ED3FCD-Child Development

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:6
Terms in which taught: Autumn / Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2023/4

Module Convenor: Ms Pamela Cottrell
Email: pamela.cottrell@reading.ac.uk

Type of module:

Summary module description:
This module aims to expand students' understanding of the role that child development has had on childcare and educational theory and practice. Influential theories and theorists are selected and analysed in relation to ideology and practice when investigating different aspects of child development. Different ways of knowing about children are introduced from the worlds of psychology, anthropology, education, sociology, neuro-science and literature and the way in which these different perspectives add to our understanding of children is discussed. In exploring different ways of knowing, students will be introduced to different research methodologies through study of relevant research reports.

Aims:
To develop knowledge and understanding of

• The individual and diverse ways in which children develop and learn
• How to meet children's needs and enable them to develop and learn
• The links between theoretical perspectives and practice
• How children's wellbeing, development, learning and behaviour can be affected by a range of influences and transitions

Assessable learning outcomes:
On successful completion of the module students will be able to:

• Recognise the expected pattern of children's development
• Draw on how children's development impacts learning
• Illustrate how to respond appropriately to children in order to promote learning and development
• Identify and take account of children's ways of thinking and being

Additional outcomes:

• Improve effective personalised provision for the children with whom students work
• Engage in shared thinking with children
• Be able to recognise children whose well-being, development and / or learning may be of concern
• Be able to select and use a range of resources suitable for children's ages, interests and abilities

Outline content:

• The history of development of ideas in child development;
• The expected pattern of children's physical, intellectual, linguistic, social, emotional and behavioural development;
• The development of intelligence, cognition and thinking skills in childhood;
• Notions of childhood: children within families and communities, aspects of socialisation;
• Issues of $£race', sex, gender and ability in childhood $£ issues of normality;
• Conceptions of childhood in different countries: interpretations of cultural psychology;
• Emotionality, feeling and motivation in childhood.

Global context:

• Global examples of variation in children's development.

Brief description of teaching and learning methods:

Online materials will support a combination of lectures, seminars, group discussions, peer presentations, case studies, simulations and independent research. Complementary work-based tasks, independent activities and directed tasks will contribute to the achievement of the intended learning outcomes. The position in the academic year will be dependent upon need and staffing. Below is one possible format.

Contact hours:

Ìý	Autumn	Spring	Summer
Lectures	5	30
Tutorials	2	8
Placement	30	50
Guided independent study:	20	55
Ìý	Ìý	Ìý	Ìý
Total hours by term	57	143
Ìý	Ìý	Ìý	Ìý
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	70
Class test administered by School	30

Summative assessment- Examinations:

1 hour and 15 minutes

Summative assessment- Coursework and in-class tests:

• 1 essay of 2500 words from a selection of topics
• 1 multiple choice class test administered by the School

Formative assessment methods:

Child observation report (500 words) sharing a sample of observations which then support the essayÌý

Penalties for late submission:

The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:
40% aggregate

Reassessment arrangements:

Resubmission of coursework during the summer resit period (if student fails to pass withÌý40% aggregate mark)

Additional Costs (specified where applicable):

1) Required text books:ÌýThere is no specific requirement for students to buy the core, or any additional, books: £35 - Doherty, J. Hughes, M. (2013) Child Development theory and Practice 0-11 (2nd Ed.).ÌýEssex: Pearson (ISBN-13: 978-1292001012)Ìý£21: Keenan, T., Evans, S. & Crowley, K. (2016). An Introduction to Child Development. (3rdÌýEd.). London: Sage (ISBN-13: 978-0073532080)

2) Specialist equipment or materials:Ìý

3) Specialist clothing, footwear or headgear:Ìý

4) Printing and binding:Ìý

5) Computers and devices with a particular specification:Ìý

6) Travel, accommodation and subsistence:Ìý

Last updated: 30 October 2023