Undergraduate Course: Children and The Family (EDUA08091)
|School||Moray House School of Education
||College||College of Humanities and Social Science
|Credit level (Normal year taken)||SCQF Level 8 (Year 2 Undergraduate)
||Availability||Available to all students
|Summary||This 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.
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
Entry Requirements (not applicable to Visiting Students)
||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.
Information for Visiting Students
|Pre-requisites||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.
Course Delivery Information
|Academic year 2014/15, Not available to visiting students (SS1)
|Learning and Teaching activities (Further Info)
Lecture Hours 22,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
Each student is required to write an essay of around 2,500 words. This constitutes 100% of the possible marks for this course.
In the essay, students should demonstrate their development as a reflective practitioner by:
- Identifying a key issue in a national or local childcare legislation, guidance or policy document that influences their work with children and families;
- Drawing upon literature from the course work and beyond to compare and contrast theories and examples relevant to this issue; and
- Demonstrating how this literature has influenced their work with children and families.
|No Exam Information
| 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.
|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.
|Graduate Attributes and Skills
|Course organiser||Ms Marlies Kustatscher
|Course secretary||Mrs Alison Macleary
Tel: (0131 6)51 6382
© Copyright 2014 The University of Edinburgh - 12 January 2015 3:49 am