Module Details

Module Code: PSYC9020
Title: Child Development:Theory &Obs.
Long Title: Child Development:Theory & Observation
NFQ Level: Expert
Valid From: Semester 1 - 2019/20 ( September 2019 )
Duration: 1 Semester
Credits: 10
Field of Study: 3110 - Psychology
Module Delivered in: 2 programme(s)
Module Description: This module is designed to give students a thorough grounding in child development and attachment theory. It critically looks at key theoretical positions in developmental literature. Students will examine theories and processes of individual development, attachment and change through the life-span. The observation lab will provide students with the requisite skills, guidelines and ethics to observe children in early development through non-participant observation. Students will develop the skills of both producing theory-based interpretations of live observations and the skills to reflect on practice and help colleagues to do so.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Critically engage with key theoretical concepts and approaches in child development and attachment.
LO2 Examine how social, cultural and environmental factors impact on children's emotional development.
LO3 Demonstrate a capacity to obtain a detailed picture of interaction and behaviour before applying judgement and theory.
LO4 Apply major theories of child development in order to interpret the live observations and develop hypotheses of the child's development.
LO5 Reflect on one's role and skills, and the emotional impact of observing a child.
LO6 Apply guidelines and ethics in live observations of children.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
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. You may not enrol on this module if you have not acquired the learning specified in this section.
No requirements listed
 
Indicative Content
Child Development
Physical, cognitive, language, social, emotional, moral, spiritual, creative and culture awareness development in children. Mental health and well-being. Normative variations within the wide spectrum of development. Atypical Child Development. Nature versus Nurture debate in Psychology. Social, environmental and cultural factors affecting development. Child development theories. Ecological systems theory.
Child Observation
GDPR and concept of assent/informed consent with children. Ethnography research with children. Travistock infant observation model. Concepts of Bion's 'Containment' and Winnicott's 'Holding'. Reflective practice and developing self-awareness. Ability to tolerate uncomfortable emotional situations. Role in non-participant Observation.
Attachment Theory
Attachment theory. Four stages of attachment. Bowlby's Attachment Theory. Implications of separation, loss and deprivation in attachment theory. Ainsworth's classifications and the process of development of secure and insecure attachments. Concept of role of separations and reunions in assessment of attachment styles. The consequences of secure and insecure attachment for a person’s social, emotional and behavioural development. Limitations of attachment theory. Neuroscience and attachment. Role of play in facilitating positive attachments. Possible behaviours displayed as a result of insecure attachment. Ways of developing a positive attachment and relationship with a child.
Module Content & Assessment
Assessment Breakdown%
Coursework100.00%

Assessments

Coursework
Assessment Type Presentation % of Total Mark 30
Timing Week 6 Learning Outcomes 1,2
Assessment Description
Presentation on the holistic nature of children's development and attachment.
Assessment Type Project % of Total Mark 70
Timing Sem End Learning Outcomes 1,2,3,4,5,6
Assessment Description
Portfolio of evidence synthesising learning under all learning outcome headings for this module.
No End of Module Formal Examination
Reassessment Requirement
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.

The University reserves the right to alter the nature and timings of assessment

 

Module Workload

This module has no Full Time workload.
Workload: Part Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact Class based lecture Every Week 3.00 3
Lab Contact Group learning Every Week 2.00 2
Lecturer Supervised Learning (Non-contact) Non Contact Including live observations Every Week 9.00 9
Total Hours 14.00
Total Weekly Learner Workload 14.00
Total Weekly Contact Hours 5.00
 
Module Resources
Recommended Book Resources
  • Boyd, Denise & Bee, Helen. (2013), The Developing Child, 13th. Pearson, [ISBN: 9781292020808].
  • Graham Music. (2016), Nurturing Natures, 2nd. Routledge, [ISBN: 9781138101449].
  • Papatheodorou, T, Luff, P, Gill, J. (2011), Child Observation for Learning and Research, Routledge, [ISBN: 9781405824675].
  • Fawcett, M & Watson, Debbie. (2016), Learning through Child Observation, 3rd. Jessica Kingsley Publishers, [ISBN: 9781849056472].
  • Robert Karen. (1998), Becoming Attached: First Relationships, Oxford University Press Inc; Reprint edition, [ISBN: 9780195115017].
Supplementary Book Resources
  • Usha Goswami. (2008), Cognitive Development: The Learning Brain, 1st. Psychology Press, [ISBN: 9781841695310].
Recommended Article/Paper Resources
  • Stephen Briggs. (1992), Child Observation and Social Work Training, Journal of Social Work Practice, Vol.6 , No 1., p.49.
  • Lester, S and Russell, W Children’s Right to Play: An examination of the importance of play in the lives of children worldwide. Working Paper 57, The Hague: Bernard van Leer Foundation. (2010), The Childs right to play.
Supplementary Article/Paper Resources
  • Hofer, M.. (2006), Psychobiological roots of early attachment, Current Directions in Psychological Science, 15(2): 84–88..
Other Resources
  • website, Child Development Institute. (2012), Child Development,
    http://childdevelopmentinfo.com
  • website, UNICEF (United Nations Children’s Fund) ). Rights under the Convention of the Rights of the Child [online]. Available at: www.unicef.org/crc/index_30177.html. (2008), childrens Rights.
 
Module Delivered in
Programme Code Programme Semester Delivery
CR_HPLTH_9 Master of Arts in Play Therapy 1 Mandatory
CR_HPYTY_9 Postgraduate Diploma in Arts in Play Therapy 1 Mandatory