STUDY

The current focus on child health, how to achieve it and who is responsible for it is a topical debate, seldom far from the media and it is these questions students will explore. .The role of the child, the parent, the school and the politician can generate tensions within an arguable increasing culture of blame along with anxiety about the potential social consequences. This module aims to critically review child health through relevant social theory. It explores pertinent social provision that affects child health not only through intervention strategies that aim to reduce health inequalities but also those that promote contemporary ideas of a healthy lifestyle. This module will review child health using relevant sociological and psychological theory through concepts of gender, race, poverty, empowerment and health promotion whilst looking at specific issues of current interest such as childhood obesity and alternative therapies.

This module takes a wide interpretation of ‘communication’, to embrace a range of forms children use for making and sharing meanings in the early years. It takes as its theme the development of ‘desirable literacy’s’ in young children: their spoken language, reading and writing, but also a wide range of other forms of expression, including creativity and alternate communication methods for those with additional needs. The module also explores the impact digital literacies has on children powers of communication. Theoretical and conceptual frameworks provide explanations for children’s developing powers of expression, and a rationale for practice. It is imperative in an ever changing employment landscape that the students’ are prepared for contemporary issues that will impact on their practice. At level 6 students need to critically apply current theory and research to their everyday practice in order not only to enhance it but to critique it .Consequently this module will always focus on developing contemporary issues with the emphasis on social construction of childhood and the role of children in a dynamically changing society.

Effective Children’s Care, Learning and Development practice is considered to be dependent upon a critical understanding of the holistic development of children and the relevant legislative and statutory frameworks. This module will provide students with the opportunities to continue to develop their practice through research into their own strengths and weaknesses. To this end the module is largely negotiate and self-directed. The students will use their research to inform and develop their practice, thus ensuring high levels of praxis. Such an approach not only facilitates the development of independent learning but also enables the students to be able to problem solve, reflect and flexibly enhance their own practice.

Early intervention in particular as well as intervention in general is considered a key to improving quality of life for all, to ending poverty and disadvantage, based on the rights of the child to positive regard as a contributing member of the family. This module explores policy and practice in relation to children and their families, and the particular contribution of psychological and sociological perspectives for understanding the child and the family. Psychology also provides a rationale for a range of interventions, with recommended approaches sometimes at odds with one another. These are reviewed in the light of considerations of the holistic needs of children within an increasingly inclusive and culturally diverse society, and changing trends in supporting families.

The module is practical in orientation: paramount is the need for Children's Care, Learning and Development professionals to understand the individuality of families, in planning the delivery of child-centred, family-focused and contextually sensitive provision. Current theoretical and statutory frameworks are presented, and models for interdisciplinary and participatory partnership working. Students explore the interactions and connections between children and their families and service providers within the wider societal context. Students relate an understanding of family functioning and modes of working with children and families, through reflection on their own professional and personal experiences and through analysis of case studies.

This module builds on previous study undertaken by students at Level 5, and takes as its basis the theoretical knowledge acquired in research methodology and process together with skills in the critical evaluation of published research. It provides students with an opportunity planning, design, analysis and critical evaluation. To investigate a topic of their own choice, and seeks to equip them with the skills of project

The module involves independent study under the guidance of a research supervisor. Students are expected to engage in a wide literature search, to support either a library-based, primary or secondary research study. Prior approval from the Ethics Committee is needed before primary research can be undertaken, and students are required to produce evidence of DBS checks as necessary.

The current focus on child health, how to achieve it and who is responsible for it is a topical debate, seldom far from the media and it is these questions students will explore. .The role of the child, the parent, the school and the politician can generate tensions within an arguable increasing culture of blame along with anxiety about the potential social consequences. This module aims to critically review child health through relevant social theory. It explores pertinent social provision that affects child health not only through intervention strategies that aim to reduce health inequalities but also those that promote contemporary ideas of a healthy lifestyle. This module will review child health using relevant sociological and psychological theory through concepts of gender, race, poverty, empowerment and health promotion whilst looking at specific issues of current interest such as childhood obesity and alternative therapies.

This module takes a wide interpretation of ‘communication’, to embrace a range of forms children use for making and sharing meanings in the early years. It takes as its theme the development of ‘desirable literacy’s’ in young children: their spoken language, reading and writing, but also a wide range of other forms of expression, including creativity and alternate communication methods for those with additional needs. The module also explores the impact digital literacies has on children powers of communication. Theoretical and conceptual frameworks provide explanations for children’s developing powers of expression, and a rationale for practice. It is imperative in an ever changing employment landscape that the students’ are prepared for contemporary issues that will impact on their practice. At level 6 students need to critically apply current theory and research to their everyday practice in order not only to enhance it but to critique it .Consequently this module will always focus on developing contemporary issues with the emphasis on social construction of childhood and the role of children in a dynamically changing society.

Effective Children’s Care, Learning and Development practice is considered to be dependent upon a critical understanding of the holistic development of children and the relevant legislative and statutory frameworks. This module will provide students with the opportunities to continue to develop their practice through research into their own strengths and weaknesses. To this end the module is largely negotiate and self-directed. The students will use their research to inform and develop their practice, thus ensuring high levels of praxis. Such an approach not only facilitates the development of independent learning but also enables the students to be able to problem solve, reflect and flexibly enhance their own practice.

Early intervention in particular as well as intervention in general is considered a key to improving quality of life for all, to ending poverty and disadvantage, based on the rights of the child to positive regard as a contributing member of the family. This module explores policy and practice in relation to children and their families, and the particular contribution of psychological and sociological perspectives for understanding the child and the family. Psychology also provides a rationale for a range of interventions, with recommended approaches sometimes at odds with one another. These are reviewed in the light of considerations of the holistic needs of children within an increasingly inclusive and culturally diverse society, and changing trends in supporting families.

The module is practical in orientation: paramount is the need for Children's Care, Learning and Development professionals to understand the individuality of families, in planning the delivery of child-centred, family-focused and contextually sensitive provision. Current theoretical and statutory frameworks are presented, and models for interdisciplinary and participatory partnership working. Students explore the interactions and connections between children and their families and service providers within the wider societal context. Students relate an understanding of family functioning and modes of working with children and families, through reflection on their own professional and personal experiences and through analysis of case studies.

This module builds on previous study undertaken by students at Level 5, and takes as its basis the theoretical knowledge acquired in research methodology and process together with skills in the critical evaluation of published research. It provides students with an opportunity planning, design, analysis and critical evaluation. To investigate a topic of their own choice, and seeks to equip them with the skills of project

The module involves independent study under the guidance of a research supervisor. Students are expected to engage in a wide literature search, to support either a library-based, primary or secondary research study. Prior approval from the Ethics Committee is needed before primary research can be undertaken, and students are required to produce evidence of DBS checks as necessary.