The module will cover:

• Research on the historical implications of the scientific study of child development and the role of parenting, relating this to present day practice and practitioners.

• The potential for growth, change and development in the womb during the pre-natal and neo-natal stages of life.

• The differences between age-related phases and domains of development and the interconnected nature of these to holistic, normative development.

• The difference between development, growth and maturation and their acquisition in a sequential manner.

• Issues affecting healthy development such as poverty, nutrition, stimulation and opportunity.

• The importance of observation as a tool for monitoring, recording and assessing children’s growth development

• Skills and ethical practices required for observing children naturalistically

• Writing aims for observations of children and selecting appropriate methods or techniques to meet the aims from a range of options

A range of teaching and learning strategies will be employed, including lectures, seminars, DVDs, one to one tutorials, presentations and case study observations. Students will practice observing children in their workplace/placement to enhance their skills and apply knowledge learned in the classroom.
Students will engage in independent research and the poster presentation event will be arranged as an opportunity for students to discuss and share their learning with peers and encourage reflection and evaluation.

Summative Assessment:

An individual poster presentation (30%) (LO 1) (Teaching Block 1)
A portfolio of observations 70% (Los 1,2,3,4) (Teaching Block 1)

1. Produce an academic poster (1000 words or equivalent) (30%)

2. Evaluate a child’s developmental progress and needs using evidence from observations recorded using different methods (2000 words) (LOs 1,2,3,4) (70%)



Formative Assessment:
Formative assessment will take place throughout the module in the form of peer assessed narrative observations, questioning, engaged discussion, group work with feedback from both tutors and peers. A series of class tasks will take place and activities such as a case study review. Discussion of a focus child and preparation for the portfolio of observations will take place.

Access to studying children in a work-based setting, multi-media classroom resources, access to university library resources and Blackboard, Child Development DVDs

Bee, H. & Boyd, D., (2009), The Developing Child, GB, Pearson.
Doherty, J., and Hughes, M., (2009), Child Development: Theory and practice 0-11, Essex, Pearson
Hobart, C & Frankel, J. (2009) A Practical Guide to Observation and Assessment (4th Ed), London, Nelson Thornes
Lindon, J., (2010) Understanding Child Development, linking theory to practice, London, Hodder Arnold.
Smidt,S.,(2013) The Developing Child in the 21st Century Oxon , Routledge.
Willan, J., Parker-Rees and Savage, J., (2010), Early Childhood Studies, Exeter, Learning Matters Ltd.

1. Demonstrate knowledge and understanding of significant and emerging theories and principles of the holistic development of young children
Knowledge and Understanding
Learning

2. Evaluate and apply different techniques and strategies for observing, monitoring, assessing and recording children’s growth and development
Application
Problem Solving
Communication

3. Evaluate individual children’s developmental progress and needs and apply them to theoretical perspectives
Application
Analysis

4. Demonstrate an awareness of confidentiality, ethical and cultural issues when studying children Application
Reflection