Students will research the historical implications of the scientific study of child development and the role of parenting, relating this to present day practice and practitioners.

Students will see and understand the potential for growth, change and development in the pre-natal and new-born baby. Students will study the changes that children undergo, beginning in the womb, through the post natal period and into childhood.

Students will consider the differences between age related phases and domains of development and the interconnected nature of these to holistic, normative development.

Students will explore the difference between development, growth and maturation and their acquisition in a sequential manner. The module will investigate issues affecting development such as poverty, nutrition, stimulation and opportunity.

Students will consider the importance of an inclusive environment with calculated risk and challenge related to the all-round development of the child. The concept of unlimited access to outside space, free flow play and the ideals of the "Forest Schools" movement will be debated with theories of flexibility and structure.

Formative assessment will take place throughout the module in the form of peer assessed narrative observations, questioning, engaged discussion, group work and attendance monitoring with feedback from both tutors and peers. Regular feedback, from the module tutor and through the personal tutor system, will take place. A series of class tasks and activities such as a case study review. Discussion of the essay topic and preparation for the poster presentation session will be undertaken.

Summative Assessment
1. A multiple-choice exam 1.5 hours (weighting 75%) (LOs 1,2,3,4,6)
2. Academic poster presentation (not to exceed 1,000 words)
(Weighting 25%) (LO 5 )

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
Dryden, L., Forbes, R., Pound, L., and Mukherji, P., (2005), Essential Early Years, London, Hodder Arnold.
Flanagan, C., (1996), Applying Psychology to Child Development, London, Hodder and Stoughton.
Jarvis, M. and Russell, J., (2004), Angles on Child Psychology (2nded), London, Nelson Thornes.
Johnston, J. and Nahmad-Williams, L., (2008) Early Childhood Studies, Essex, Pearson Education Ltd.
Levine, L.and Munsch, J., (2010) Child Development:An Active Learning Approach, GB, Sage.
Lindon, J., (2010) Understanding Child Development; linking theory to practice, London, Hodder Arnold.
Smith, P., Cowie, H. and Blades, M., (2003), Understanding Children¿s Development (4thed), Oxford, Blackwell Publishing.
Willan, J., Parker-Rees and Savage, J., (2010), Early Childhood Studies, Exeter, Learning Matters Ltd.

Multi-media classroom resources, learning resource centre, internet and access to tutor. Work based setting placement.

The learning strategies will require students to commit 300 learning hours of which 78 hours will consist of contact time (26 x 3 hours). The teaching strategies will employ a range of methods, including lectures, seminars, group work, one to one tutorials, student presentations and case studies. Peer group discussions and the use of Blackboard will allow students to share ideas and experiences and will encourage reflection and analysis.

1. REFLECT UPON HOW KNOWLEDGE OF CHILD DEVELOPMENT UNDERPINS THE WORK OF PARENTS AND THE PRACTITIONER
Knowledge & Understanding
Reflection
2. DEMONSTRATE UNDERSTANDING OF EARLY NORMATIVE BEHAVIOUR IN YOUNG CHILDREN AND THE LINKS TO KEY THEORETICAL IDEAS THAT EXPLAIN CHILDREN'S HOLISTIC DEVELOPMENT.
Application
Learning
3. CONSIDER THE INTEGRATED ROLE OF PLAY AND COGNITIVE CONSTRUCTS AS ESSENTIAL TO WELL BEING
Knowledge & Understanding
4. ANALYSE THE SIGNIFICANCE OF THE LEARNING ENVIRONMENT ON THE DEVELOPMENT OF THE CHILD AND IDENTIFY STRATEGIES FOR THE MANAGEMENT OF RISK
Analysis
Problem Solving
5. DEMONSTRATE UNDERSTANDING OF THE PROGRESSION OF CHILD DEVELOPMENT FROM PRE-NATAL DEVELOPMENT AND THE CAPABILITIES OF THE NEW BORN CHILD.
Application
Knowledge & Understanding
Learning
6. REFLECT UPON THE IMPORTANCE OF NARRATIVE OBSERVATIONS TO THE UNDERSTANDING OF THE UNIQUE CHILD.
Reflection