HLTH06064 2022 Child Development 2
Full Title
Child Development 2
Transcript Title
Child Dev 2
Code
HLTH06064
Attendance
80 %
Subject Area
HLTH - 0910 Health
Department
SOCS - Social Sciences
Level
06 - Level 6
Credit
05 - 05 Credits
Duration
Semester
Fee
€
Start Term
2022 - Full Academic Year 2022-23
End Term
9999 - The End of Time
Author(s)
John Kane, Breda McTaggart, Orla Walsh
Programme Membership
SG_EEARL_H08 202200 Bachelor of Education (Honours) in Early Education and Care
SG_EEARL_B07 202200 Bachelor of Education in Early Education and Care (exit)
Description
This module builds on Psychological theory studied in year one and places particular emphasis on the provision of positive care environments to support young children’s development, mental health, behaviour & learning. As young children’s ‘mental health is strongly influenced by their relationships with adults in their lives and by the caregiving environment’ (First 5, p 74), a key element of this module focuses on infant and child mental health. Development of the human brain & the impact of positive and negative early life experiences are examined. In addition, emphasis is placed on emotional regulation, behaviour and the role of the Early Childhood Educator in supporting young children’s positive emotional coping skills. Finally, ethical child observations to objectively record behaviours and identify developmental needs are explored. The overall aim of the module is to produce competence in the student's ability to apply the principles of child development when working sensitively & responsively in Early Learning and Care environments with young children. Aistear's themes (Wellbeing, Identity & Belonging, Exploring & Thinking, Communicating); Aistear's Principles (The Child's Uniqueness, Relationships, Parents, Family & Community, Role of the Adult, Communication & Language); Síolta's Standards (Interactions, Play, Curriculum, Identity & Belonging) and First 5 (Information, services & supports for parents & Positive mental health) underpin the content and application of this module.
Learning Outcomes
On completion of this module the learner will/should be able to;
1.
Explore developmental patterns of emotionally & socially positive children & examine the impact of adverse childhood experiences on young children’s development, learning & mental health.
2.
Examine executive functions, metacognition, self - regulation of emotions and reactivity in relation to children’s development, learning & behaviour.
3.
Use Psychological approaches to support young children’s functional behaviour, develop positive relationships & nurture resilience.
4.
Recognise the contribution of ethical observations to objectively record behaviours and identify developmental needs.
Teaching and Learning Strategies
Delivery will involve a two hour lecture and one hour tutorial
This module will use active learning strategies such as discussion, case studies, group work and one minute paper exercises.
Module Assessment Strategies
Summative assessment is by Portfolio (100%). The portfolio will comprise of 5 sections. Clear guidelines on the portfolio will be provided on the first day of class, and students can complete sections as they progress through the semester. This Portfolio assessment encompasses intrinsic alignment of the module learning outcomes and the teaching and learning activities experienced throughout the module. The portfolio will be submitted for assessment at the end of the semester.
Repeat Assessments
Will be discussed and decided at exam boards and will be based on needs of module learning outcomes.
Indicative Syllabus
LO 1 Explore developmental patterns of emotionally & socially positive children & examine the impact of adverse childhood experiences on young children’s development, learning & mental health.
Attachment: secure and insecure, consequence of attachment relationships, the significant role of the adult caregiver for a child's emotional and social development, environmental influences. Risk and Resilience, Adverse Childhood Experiences (ACES), infant and child mental health. Implications for practice in ELC settings. The content of this LO is informed by: First 5 specifically, Objective 2: Information, services & supports for parents & Objective 6: Positive mental health; Aistear's themes of Wellbeing, Identity & Belonging; Aistear's Principles of The Child's Uniqueness, Relationships, Parents, Family & Community, Role of the Adult and Siolta's Standard 5.
LO 2 Examine executive functions, metacognition, self-regulation of emotions and reactivity in relation to children’s development, learning and behaviour
Brain development, executive functions, emotional self - regulation, dysregulation, reactivity. The regulated adult and co regulation. Strategies for Early Childhood Educators to support young children's positive behaviour. The content of this LO is informed by: First 5 specifically, Objective 2: Information, services & supports for parents & Objective 6: Positive mental health; Aistear's themes of Wellbeing, Communicating,Exploring & Thinking, Identity & Belonging; Aistear's Principles: The Child's Uniqueness Relationships, Parents, Family & Community, Role of the Adult, Communication & Language) and Siolta's Standards 5 & 6.
LO 3 Use Psychological approaches to support young children’s functional behaviour, develop positive relationships & nurture resilience.
Applying knowledge of the Psychological development of young children to provide Sensitive, Responsive, Consistent Care (SRCC) (Walsh & Kane, 2015) & develop positive emotional coping skills in infants and young children in ELC settings. Aistear's themes of Wellbeing, Communicating; Aistear's Principles of Relationships, Parents, Family & Community, Role of the Adult and Siolta's Standards, specifically 5.6 and 14.1 are reflected in the content of LO3.
LO 4 Recognise the contribution of ethical observations to objectively record behaviours and identify developmental needs.
The relevance of Child Observation in ELC settings, scientific methodology, ethics. Observation methods as outlined in Aistear are addressed in this section of the module. Implications for the role of the ECE and adhering to Síolta Standards specifically 7.6.1 & 7.6.2 are reflected in this LO. The content of this LO compliments content in the modules 'Curriculum Planning, Assessment & Documentation'.
Coursework & Assessment Breakdown
Coursework & Continuous Assessment
100 %
Coursework Assessment
| Title | Type | Form | Percent | Week | Learning Outcomes Assessed | |
|---|---|---|---|---|---|---|
| 1 | Portfolio | Coursework Assessment | Assessment | 100 % | End of Semester | 1,2,3,4 |
Full Time Mode Workload
| Type | Location | Description | Hours | Frequency | Avg Workload |
|---|---|---|---|---|---|
| Lecture | Lecture Theatre | Lecture | 2 | Weekly | 2.00 |
| Tutorial | ECCE Skills Laboratory | Tutorial | 1 | Weekly | 1.00 |
| Independent Learning | ECCE Skills Laboratory | IL | 3 | Weekly | 3.00 |
Total Full Time Average Weekly Learner Contact Time 3.00 Hours
Required & Recommended Book List
Required Reading
2016-04-01 An Introduction to Child Development Sage Publications Limited
ISBN 1446274020 ISBN-13 9781446274026
2016-04-01 An Introduction to Child Development Sage Publications Limited
ISBN 1446274020 ISBN-13 9781446274026
The bestselling text for students of developmental psychology returns with more on the biological foundations, moral development and applied aspects of developmental psychology.
Recommended Reading
2011-12-15 Developmental Psychology and Early Childhood Education SAGE Publications Limited
ISBN 1412947138 ISBN-13 9781412947138
2011-12-15 Developmental Psychology and Early Childhood Education SAGE Publications Limited
ISBN 1412947138 ISBN-13 9781412947138
This book provides authoritative reviews of key areas of research in developmental psychology and demonstrates how these can inform practice in early years educational settings. The major theme is the fundamental importance of young children developing as independent, self-regulating learners. It illustrates how good practice is based on four key principles which support and encourage this central aspect of development: Secure attachment and emotional warmth Feelings of control and agency Cognitive challenge, adults supporting learning and learning from one another Articulation about learning, and opportunities for self-expression This book provides an invaluable resource for early years students and practitioners, by summarizing new research findings and demonstrating how they can be translated into excellent early years practice.
Recommended Reading
2016-07-15 Child Observation Learning Matters
ISBN 9781473968424 ISBN-13 1473968429
2016-07-15 Child Observation Learning Matters
ISBN 9781473968424 ISBN-13 1473968429
This is a key text for all those studying for degrees and foundation degrees in early childhood, early years and related disciplines and for Early Years Teacher candidates. It enables students to appreciate and understand the central role of observation for understanding, planning for and educating early years children. This new Third Edition has been updated in line with recent policy and legislation changes and includes: a new first chapter to help students to understand the context of early childhood in England and elsewhere an exploration of the essential elements of child observation that are important across the world new international case studies a research chapter that has been re-written to improve its accessibility to students more case studies throughout to link theory to practice.
Module Resources
Non ISBN Literary Resources
Doherty, J., (2013). Child Development Theory & Practice, 2nd edition. 2nd Edition. Trans-Atlantic Publications
Flood, E. (2010) Child Development for students in Ireland. Dublin. Gill & Macmillan
French, G. (2008). Supporting Quality: guidelines for professional practice in early childhood services. Dublin: Barnardos
Hayes, N. (2010). Early Childhood: An Introductory Text. (4th edition). Dublin. Gill & MacMillan
Hayes, N. (2013). Early years Practice: getting it right from the start. Dublin: Gill & Macmillan
Hayes, N., O'Toole, L., & Halpenny, A. M. (2017).Introducing Bronfenbrenner: a guide for practitioners and students in early years education. London: Taylor & Francis.
O'Brien, E., (2013). Human Growth & Development: An Irish Perspective. Gill & Macmillan Ltd.
Packer, M.J. (2017). Child Development: Understanding a Cultural Perspective. London: Sage Publications Ltd
Petty, K. (2016) Developmental Milestones of Young Children. St.Paul MS: Redleaf Press
Schaffer, H., (2003). Introducing Child Psychology. Second ed. Wiley-Blackwell.
Sharma, A., (2007). From Birth to Five Years: Children's Developmental Progress. 3rd Edition. Routledge
Sheridan, M.D. (2008). From Birth To Five Years: Children’s Developmental Progress. (3rd edition)London: Routledge. This edition has been revised& updated by Ajay Sharma & Helen Cockerill
Journal Resources
An Leanbh Óg - OMEP Ireland
https://omepireland.ie/an-leanbh-og-journals/
Early Childhood Development and Care
URL Resources
https://first5.gov.ie
https://www.aistearsiolta.ie
https://www.earlychildhoodireland.ie
https://www.barnardos.ie
Https://www.tusla.ie
Other Resources
Walsh, O. and Kane, J. (2015) Nurturing Resilience to help Children Flourish in the Early Years. International Journal of Practice-based Learning in Health and Social Care, Vol. 3 No. 2, 77- 85. http://e-learning.coventry.ac.uk/ojs/index.php/pblh
Walsh, O., & Kane, J (2019) Nurturing resilience in young children can be ‘fairly ordinary magic’. An Leanbh Óg, the OMEP Ireland Journal of Early Childhood Studies..Vol 12.Issue 1. pp 127-136 https://omepireland.ie/wp-content/uploads/2019/11/AN-LEANBH-OG-VOL12.pdf
Additional Information