of societal, cultural and economic factors on parenting behaviours; the social and educational impact of parenting practices on child psychological outcomes; evidence-based strategies for promoting good parenting behaviours; agencies and professionals that provide parenting support

C- to C+

Satisfactory: C-, C, C+ A satisfactory knowledge and understanding of: the theories related to parenting; the impact of societal, cultural and economic factors on parenting behaviours; the social and educational impact of parenting practices on child psychological outcomes; evidence-based strategies for promoting good parenting behaviours; agencies and professionals that provide parenting support

threshold

Threshold: D-, D, D+ Poor knowledge and understanding of: the theories related to parenting; the impact of societal, cultural and economic factors on parenting behaviours; the social and educational impact of parenting practices on child psychological outcomes; evidence-based strategies for promoting good parenting behaviours; agencies and professionals that provide parenting support

1. Appraise the impact of parenting practices on the psychological outcomes of children

2. Demonstrate an understanding of the concept of parenting based on relevant theories

3. Evaluate the impact of societal, cultural and economic factors on parenting behaviours

4. Demonstrate an understanding of evidence-based strategies to promote effective parenting practices

5. Identify and evaluate the agencies and professionals that provide parenting support

Type	Name	Description	Weight
	Essay		60.00
	Case study: Parenting plan		40.00

		Hours
Private study	7 hours activity per week, weeks 7-12 Semester 1 in preparation for weekly online sessions [42 hours] Independent study for Assignments 1 and 2 [146]	188
	1 x 2 hour, weekly online session, weeks 7-12 Semester 1 [12 hours]	12

• 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
• 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

• 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/xae-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

Compulsory in courses:

• X313: BA Childhood and Youth Studies year 2 (BA/CYS)

Optional in courses:

• X319: BA Childhood and Youth Studies and Psychology year 2 (BA/CYP)
• X317: BA Childhood and Youth Studies and Social Policy year 2 (BA/CYSP)
• X315: BA Childhood and Youth Studies and Sociology year 2 (BA/CYSS)