| Module Title: | The Psychology and Sociology of Children and Childhoods |
|---|
| Language of Instruction: | English |
|---|
| Teaching & Learning Strategies: |
The learning outcomes will be achieved through lectures, readings and online resources. Classroom activities to include theory to practice scenarios, debates, role plays and discussions. |
| Module Aim: |
The aim of this module is to encourage learners to adopt multidisciplinary critical perspectives in relation to children and childhood. Building on the Introduction to Psychology module in Year 1, major theorists and classic studies from child psychology will be considered in the context of up-to-date research and early years’ practice. Criticisms of traditional mainstream child psychology will be examined both from critical psychologists and from childhood scholars from different disciplinary backgrounds. Drawing on the Introduction to Sociology module in Year 1, the work of key theorists and research from the sociology of childhood will be presented and micro and macro theories of childhood critically assessed. Throughout the module ‘real world’ examples from early years’ educational settings and links to Aistear, Síolta, First 5, and DCYA Diversity, Equality and Inclusion Charter, will form the basis for multidisciplinary classroom activities, scenarios, role plays and discussions. |
| Learning Outcomes |
| On successful completion of this module the learner should be able to: |
| LO1 |
Present a written account of the work of major theorists and key research studies in the discipline of child psychology. |
| LO2 |
Provide criticisms of the discipline of child psychology from critical psychologists, sociologists of childhood and the multidisciplinary field of childhood studies. |
| LO3 |
Summarize contemporary debates and research within the sociology of childhood in regard to structure/agency; micro and macro theories of children and childhoods, and intersectionality. |
| LO4 |
Demonstrate understanding of contemporary issues and research in the multidisciplinary field of childhood studies, particularly in relation to young children as social actors and active agents; young children's participation; young children's rights; diversity, equality and inclusion in educational contexts. |
| LO5 |
Offer verbal, written and creative accounts of early years' educational practices with children underpinned by contrasting multidisciplinary theoretical perspectives. |
| Pre-requisite learning |
Module Recommendations
This is prior learning (or a practical skill) that is recommended before enrolment in this module.
|
| No recommendations listed |
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. |
| No incompatible modules listed |
Co-requisite Modules
|
| No Co-requisite modules listed |
Requirements
This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. |
| No requirements listed |
Module Content & Assessment
| Indicative Content |
|
Introduction to child psychology
Overview of child psychology; revisiting and updating the classic studies; contributions of socio-contextual theorists; recent research findings and directions.
|
|
Nature/nurture debate
Nature/nurture debate in the 21st Century : TEDS-Twins Early Development Study, Kings College London (2019); Growing-Up In Ireland longitudinal study, ESRI/TCD (2020).
|
|
Critical Psychology
Criticisms of child psychology from within the discipline of psychology (Kessen, Bradley, Rogoff, Burman, Woodhead, Greene).
|
|
Sociology of childhood
Children in their social context; structure/agency debates; micro and macro theories of children and childhoods; intersectionality (Jenks, James, Prout, Corsaro, Alderson, Morrow, Mayall, Qvortrup).
|
|
Multidisciplinary Childhood Studies
Multidisciplinary perspectives and approaches; democratic early years educational practices. Diversity, Equality and Inclusion (Moss, McNaughton, Moloney, Murray, Urban, Aistear, Siolta, First 5, DCYA Diversity, Equality and Inclusion Charter).
|
|
Child-centred communications
Communication, consultation, childrens voices, childrens participation, and research with young children (Clark, Greene, Nixon, Kellett, Christensen, Aistear, Síolta, First 5, DCYA Diversity, Equality and Inclusion Charter).
|
| Assessment Breakdown | % |
|---|
| Continuous Assessment | 50.00% |
| End of Module Formal Examination | 50.00% |
| Continuous Assessment |
|---|
| Assessment Type |
Assessment Description |
Outcome addressed |
% of total |
Assessment Date |
| Essay |
Multidisciplinary written assignment whereby students will be asked to review the work of theorists from the disciplines of child psychology and sociology of childhood, and discuss in relation to contemporary early years’ educational contexts. Learners will be asked to illustrate their answers with references to Aistear, Síolta, First 5, and DCYA Diversity, Equality and Inclusion Charter. |
1,2,3,4,5 |
50.00 |
n/a |
| End of Module Formal Examination |
|---|
| Assessment Type |
Assessment Description |
Outcome addressed |
% of total |
Assessment Date |
| Formal Exam |
Exam consisting of four multidisciplinary theory to practice questions. Learners will be asked to support their answers with references to Aistear, Síolta, First 5, and DCYA Diversity, Equality and Inclusion Charter. |
1,2,3,4,5 |
50.00 |
End-of-Semester |
SETU Carlow Campus reserves the right to alter the nature and timings of assessment
Module Workload
| Workload: Full Time |
| Workload Type |
Frequency |
Average Weekly Learner Workload |
| Lecture |
12 Weeks per Stage |
4.00 |
| Estimated Learner Hours |
15 Weeks per Stage |
13.47 |
| Total Hours |
250.00 |
| Workload: Part Time |
| Workload Type |
Frequency |
Average Weekly Learner Workload |
| Lecture |
12 Weeks per Stage |
3.00 |
| Total Hours |
36.00 |
Module Delivered In
|