Pre-requisites None
Co-requisites None
Admissions requirements Approved DBS Certification
Disqualified combinations None

1. Demonstrate a comprehensive understanding of key development theories and critically assess how these relate to children and shape contemporary practice
Knowledge and Understanding

2. Present a critical evaluation of theoretical perspectives on children's spirituality
Analysis

3. Devise responses to human development theory that enhance the spiritual care of children in a range of practice contexts
Problem Solving

4. Critically reflect on research-informed literature, identifying learning that can be applied to professional and/or work-based contexts including play and youth work
Learning
Application

COURSEWORK (100%) - 3,500 Words – To address learning outcomes 1,2,3,4
Example: The course work project requires students to critically analyse an assessment, intervention and ongoing care plan for an individual or group drawing on appropriate theoretical perspectives on child development, spirituality and good practice in work with children and young people and including an observation on practice.

This module is designed to enable students to critically evaluate the relationship between child development spirituality and spiritual care. It will explore key development theories e.g. psychosocial, attachment, faith and spiritual and how understanding these enable informed approaches to working with children and young people. The theoretical analysis will be applied to case studies, research and the evaluation of student’s own experiences in facilitating an holistic approach to spiritual care.

Through taught material, students will develop an understanding around the child and related theology. Practical examples and case studies will provide the context for applying this understanding to practice. This will be supplemented by the introduction of skills for assessment of children’s needs; and methods for intervention. Students will be provided with material for evaluating their own practice and applying lessons for improving response to children’s spirituality and spiritual care.

This module utilises the three inter-related learning strategies for the programme. Taught workshops consist of interactive presentations, discussion, and critical debate at the residential/day teaching blocks. Tutorials (in person and on-line) allow discussion of the individual research that students are undertaking to prepare their assignments. Independent study and professional practice allows for critical reading around selected topics, the development of individual responses to theory and practice; and the preparation for the assessment tasks.

Allen, H. C. (ed.) (2008) Nurturing Children's Spirituality. Eugene OR: Cascade

Beckett, C & Taylor, H. (2010) Human Growth and Development, 2nd Ed. London: Sage.

Daniel, B., Wassell, S. and Gilligan, R. (2010) Child Development for Childcare and Protection Workers, 2nd Ed. London: Jessica Kingsley Publishers.

Hay, D. and Nye, R. (2006) The Spirit of the Child, (Revised Ed.) London: Jessica Kingsley Publishers.

Lamont, R. (2007) Understanding Children, Understanding God. London: SPCK.

Nash, P. Darby, K., Nash S. (2015) Spiritual Care for Sick Children and Young People. London: Jessica Kingsley.

Nye, R. (2009) Children's Spirituality: What is it and why does it matter? London: Church House Publishing.

Richards, A. (2009) Though the Eyes of a Child: New Insights in Theology from a Child's Perspective. London: Church House Publishing.

Stonehouse, C. & May, S. (2010) Listening to Children on the Spiritual Journey. Grand Rapids MI: Baker Academic.

Withers, M. (2010) Mission Shaped Children: Moving towards a Child Centred Church. London: Church House Publishing.

The collaborative partner has approved and fully equipped teaching spaces for taught sessions; comprehensive library provision and a bespoke VLE that supports student access to resources when working remotely.