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DRPS : Course Catalogue : Moray House School of Education : Education

Undergraduate Course: Children and The Family (EDUA08091)

Course Outline
SchoolMoray House School of Education CollegeCollege of Humanities and Social Science
Course typeStandard AvailabilityAvailable to all students
Credit level (Normal year taken)SCQF Level 8 (Year 2 Undergraduate) Credits20
Home subject areaEducation Other subject areaNone
Course website None Taught in Gaelic?No
Course descriptionThis course asks students to relate their own ideas concerning children and families (as well as what they have learned in Children and Childhoods) to articles on childhood drawn from a wide range of subjects. The course encourages students to investigate, compare and contrast a diverse number of representations of children and families in academic writing, policy documents, newspapers, service guidelines and so forth. The central aim is to develop students' understanding of and ability to utilise different theories of children and family to understand their own and other people's everyday values, taken for granted assumptions, patterns of behaviour and work practices. In particular, students are asked to consider how the ways in which they think about communities, families and children impacts upon their practice. Students are asked to identify good practice in relation to family assessment, health and relationships. In particular, students are asked to consider the implications of psychological and neurochemical child development models on their practice and to question approaches that label children and families.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements All non BA Childhood Practice students should contact the Course Organiser before enrolling on the course. Entry to the course is at the discretion of the Course Organiser as potential students must have previous experience working with children and young people and during the course should have access to a relevant childcare/early years setting (e.g voluntary, part-time etc) in order to meet the assignment criteria.
Additional Costs None
Information for Visiting Students
Pre-requisitesAll non BA Childhood Practice students should contact the Course Organiser before enrolling on the course. Entry to the course is at the discretion of the Course Organiser as potential students must have previous experience working with children and young people and during the course should have access to a relevant childcare/early years setting (e.g voluntary, part-time etc) in order to meet the assignment criteria.
Displayed in Visiting Students Prospectus?No
Course Delivery Information
Delivery period: 2013/14 Semester 2, Not available to visiting students (SS1) Learn enabled:  Yes Quota:  32
Web Timetable Web Timetable
Course Start Date 13/01/2014
Breakdown of Learning and Teaching activities (Further Info) Total Hours: 200 ( Lecture Hours 22, Programme Level Learning and Teaching Hours 4, Directed Learning and Independent Learning Hours 174 )
Additional Notes
Breakdown of Assessment Methods (Further Info) Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
No Exam Information
Summary of Intended Learning Outcomes
Summary of Intended Learning Outcomes:
By the end of this course participants will be able to:
Appraise theories of child development, counselling, parenting and family work.
Evaluate sociological and anthropological theories of family from previous courses to childhood and the evolution of patterns of care and early years education.
Demonstrate knowledge of different contexts of family and learning (e.g. family and school) and a variety of family types (e.g. those described in disabilities studies).
Compare and contrast different ideas concerning power relations within the family and the role of actors who contribute to a child¿s development (including children).
Demonstrate reflexivity when evaluating practical examples and case studies of professional interaction with children and parents.
Demonstrate knowledge of different social policy relating to families and state.
Assessment Information
Students are required to develop a portfolio of 2,500 words in which they demonstrate their development of reflexive practice with children and families in their workplace. This will include: identifying a key policy issue that has influenced their work with families; critically assessing this policy and issue in relation to the academic literature; and demonstrating how carrying out this assessment has influenced their work with children and families.
Special Arrangements
Additional Information
Academic description Not entered
Syllabus 1. Introduction: Examining Family Boundaries
2. Governing Children and Families
3. The Myth of the Perfect Parent
4. Challenging Deficit Models of Children and Families
5. Beyond the Traditional Family?
6. Young Carers: Beyond the Tragedy Model
7. Critical Perspectives on ADHD
8. Assessing Children and Families
9. Working in Partnership with Children and Families
10. Assignment Workshop
Transferable skills Not entered
Reading list Aldridge and Becker (2002) Children Who Care: Rights and wrongs in debate and policy on young carers, in: Franklin, B The New Handbook of Children¿s Rights: Comparative policy and practice, London: Routledge, pages 208-222.
Davis, J. (2006) Disability, Childhood Studies and the Construction of Medical Discourses, in Lloyd, G., Stead, J. and Cohen, D. (eds) Critical New Perspectives on ADHD, London: Routledge.
Davis, J.M. (2011) Integrated Children¿s Services, London: Sage.
Davis, J.M. and Smith, M. (2012)Working in Multi-Professional Contexts: A Practical Guide for Professionals in Children¿s Services, London: Sage.
Furedi, F. (2002) Paranoid Parenting: Why Ignoring the Experts May be Best for Your Child, London: Continuum.
Gilligan, R. (1999) Working with Social Networks: Key Resources in Helping Children at Risk, in Hill, M. (ed.) Effective Ways of Working with Children and their Families, London: Jessica Kingsley.
Gilligan, R. (2000) Family Support: Issues and Prospects, in Canavan, J., Dolan, P. and Pinkerton, J. (eds) Family Support As Reflective Practice, London: Jessica Kingsley.
Hallam, A (2008) The Effectiveness Of Interventions To Address Health Inequalities In The Early Years: A Review Of Relevant Literature, Scottish Government, Health Analytical Services Division
Hill, M. (2005) Children¿s Boundaries, in: McKie, L. and Cunningham- Burley, S. (eds) Families in Society: Boundaries and Relationships, Bristol: Policy Press.
Jones, C. and Leverett, S. (2008) Policy into Practice: Assessment, Evaluation and Multi-Agency Working with Children, In Foley, P. and Rixon, A. (eds) Changing Children¿s Services: Working and Learning Together, Bristol: Policy Press.
Mayall, B. (1996) Children, Health and Social Order, Basingstoke: Open University Press.
Newman, T. (2002) ¿Young Carers¿ and Disabled Parents: Time for a Change in Direction? Disability and Society 16 (6): 613-625.
Ramaekers, S. and Suissa, J. (2012) The Claims of Parenting: Reasons, Responsibility and Society, London: Springer.
Rose, N. (1999) Governing the Soul: The Shaping of the Private Self, London: Free Association Books.
Rose, Nikolas, (2007) Politics of life itself: biomedicine, power and subjectivity in the twenty-first century, Princeton, N.J.: Princeton University Press.
Platt (2001) Refocusing Children¿s Services: Evaluation of an Initial Assessment Process, Child & Family Social Work 6 (2): 139-148.
Smith, M. and Davis, J.M. (2010) Constructions of Family Support: Lessons from the Field, Administration.
Skott- Myhre, K., Weima, K. and Gibbs, H. (2012, eds) Writing the Family: Women, Auto- ethnography, and Family Work, Rotterdam: Sense Publishers.
Stables, J. and Smith, F. (1999) Caught in the Cinderella Trap, in: R. Butler and H. Parr (eds) Mind and Body Spaces: Geographies of Illness, Impairment and Disability, London: Routledge, pp. 256-286.
Swadener, B.B. (2010) ¿At risk¿ or ¿at promise¿? From deficit constructions of the ¿other childhood¿ to possibilities for authentic alliances with children and families, International Critical Childhood Policy Studies 3 (1): 7-29.
Tunstill, J, Tarr, S and Thoburn, J (2007) Cross Sector Scoping Study of Family Support Workers in the Children¿s Workforce, Children's Workforce Development Council
Wates, M. (2004) Righting the Picture: Disability and Family Life, in Swain, J., French, S., Barnes, C. and Thomas, C. (eds) Disabling Barriers, Enabling Environments, London: Sage.
Study Abroad Not entered
Study Pattern Not entered
KeywordsNot entered
Course organiserDr Lesley Gallacher
Tel: (0131 6)51 6256
Course secretaryMrs Alison Macleary
Tel: (0131 6)51 6382
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