Individual Study 2 - Children's Health and Well-being
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
The concept of health education in childhood connects the areas of physical, personal, social and cognitive development. Maximising health for children and young people is paramount in supporting individuals in achieving their full potential in society. This independent research module aims to examine the importance of health and well-being for children and young people. This module aims to: • help students develop a clear understanding of the role of educators in supporting learning and development of children and young people; • provide opportunities to develop understanding of integrated working; • develop students’ understanding of health and well-being, and how this relates to education; • develop students’ understanding of holistic development for children and young people; • examine the impact of external influences and key transitions on the holistic development of children and young people, specifically, health and well-being.
Through research, students may consider: • Children’s Rights and legal entitlements; • Basic needs to ensure health and well-being; • The nature of physical social and emotional health and well-being for children and young people; • Factors contributing to poor health and well-being and the impact this has on children and young people’s development; • Transitions and stages in social, emotional, physical, and intellectual development; • The roles of adults, children and young people as health educators; • Common forms of illness and disease in childhood and adolescence; • Health inequalities – causes, effects and strategies to reduce these; • Strategies to develop health promotion.
All learning outcomes will have been met to a satisfactory level.
Knowledge and understanding of the module content will be supported by a satisfactory range of theory, practice and research literature.
Candidates will have demonstrated satisfactory evidence of critical analysis when reflecting on teaching and learning.
Students will have developed their study skills to a satisfactory standard and will be able to communicate to a satisfactory standard in a professional and academic context.
Most learning outcomes will have been met to an excellent level and all learning outcomes will be at least good.
A deep knowledge and understanding of the module content will be supported by an extensive range of theory, practice and research literature.
Candidates will provide excellent critical analysis when reflecting on a wide range of teaching and learning styles.
Students will have developed their study skills to an excellent standard and will be able to communicate to an excellent standard in a professional and academic context.
Most learning outcomes will have been met to a good level. Excellence in some learning outcomes may balance satisfactory attainment in others.
A good knowledge and understanding of the module content will be supported by a good range of theory, practice and research literature.
Candidates will provide good critical analysis when reflecting on a significant range of teaching and learning styles.
Students will have developed their study skills to a good standard and will be able to communicate to a good standard in a professional and academic context
Discuss inequality in child health and the influence that these may have on the social, emotional, cognitive and physical development of children and young people;
Articulate the roles of professionals and agencies in addressing a range of health care issues in a multi-professional context
Identify a range of appropriate strategies for promoting healthy lifestyles for children and young people.
Critically discuss the meaning of health and describe the factors that can have a detrimental effect on the health and well-being of children and young people
Teaching and Learning Strategy
The Associate Teacher will receive one hour individual tutorial to receive guidance for their independent study.
The Associate Teacher will explore a chosen area from within the field of health and well-being to research independently
- Literacy - Proficiency in reading and writing through a variety of media
- 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
- 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.
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
Subject specific skills
- That they have effective oral and written communication skills in their college work and with pupils and professional colleagues in schools;
- That they know and understand the aims and guidelines of the National Curriculum (Key Stage 2) and The Foundation Phase Framework;
- That they understand their responsibilities under SEN Code of Practice for Wales and know how to seek advice from experts on less common forms of special educational needs.
- That they can critically analyse information from research and other forms of evidence;
- That they can combine information from a number of sources in order to understand theory and practice;
- That they can critically reflect on the values and principles which are the basis of primary education, develop viewpoints, attitudes and personal practice;
- That they are reflective, with the ability in their areas of study and teaching to analyse, synthesise, apply and manage, and evaluate professional methods and practices;
Bradshaw, J. (2011). (Ed.). The well-being of children in the UK. Bristol, United Kingdom: Policy Press. Dowling, M. (2014). Young children's personal, social and emotional development. (4th ed.). London, United Kingdom: Paul Chapman. Roberts, R. (2010). Well-being from birth. London, United Kingdom: SAGE. Underdown, A. (2010). Young children's health and well-being. Maidenhead, United Kingdom: Oxford University Press. Watson, D., Emery,C., & Bayliss, P.(2012). Children's social and emotional well-being in schools: A critical perspective. Bristol: United Kingdom: Policy Press. White, J. (2011). Exploring well-being in schools: A guide to making children’s lives more fulfilling. Abingdon, United Kingdom: Routledge.