This module will allow students to evaluate the concept that emotions are expressions of feelings which are the result of an interrelationship between biochemistry, environment and social events, and occurs in response to children's needs and wishes.

Students will consider a range of theories of attachment, including Bowlby and the critics of Bowlby. Consideration will be given to the effects of privation and the importance of secondary attachments to allow children to develop emotional stability.

Students will examine the close relationship between Piaget's stages of cognitive development, Kohlbergs stages of moral development, Freud's psycho-analytical theory and Erikson's psych-social stages to the development of the emotions and moral thinking. Students will reflect upon the development of morals and behaviour through imitation, reinforcement and punishment and of children as active participants in their own moral development and their ability to use and understand rules.

This module will examine the structure of an environment in which children can take responsibility for their own development and attitude formulation, and make decisions independently. Students will examine the process of social development as the internalisation of social norms through the continual; interaction with the environment. Students will analyse and evaluate theories of behaviourism, social learning, systems theories and constructivist theory.

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.

Summative Assessment
1. Exam (1.5 hrs)
(Weighting 50%) (LO 1,2)

2. Essay
(Weighting 50%) (2,000 words) (LO, 3,4,5)

The learning strategies will require students to commit 150 learning hours of which 20 hours will consist of contact time (10 x 2 hours).
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. Practical examples and demonstrations of the use of referencing and presentation techniques will be used and peer observation and feedback will be encouraged.

Bee, H. & Boyd, D., (2004), The Developing Child. Pearson, Allyn & Bacon.
Dryden, 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.
Johnston, J. and Nahmad-Williams, L., (2009) Early Childhood Studies, Essex, Pearson Education Ltd.
Willan, J., Parker-Rees and Savage, J., (2004), Early Childhood Studies, Exeter, Learning Matters Ltd.

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