Multi media classroom resources, learning resource centre, internet and access to tutor

Bee, H. & Boyd, D., (2004), The Developing Child. Pearson, Allyn & Bacon.
Drydan, L., et al (2005), Essential Early Years, London, Hodder Arnold.
Flanagan, C., (1996), Applying Psychology to Child Development, London, Hodder and Stoughton.
Jarvis, M., (2001), Angles on Child Psychology, London, Nelson Thornes.
Lindon, J., (2007) Understanding Children and Young People's Development from 5-18 years, London, Hodder Arnold.

The learning strategies will require students to commit 300 learning hours of which 60 hours will consist of contact time (3x20).

The teaching strategies will employ a range of methods, including lectures, seminars, one to one tutorials, presentations and case study observations. Peer group discussion will allow students to share ideas and experiences and will encourage reflection and evaluation.

Summative Assessment:

1.Prepare a Report. (Weighting 50%)
(Words 2,000) (LOs 1, 2, 3 ,4)

2. A 1.5 hour timed, examination paper.
(LOs 1, 3, 5, 6) (Weighting 50%)

Formative Assessment will take place throughout the module in the form of informal observations, questioning, discussion, group work and attendance monitoring. Regular feedback, from the module tutor and through the personal tutor system, will take place. A draft of the evaluation of the behaviour policy and the essay question will be required at appropriate times throughout the modules.

Demonstrate knowledge and understanding of how children learn and process information, developmental patterns relating to play and an awareness of how cognitive development can be influenced by their physical development, language competence and their emotional and social skills.

The module will investigate the theories of attachment from Bowlby and maternal deprivation to the more modern and well researched ideas of researchers such as Dunn, Elfer and Rolfe etc.

The students will investigate how behaviour and personality develop and the role of instinct, maturation and learning to their acquisition. Students will examine strategies for behavioural management, sustained shared thinking and developing positive role models set alongside the effects of the setting.

Students will analyse the concept of readiness and of 'sensitive periods' to the development of cognition, memory and knowledge structures. Developmental stages will be discussed and the work of Piaget, Vygotsky and Burnner will be examined to understand the more up to date perspectives of Gelman, Meltzoff and beyond.