BA (Hons) Childhood

This module seeks to introduce students to academic study at university level. Its purpose is to enable students to reflect on and develop their skills as they progress through their first year of study. This is achieved by introducing students to the key study and academic skills required to succeed at university level study such as accessing, and evaluating academic source material, understanding argumentation and critical thinking, academic writing, and referencing. Students will also reflect on elements of academic resilience and employability. 

This module investigates the developing child and the changes that occur over time within the context of the family and wider social systems that children inhabit. The module has a particular focus on the aspects of child development that influence and are influenced by social context. It will include the psychological development of babies, children and young people within the family, education and the wider social systems; it seeks to explain how the interaction between biological, social and cultural factors affect lifelong patterns of change in the individual.

Within this module, students will be challenged to ask critical questions about their social world and explore their own individual and cultural experiences within a wider context. Throughout this module, students are encouraged to examine the common assumptions of childhood as a natural, universal, fixed, and inevitable life stage. By ‘thinking sociologically’, students will identify the social structures which define, govern, and locate children and childhood.

This module will introduce students to a ‘systems’ thinking as applied to childhood and the development of the children. It will use an ecological model of human development to place children and childhoods into the wider and complex ‘system of systems’, micro, meso, exo and macro, and the dynamic of constancy and change of these systems in time. It will focus on topics such as the family system, family-school-community collaboration; school involvement, and will then engage in broader discussions on globalisation, legislation, educational systems, et caetera. The systems approach underlying the ecological model of human development is a theoretical framework that allows, and encourages, integration of other theoretical views into a multi-theoretical approach.

This module grounds students in the principles of social science research and methods employed to develop our understanding of the social world. The module covers core aspects of the research process and offers students opportunities to focus on particular methods of interest to them and relevant to their field of study. The module aims to provide students with the knowledge and confidence to undertake independent, ethical and robust research in the social sciences. This module also acts as a precursor to the dissertation module.

The module provides opportunities to gain an understanding of children’s mental health from a holistic bio-psycho-social perspective. Understanding children’s mental health needs is crucial for practitioners working with children and young people as it has a significant impact on other areas of development, social and educational participation and inclusion.

This module will introduce students to a ‘systems’ thinking as applied to childhood and the development of the children. It will use an ecological model of human development to place children and childhoods into the wider and complex ‘system of systems’, micro, meso, exo and macro, and the dynamic of constancy and change of these systems in time. It will focus on topics such as the family system, family-school-community collaboration; school involvement, and will then engage in broader discussions on globalisation, legislation, educational systems, et caetera. The systems approach underlying the ecological model of human development is a theoretical framework that allows, and encourages, integration of other theoretical views into a multi-theoretical approach. 

This module grounds students in the principles of social science research and methods employed to develop our understanding of the social world. The module covers core aspects of the research process and offers students opportunities to focus on particular methods of interest to them and relevant to their field of study. The module aims to provide students with the knowledge and confidence to undertake independent, ethical and robust research in the social sciences. This module also acts as a precursor to the dissertation module. 

This module provides an exploration of Special Educational Needs and Disabilities, and introduces students to a range of issues and perspectives in relation to SEN, disability and inclusion in general. The module poses questions regarding the social and cultural dimension of difference in learning needs, gender and culture and it seeks to allow students to critically evaluate perceptions of difference and inclusion. This module will also allow students to explore the principles of inclusive practice and to develop their understanding of how to implement more inclusive strategies and techniques in education.

This first practice module seeks to explore with students the underlying professional practices and principles of the early years and primary education. Students are encouraged to consider how the theoretical study of the child underpins the early and primary curriculum. The module will support students in adopting a professional approach to working with young children. The module is broadly split between taught sessions on campus and days spent in practice in educational setting. The ethos is to support students to develop core knowledge and skills in practice appropriate for working towards the role of graduate practitioner.

This module will introduce students to a ‘systems’ thinking as applied to childhood and the development of the children. It will use an ecological model of human development to place children and childhoods into the wider and complex ‘system of systems’, micro, meso, exo and macro, and the dynamic of constancy and change of these systems in time. It will focus on topics such as the family system, family-school-community collaboration; school involvement, and will then engage in broader discussions on globalisation, legislation, educational systems, et caetera. The systems approach underlying the ecological model of human development is a theoretical framework that allows, and encourages, integration of other theoretical views into a multi-theoretical approach. 

This module grounds students in the principles of social science research and methods employed to develop our understanding of the social world. The module covers core aspects of the research process and offers students opportunities to focus on particular methods of interest to them and relevant to their field of study. The module aims to provide students with the knowledge and confidence to undertake independent, ethical and robust research in the social sciences. This module also acts as a precursor to the dissertation module. 

In this module students evaluate changing perspectives of welfare provision which has historically shaped the structure of childhood. Perspectives applied by those in authority have shifted through discourses of state paternalism, individualised responsibility, rights discourses, social investment and social threat. Each perspectives constructs an alternative childhood. In this module the social policies which have cared for, and controlled changing expectations of childhood will be highlighted, with particular significance placed on relevant policy provision surrounding children in deprivation, education, disability and the family. 

This module provides a historical analysis of the cultural situation of the child, with a particular consideration to the changing legal status and emergence of child protection legislation. This module considers how diverse experiences of childhood were shaped by social and cultural change over time, and affected by ideas about class, race, ethnicity and religion. Legislative changes, which had a slow but steady development until 1960, began accelerating, further defining and regulating an “ideal” childhood. This module also brings in the thoughts and feelings of children themselves through diaries, testimonies and oral histories, and use a wide range of sources to access the perspectives of adults, governments and nations.

This module is designed for students to produce a final year projects that allows students to exercise their independent judgement and skills in the development and execution of a project or dissertation relevant to their field of study. Under the supervision of an assigned tutor, the module provides students with the opportunity to independently apply the core subject knowledge and skills developed over the course of their degree.

This module is aims to respond to contemporary issues in relation to disability and, more specifically, the lived experiences of children and young people with special educational needs and/or disabilities and their families in the context of current social, economic, cultural, political situation. The aim of this module is to provide students with an opportunity to explore contemporary issues of their choice that impact on the lives of children and young people with SEN/D. This may include for example birth decisions and the value of lives; children with SEN/D and friendships; sex and sexuality; the politics of family life; children and young people with SEN/D in art and visual cultures; the Para Olympics; work and employment; hate crime; or the impact of Covid-19.

The module will introduce students to the basic principles and topics of public health, with a particular focus on topics that are relevant to children. Students will critically analyse health problems at a global, national and local level, and will develop knowledge and understanding of the strategies aimed at reducing health inequalities through coordinated actions. Health promotion and health protection principles will be explored; students will learn about health determinants, health inequalities, and the socio-economic causes of health and illness that arise from deprivation and poverty and on the drivers of the global burden of diseases and issues of inequity surrounding these.

This module is designed for students to produce a final year projects that allows students to exercise their independent judgement and skills in the development and execution of a project or dissertation relevant to their field of study. Under the supervision of an assigned tutor, the module provides students with the opportunity to independently apply the core subject knowledge and skills developed over the course of their degree.

On this module students will explore how the outdoors and the environment can enhance a child's development and learning. Outdoor learning and Environmental Education are vital to a curriculum as we are living in a world where environmental concerns and issues about well-being are paramount. 

Students will gain an understanding of the importance of children learning outside the traditional space of the classroom and will consider creative ideas to incorporate outdoor activities for all children. Notions of spaces and places will be reflected upon with an in-depth analysis of rural experiences and urban environments and how both settings have a particular outdoor environment which can be utilised for outdoor learning. 

This module will introduce students to key issues in mathematics, science and technology education, particularly those that relate to the years of compulsory schooling. Students will gain understanding of key curricular, pedagogical and social issues that relate to the teaching and learning of mathematics, science and technology which are crucial subject areas in the curriculum.

This module is designed for students to produce a final year projects that allows students to exercise their independent judgement and skills in the development and execution of a project or dissertation relevant to their field of study. Under the supervision of an assigned tutor, the module provides students with the opportunity to independently apply the core subject knowledge and skills developed over the course of their degree.  

This module in Peripheral Childhoods introduces students to the intersections of childhoods centring on those that have been marginalised, invisibilised or occur in contexts of multiple disadvantages. In particular, the module will critically examine the historical, international, and contemporary conceptualisations of childhood, the ‘ideal’ types, and normative benchmarks, policies, and practices, as advocated by dominant or Euro-American traditions. It will draw on the fields of childhood studies, developmental psychology, sociology, education, social policy and childhood geographies; and interrogate the historical, social, material and political conditions that shape childhoods ‘at’ and ‘on’ the peripheries. 

This module explores families and the state in the broadest sense, addressing two core areas: the influence and impact of the state and subsequent policies which imped on the diversity of family formations and the recognition of ‘family’ beyond the dominant hegemonic nuclear module. Topics range from analysing the performance of the family to same-sexed parenting to adoptive families (internationally and nationally) and the child’s right to a family life and name. The module will take a critical perspective in analysing the construction and reconstruction of family formations and challenge previous dominant rhetoric’s to highlight the diversity and reality of family formations in the UK today and the role the state and welfare systems has within these different family formations.