Undergraduate Course: Children and Childhoods (EDUA08090)
Course Outline
| School | Moray House School of Education and Sport |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 8 (Year 2 Undergraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | Children and Childhoods asks students to relate their own ideas concerning children and young people to articles on childhood drawn from a wide range of subjects (e.g. History, Sociology, Psychology, Geography, Women's Studies, Ethnicity, Anthropology, Fictional Literature, etc). The course encourages students to investigate, compare and contrast a diverse number of representations of childhood in academic writing, literature, film, drama, art, news papers and so forth. The central aim is to develop the students' understanding of and ability to utilise different theories of childhood to understand their own and other people's everyday values, taken for granted assumptions, patterns of behaviour and work practices. Students will be asked to identify how topical aspects of childhood relate to different representations of childhood within childhood studies literature.
Particular emphasis is placed on sociological and psychological understandings of social action, socialisation and development. These perspectives will be contrasted with representations in the media and literature of children as passive, vulnerable, good, evil, unruly and in need of protection. This theoretical perspective will underpin later courses that explore childhood and the family, childhood law & policy and practical work-based modules concerning project evaluation, working in, developing and managing organisations.
THIS COURSE IS ONLY AVAILABLE TO STUDENTS ON BA CHILDHOOD PRACTICE.
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| Course description |
The course will introduce you to a range of historical and contemporary ideas,
philosophies and theories about childhood. You will also be required to apply these ideas
to a range of issues across your various workplaces. For example:
-Examining the relationship between the concept of children as agents/active colearners and work place frameworks/structures of learning
-Considering diverse childhoods, practical contexts and the policy implications of issues of inclusion, social justice, protection, safety, respect and anti-discrimination
or
-Applying theory to understanding limitations in practice, improvements in your own practice and the development/leadership of others (e.g. by developing inclusive cultures, creating enabling environments
This course aims to develop your understanding of, and ability to utilise, different theories of childhood to understand your own and other people¿s everyday values, taken for granted assumptions, patterns of behaviour and work practices. You will do this through investigating the following,
- Different ideas about childhood;
- Different groups of children: age, gender, disability, ethnicity, geographic locations;
-Representations of childhood in the media and arts (collected by the students);
and,
- Your own perspectives on childhood.
You will also have to utilise practical skills for accessing the internet, sending email and searching web sites as part of your weekly class exercises. To undertake the assignment you will need to identify relevant media content, academic articles and policy documents to compare and contrast.
By the end of the course you will have to demonstrate in your assignment that you have fulfilled the course learning outcomes.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | This course is only available to students on the BA Childhood Practice. Please note that there is a maximum number of students who may be enrolled on the course and we are currently not able to accept students from other programmes. |
Course Delivery Information
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| Academic year 2022/23, Not available to visiting students (SS1)
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Quota: 0 |
| Course Start |
Semester 1 |
Timetable |
Timetable |
| 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 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Assessment:
Discuss the following statement:
-The research, ideas and tools for analysis presented in this course have helped me reflect upon and rethink my work with children and how I lead others in their work with children.
Length and form of assignment:
2500 word Essay
The discussion in your essay must:
-Compare and contrast two theories of childhood;
-Illustrate your discussion with representations of children in either art, books, film, and/or wider media (where relevant these can be included within the essay or as an appendix);
-Relate theoretical perspectives to concrete examples from everyday settings; and,
-Tell us how you have changed (or plan to change) your practice and are leading improvements (or planning to lead improvements) in your work place based on what you have learnt.
Ensure you read widely and base your essay in the research. Your essay should be logically structured and make accurate and consistent use of the Harvard referencing system.
Please give your essay a title. |
| Feedback |
In addition to feedback on the course assessment, in Children and Childhoods we offer the following opportunities of formative (= non-assessed) feedback to all students:
1. GROUP DISCUSSIONS
Learning activities for this course have been designed to include interactive group activities. Information about these activities can be found in the learning materials in advance of each class. You should come fully prepared and able to share ideas and questions. Through discussion, your tutor and other students will help clarify any misunderstandings, and work on applying theoretical ideas to practical examples. Such discussions are very important opportunities for feedback. Your tutor will comment on your understanding of the ideas covered in the course, and may give you specific advice regarding your progress. Such feedback is intended to help you understand what your strengths and development points are, and to enable you to take informed responsibility for your learning and progression. To really make the most of them, you may find it helpful to write up notes from the discussions.
2. WEEK 6 TASK
The task is in two parts. You are asked to write a summary (100-150 words) of one of your readings (from week 1, 2, 3, 4, 5) followed by a short reflective piece (150-200 words) on how the main ideas of your reading can be used to analyse and reflect upon your practice. Please go back to your reflective diary/learning portfolio and see what reflections you have made too. You should upload your work to the Week 6 Task thread in the discussion folder on Learn. During week 6 you should aim to give feedback on at least two other students'work, using the feedback/marking criteria available. The person giving the feedback learns as much or more from the process as the person receiving it: applying criteria to a piece of work is an important part of the development of 'academic connoisseurship'. The course organiser will provide group feedback for the cohort as a whole. This will be available for download and will be discussed in class.
3. FEEDBACK ON ESSAY PLANS AND PREVIOUS ASSESSMENTS
There will be a chance to raise questions about the course assignment throughout the course. Students can bring their essay plans and discuss them in groups and with the course organizer. There will also be a chance to see assessments from previous years. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Analyse their own and other people's perspectives of children and young people
- Demonstrate knowledge of a variety of contrasting academic writing on childhood, including the social construction of childhood and the development of the sociology, psychology, history, geography and anthropology of childhood
- Identify, analyse and synthesise opposing topical and historical representations of childhood
- Demonstrate the ability to contrast a variety of non-academic representations of childhood within art, books, film, and wider media
- Relate theoretical perspectives of childhood to concrete everyday settings (e.g. their work place)
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Reading List
Indicative Reading:
Foley, P., Roche, J. and Tucker, S. (2001) Children in Society. Milton Keyes, Open University Press.
James, A. & Prout, A. (1997) Contemporary issues in the Sociological study of Childhood'. In: James, A & Prout, A (eds) Constructing and Reconstructing Childhood. London, Falmer.
Kehily, J. M., (2009) An Introduction to Childhood Studies. 2nd edition. Maidenhead, Open University Press.
Maynard, T. & Thomas, N. (2004) An Introduction to Early Childhood Studies. London, Sage.
Qvortrup, J., Corsaro, W.A., Honig, M.S. (eds) (2009) The Palgrave Handbook of Childhood Studies. Basingstoke, Palgrave MacMillan.
Taylor, J. & Woods, M. (Eds) (1998) Early Childhood Studies: An Holistic Introduction. London, Arnold.
Woodhead, M. & Montgomery, H. (Eds) (2003) Understanding Childhood An Interdisciplinary Approach. Chichester, John Wiley and Sons
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Additional Information
| Graduate Attributes and Skills |
A. Research and Enquiry
Graduates of the University will be able to create new knowledge and opportunities for learning through the process of research and enquiry. This is understood in terms of the following:
-be able to identify, define and analyse problems and identify or create processes to solve them
-be able to exercise critical judgment in creating new understanding
-be ready to ask key questions and exercise rational enquiry
-be able to critically assess existing understanding and the limitations of their own knowledge and recognise the need to regularly challenge all knowledge
-search for, evaluate and use information to develop their knowledge and understanding
-have an informed respect for the principles, methods, standards, values and boundaries of their discipline(s) and the capacity to question these
-understand economic, legal, social, cultural and environmental issues in the use of information
-recognise the importance of reflecting on their learning experiences and be aware of their own learning style
B. Personal and Intellectual Autonomy
Graduates of the University will be able to work independently and sustainably, in a way that is informed by openness, curiosity and a desire to meet new challenges.
This is understood in terms of the following:
-be open to new ideas, methods and ways of thinking
- be creative and imaginative thinkers
-be able to identify processes and strategies for learning
-be independent learners who take responsibility for their own learning, and are committed to continuous reflection, self-evaluation and self-improvement
-be able to make decisions on the basis of rigorous and independent thought, taking into account ethical and professional issues
-be able to use collaboration and debate effectively to test, modify and strengthen their own views
-be intellectually curious and able to sustain intellectual interest
-be able to respond effectively to unfamiliar problems in unfamiliar contexts
-have a personal vision and goals and be able to work towards these in a sustainable way
C. Communication
Graduates of the University will recognise and value communication as the tool for negotiating and creating new understanding, collaborating with others, and furthering
their own learning. This is understood in terms of the following:
-make effective use of oral, written and visual means to critique, negotiate, create and communicate understanding
-use communication as a tool for collaborating and relating to others
-further their own learning through effective use of the full range of
communication approaches
- seek and value open feedback to inform genuine self-awareness
-recognise the benefits of communicating with those beyond their immediate environments
-use effective communication to articulate their skills as identified through selfreflection
D. Personal Effectiveness
Graduates of the University will be able to effect change and be responsive to the situations and environments in which they operate. This is understood in terms
of the following:
-appreciate and use talents constructively
-be able to create and harness opportunities
-be able to manage risk while initiating and managing change
-be responsive to their changing surroundings, being both flexible and proactive
-have the confidence to make decisions based on their understandings and their personal and intellectual autonomy
-be able to flexibly transfer their knowledge, learning, skills and abilities from one context to another
-understand social, cultural, global and environmental responsibilities and issues
- be able to work effectively with others, capitalising on their different thinking, experience and skills
- work with, manage, and lead others in ways that value their diversity and equality and that encourage their contribution to the organisation and the wider community |
| Additional Class Delivery Information |
Teaching will involve a combination of direct and independent learning, including: tutorials, short set lectures, project work, web-based research, group collaborative discussion and
the setting of individual study tasks that encourage students to contribute to the curriculum by sharing knowledge.
You will be required to keep a weekly note/journal of how your perspectives of children and young people have developed throughout the course. This journal then becomes your
learning record and enables you to complete reflection tasks in the final year of the course. |
| Keywords | children,childhoods,theories,practice,policy,reflexivity,lead and manage change |
Contacts
| Course organiser | Ms Elizabeth Latto
Tel:
Email: |
Course secretary | Miss Gabriella Szel
Tel: (0131 6)51 4906
Email: |
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