Childhood and Youth Studies

This module introduces students to the typical stages in the development of children and young people. Students will explore the biological, psychological and social influences which impact on development and will consider how this knowledge informs professionals in the field.

This module supports the development of students’ academic and employability skills and acclimatises them to the learning culture and environment of higher education. The intention is to provide a series of learning experiences to develop confidence and capability in a range of key academic skills and to prepare the learner for the transition from school/college/work to University. In essence, the module provides a structured orientation to learning and study at FHEQ (framework for higher educational qualifications) level 4. A key feature of interest will be a concern to personalise learning activities in ways which reflect individual needs and prior learning experiences. This will be achieved through strategies such as the development of individualised (personalised) action plans and a variety of approaches for ‘content delivery'.

This module explores the range of informal and formal environments where children and young people develop and learn. It explores the role of adults both in supporting optimal development and in considering policy and procedure. Students will be encouraged to reflect on their learning in a range of contexts such as: formal education; neighbourhoods; peer groups; recreation, leisure and faith groups; health settings, cyberspace, digital media and employment. Alternative approaches to formal education will also be considered, including independent schools, Steiner Waldorf schools and Free schools. International perspectives towards formal and informal learning will also be explored. Ways of consulting with children and young people and their participation in planning and evaluating their groups will be an important element of this module, along with an understanding of safeguarding.

This module seeks to develop student's knowledge and understanding of a range of theories, concepts and skills used when communicating with individuals and groups. It does this through a combination of discussions and lectures which complement skill-based activities undertaken with peers. A commitment to reflective practice informed by theoretical frameworks is essential if learning is to be maximised.

People who work with children need to be committed to the principles of equality of opportunity and diversity and to the promotion of anti-discriminatory practice. This module gives students the opportunity to consider the impact of prejudice and discrimination on individuals and groups of people and how this can limit experiences, opportunities, choices, wellbeing and life chances.

This module is designed to enable students to understand evidence-based perspectives to inform positive behaviour support for children and young people’s behaviour. Students will explore biological, psychological, social and environmental influences on children and young people’s behaviour, and how these may contribute to their development and individual differences. Students will also explore why some children and young people may develop atypical and challenging and patterns of behaviour. Students will have the opportunity to develop an understanding of how systematic observation, combined with an understanding of evidence-based theories of human behaviour, can be used to assess and positively support the behaviour of children and young people. Students will also have the opportunity to reflect on their own behaviours and interpersonal skills, and explore the use of these when working with children and young people in a variety of settings.

Good health is vital to the lives of children and young people. It enables them to lead enjoyable and fulfilling lives and underpins achievements in early years, at school and in adult life. This module enables students to consider recent research and government initiatives to address current health issues and ways of working with children and young people to support their development of healthy lifestyles.

In this module, we draw on a range of academic resources to consider some of the key ideas underpinning community, and how young people live out their lives within communities. We will discuss how different kinds of communities come to exist and develop, exploring some of the benefits and challenges which residents, community members, planners and policy makers experience and engage with. We look at communities on different scales, from local neighbourhood communities with a clearly defined sense of history, place and identity, to global communities which use technology to communicate, share ideas and develop a sense of ‘belonging’ across national boundaries. We also identify some of the ways in which disadvantaged, marginal social groups experience community drawing on insights from sociology, cultural geography, gerontology, housing studies and social policy.

Poverty is both the cause and consequence of wider social problems, such as poor health, educational under attainment, environmental quality and unemployment. This module will introduce students to definitions and measurements of poverty, competing ideas about poverty and related issues of wealth and inequality. It will explore the impact of poverty and inequality upon children, young people and families in the UK. Students will examine and appraise some of the strategies used by governments, communities and third sector groups to tackle poverty and inequality in the UK and beyond.

This module aims to cover a variety of complex issues relating to the development of integrated working and the safeguarding of children and young people. Students will consider the key historical events and political influences that have shaped the interprofessional and multi-agency teams that work together to keep children and young people safe. Students will explore the concepts of safeguarding, child protection and what constitutes abuse. They will look at the importance of multi-disciplinary team working and the practitioners’ role and responsibilities within the safeguarding process. Students will also consider the methods, techniques and processes used by practitioners working with children, young people and families. The importance of the active involvement of children, young people and families to improve outcomes will also be considered.

The module is designed to introduce students to managing and conducting a small-scale social research project. Lectures will provide an introduction to a range of research approaches which may be used, as well as considering the practical aspects of managing a research study e.g. gaining access, literature review, writing and presenting information, ethical issues and so forth. Published research relevant to children and young people and their families will be used to promote the critical reading of research and to provide examples of the various research methods and tools in order to support students in thinking about their own project ideas.

Children and young people naturally pass through a number of stages as they grow and develop. They will also be expected to cope with changes such as those from early years settings to primary school and for children with disabilities or chronic ill health from children’s to adult services. Some children may have to face personal transition not necessarily understood by their peers such as illness or death of a close relative, divorce and family break-up, adoption, development of a disability or significant health condition, parental mental health, consequences of crime and the process of asylum. In this module students will have the opportunity to consider different transitions, to recognise and understand the impact they may have on children and young people and the role of parents, carers and professionals in supporting children through these changes.

In this module, students will critically consider inclusion within education, wider society and in relation to the holistic needs of the child/young person who presents with ‘additional’ or special educational needs/disabilities. A critical understanding of how ‘additional needs’ and ‘inclusion’ initiatives have evolved and how they impact on the needs of the individual and their learning network will be explored. The module will take a reflective and evaluative approach to enable students to develop skills in planning and developing sustainable materials which engage, motivate and support learning and development. Consideration will be given to the core skills needed to support the additional needs of the child/young person and the parent/carer partnerships.

This module will use lectures and seminar activities to consider the typical stages of emotional development through early childhood through to adolescence and early adulthood. Students will consider the key determinants of emotional wellbeing. Students will explore some of the key theories and concepts used to inform the way we work with children and young people and how these ideas have informed interventions in the school setting. Students will debate the contentious issue of ‘teaching happiness’ and the role of parents, families and the state. There will be an expectation that students will be able to critically engage with government policies, legislation and initiatives that have and continue to impact upon children and young people’s emotional wellbeing. Students will be given the opportunity to explore a key emotional health issue affecting children and/or young people through accessing recent and relevant research.

• Education and Social Justice - 15 Credits
• Volunteering in the Children and Young People’s Sector - 15 Credits
• Health and Wellbeing for Young People - 15 Credits
• Early Years and Primary Practice - 15 Credits
• Children, Young People and Physical Activity - 15 Credits
• Working with Young People - 15 Credits
• Young People and Crime - 15 Credits
• Community Sport - 15 Credits

Poverty is both the cause and consequence of wider social problems, such as poor health, educational under attainment, environmental quality and unemployment. This module will introduce students to definitions and measurements of poverty, competing ideas about poverty and related issues of wealth and inequality. It will explore the impact of poverty and inequality upon children, young people and families in the UK. Students will examine and appraise some of the strategies used by governments, communities and third sector groups to tackle poverty and inequality in the UK and beyond.

This module aims to cover a variety of complex issues relating to the development of integrated working and the safeguarding of children and young people. Students will consider the key historical events and political influences that have shaped the interprofessional and multi-agency teams that work together to keep children and young people safe. Students will explore the concepts of safeguarding, child protection and what constitutes abuse. They will look at the importance of multi-disciplinary team working and the practitioners’ role and responsibilities within the safeguarding process. Students will also consider the methods, techniques and processes used by practitioners working with children, young people and families. The importance of the active involvement of children, young people and families to improve outcomes will also be considered.

The module is designed to introduce students to managing and conducting a small-scale social research project. Lectures will provide an introduction to a range of research approaches which may be used, as well as considering the practical aspects of managing a research study e.g. gaining access, literature review, writing and presenting information, ethical issues and so forth. Published research relevant to children and young people and their families will be used to promote the critical reading of research and to provide examples of the various research methods and tools in order to support students in thinking about their own project ideas.

Children and young people naturally pass through a number of stages as they grow and develop. They will also be expected to cope with changes such as those from early years settings to primary school and for children with disabilities or chronic ill health from children’s to adult services. Some children may have to face personal transition not necessarily understood by their peers such as illness or death of a close relative, divorce and family break-up, adoption, development of a disability or significant health condition, parental mental health, consequences of crime and the process of asylum. In this module students will have the opportunity to consider different transitions, to recognise and understand the impact they may have on children and young people and the role of parents, carers and professionals in supporting children through these changes.

In this module, students will critically consider inclusion within education, wider society and in relation to the holistic needs of the child/young person who presents with ‘additional’ or special educational needs/disabilities. A critical understanding of how ‘additional needs’ and ‘inclusion’ initiatives have evolved and how they impact on the needs of the individual and their learning network will be explored. The module will take a reflective and evaluative approach to enable students to develop skills in planning and developing sustainable materials which engage, motivate and support learning and development. Consideration will be given to the core skills needed to support the additional needs of the child/young person and the parent/carer partnerships.

This module will use lectures and seminar activities to consider the typical stages of emotional development through early childhood through to adolescence and early adulthood. Students will consider the key determinants of emotional wellbeing. Students will explore some of the key theories and concepts used to inform the way we work with children and young people and how these ideas have informed interventions in the school setting. Students will debate the contentious issue of ‘teaching happiness’ and the role of parents, families and the state. There will be an expectation that students will be able to critically engage with government policies, legislation and initiatives that have and continue to impact upon children and young people’s emotional wellbeing. Students will be given the opportunity to explore a key emotional health issue affecting children and/or young people through accessing recent and relevant research.

• Education and Social Justice - 15 Credits
• Volunteering in the Children and Young People’s Sector - 15 Credits
• Health and Wellbeing for Young People - 15 Credits
• Early Years and Primary Practice - 15 Credits
• Children, Young People and Physical Activity - 15 Credits
• Working with Young People - 15 Credits
• Young People and Crime - 15 Credits
• Community Sport - 15 Credits

This module is designed to allow students to critically examine and discuss the rights of children and young people, and current debates surrounding their application and value. Students will explore evidence looking at the history and development of the concept of rights for children and young people and critically engage with current debates about their use and value in relation to areas such as education, health, gender, disability, sexuality, etc. Critiques of, and alternatives to, the concept of rights will also be explored, and compared and contrasted with rights-based strategies. Students will also explore the practical application of the concept of rights in professional practice with children and young people.

This module will build on the mandatory module Working to Safeguard Children and Young People at level 5 and provides students with the opportunity to consider the knowledge, skills, qualities and values that support effective and empowering inter-professional working, leadership and management in services for children, young people and families. The importance of valuing and respecting other professional knowledge and input that can contribute to ensuring best outcomes for children and young people, and effective ways of working collaboratively will be explored. Students will critically consider professional roles, working practices and assessment processes, including leadership and management roles. They will have the opportunity to rehearse and reflect on inter-professional working, and critically consider the implications for their own professional practice and development. Issues around the complexities of effective communication, teamwork, information sharing, and legislation surrounding the control and confidentiality of information will also be explored. Students will also explore ways in which children, young people and their families can be involved and empowered through the development of a collaborative culture.

The Extended Independent Study takes the form of an original independent investigation into an aspect of childhood, youth and community studies. Students are required to discuss proposals with their allocated supervisor and select their topic for investigation prior to the end of the second semester of their second year. Students should be prepared to read and find relevant sources for their research topic over the summer and are expected to see their supervisor in the first two weeks of the semester. Students are given clear advice on management and deadlines for stages of their projects. Students wishing to undertake primary research projects must meet with the module leader prior to collecting data. Students are guided in their level 5 Researching Children and Young People module and instructed that they must seek has ethics approval prior to going ahead with any collection of primary data.

This module is designed to allow students to critically examine the concept of ‘rewilding childhood’ and its relationship to current debates about the impact of digital media and technology on the environment in which children and young people are growing and developing in the current era. Students will explore research evidence looking at the positive and negative impacts of digital media and technology, and critically engage with current debates about its impact; including, for example, the ‘biophilia hypothesis’, the  ‘Mind Change’ hypothesis, the ‘toxic childhood’ debate, and the ‘nature-deficit disorder’ concept, among others. The concept of ‘rewilding’ will be critically examined as a potential resource for professionals working with children and young people to their health, wellbeing and development.

This module will be set within the context of parents being children’s first educators; they bring children up and become co-educators of their children once they attend educational settings. Students will consider the complexities of parenting, additional challenges that some parents face and evaluate the support mechanisms available. Theory and research about how parents of diverse backgrounds grow, learn and competently fulfil their parental and care-giving roles will be explored. Students will develop an understanding of the principles of adult and family learning and the range of supports provided to support parents’ lifelong learning, involvement in their child’s learning and developing and participation in school and community life. Effective partnerships with parents to support transitions, share information regarding their child’s progress, and promoting social inclusion of all children and young people, including looked after children will be considered.

• Reflective Practice – 15 Credits
• Children and Young People's Mental Health – 15 Credits
• Sexual Health and Wellbeing - 15 Credits
• Youth Justice and Reform - 15 Credits
• International Perspectives - 15 Credits
• Substance Use and Misuse - 15 Credits
• Outdoor Education - 15 Credits
• PSHE Education - 15 Credits
• Teenage Pregnancy and Young Parenthood - 15 Credits
• Exploring Behaviour Change and ‘Lifestyles’ - 15 credits

This module is designed to allow students to critically examine and discuss the rights of children and young people, and current debates surrounding their application and value. Students will explore evidence looking at the history and development of the concept of rights for children and young people and critically engage with current debates about their use and value in relation to areas such as education, health, gender, disability, sexuality, etc. Critiques of, and alternatives to, the concept of rights will also be explored, and compared and contrasted with rights-based strategies. Students will also explore the practical application of the concept of rights in professional practice with children and young people.

This module will build on the mandatory module Working to Safeguard Children and Young People at level 5 and provides students with the opportunity to consider the knowledge, skills, qualities and values that support effective and empowering inter-professional working, leadership and management in services for children, young people and families. The importance of valuing and respecting other professional knowledge and input that can contribute to ensuring best outcomes for children and young people, and effective ways of working collaboratively will be explored. Students will critically consider professional roles, working practices and assessment processes, including leadership and management roles. They will have the opportunity to rehearse and reflect on inter-professional working, and critically consider the implications for their own professional practice and development. Issues around the complexities of effective communication, teamwork, information sharing, and legislation surrounding the control and confidentiality of information will also be explored. Students will also explore ways in which children, young people and their families can be involved and empowered through the development of a collaborative culture.

The Extended Independent Study takes the form of an original independent investigation into an aspect of childhood, youth and community studies. Students are required to discuss proposals with their allocated supervisor and select their topic for investigation prior to the end of the second semester of their second year. Students should be prepared to read and find relevant sources for their research topic over the summer and are expected to see their supervisor in the first two weeks of the semester. Students are given clear advice on management and deadlines for stages of their projects. Students wishing to undertake primary research projects must meet with the module leader prior to collecting data. Students are guided in their level 5 Researching Children and Young People module and instructed that they must seek has ethics approval prior to going ahead with any collection of primary data.

This module is designed to allow students to critically examine the concept of ‘rewilding childhood’ and its relationship to current debates about the impact of digital media and technology on the environment in which children and young people are growing and developing in the current era. Students will explore research evidence looking at the positive and negative impacts of digital media and technology, and critically engage with current debates about its impact; including, for example, the ‘biophilia hypothesis’, the  ‘Mind Change’ hypothesis, the ‘toxic childhood’ debate, and the ‘nature-deficit disorder’ concept, among others. The concept of ‘rewilding’ will be critically examined as a potential resource for professionals working with children and young people to their health, wellbeing and development.

This module will be set within the context of parents being children’s first educators; they bring children up and become co-educators of their children once they attend educational settings. Students will consider the complexities of parenting, additional challenges that some parents face and evaluate the support mechanisms available. Theory and research about how parents of diverse backgrounds grow, learn and competently fulfil their parental and care-giving roles will be explored. Students will develop an understanding of the principles of adult and family learning and the range of supports provided to support parents’ lifelong learning, involvement in their child’s learning and developing and participation in school and community life. Effective partnerships with parents to support transitions, share information regarding their child’s progress, and promoting social inclusion of all children and young people, including looked after children will be considered.

• Reflective Practice – 15 Credits
• Children and Young People's Mental Health – 15 Credits
• Sexual Health and Wellbeing - 15 Credits
• Youth Justice and Reform - 15 Credits
• International Perspectives - 15 Credits
• Substance Use and Misuse - 15 Credits
• Outdoor Education - 15 Credits
• PSHE Education - 15 Credits
• Teenage Pregnancy and Young Parenthood - 15 Credits
• Exploring Behaviour Change and ‘Lifestyles’ - 15 credits