Undergraduate Course: Children and the Family (EDUA10158)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Course type | Standard |
Availability | Not available to visiting students |
| Credit level (Normal year taken) | SCQF Level 10 (Year 4 Undergraduate) |
Credits | 20 |
| Home subject area | Education |
Other subject area | None |
| Course website |
None |
Taught in Gaelic? | No |
| Course description | Students will develop a general understanding of the cognitive, physical and social development of children and young people (aged 0-16). This will be related to specific contexts (e.g. family and school) and to specific relationships (e.g. friends, parents, teachers and siblings). |
Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | None |
Course Delivery Information
|
| Delivery period: 2013/14 Semester 2, Not available to visiting students (SS1)
|
Learn enabled: Yes |
Quota: 30 |
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
On completion of this module students will be able to:
- Critically appraise theories of child development.
- Critically appraise sociological and anthropological theories of family & childhood and the evolution of patterns of care and early years education.
- Demonstrate knowledge of and compare different contexts of family and learning (e.g. family and school) and a variety of family types (e.g. those described in disability studies).
- Compare, contrast and synthesise 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 critically 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 will be required to develop a portfolio of 3-4000 words. The portfolio will demonstrate the development of reflexive practice with parents in the work place. Students will be required to:
- Identify a key issue in a local or national childcare legislation, guidance or policy document that influences their work with families.
- Compare and contrast this issue to literature from the course work.
- Demonstrate how this comparison has influenced their work with families.
|
Special Arrangements
| None |
Additional Information
| Academic description |
Not entered |
| Syllabus |
Not entered |
| Transferable skills |
Not entered |
| Reading list |
Canavan, J., Dolan, P. & Pinkerton, J. (eds) (2006) Family Support as Reflective Practice. London: Jessica Kingsley Publishers.
Canavan, J., Dolan, P. and Pinkerton, J. (eds) (2000) Family Support - Direction from Diversity. London: Jessica Kingsley.
Mayall, B. (1996) Children, Health and the Social Order. Buckingham: Open University Press
Foley, P. & Rixon, (eds) (2008) A. Changing children's services - working and learning together. Bristol: Policy Press.
McKie L, Cunningham-Burley S. (eds) (2005) Families in Society: Boundaries and Relationships. Bristol: The Policy Press
|
| Study Abroad |
Not entered |
| Study Pattern |
Not entered |
| Keywords | Not entered |
Contacts
| Course organiser | Dr Lesley Gallacher
Tel: (0131 6)51 6256
Email: Lesley.Gallagher@ed.ac.uk |
Course secretary | Mrs Alison Macleary
Tel: (0131 6)51 6382
Email: Alison.Macleary@ed.ac.uk |
|
© Copyright 2013 The University of Edinburgh - 10 October 2013 4:06 am
|
University Homepage