MODULE SPECIFICATION FORM
Module Title:
Child Development
Module code:
Semester(s) in which to
be offered:
ECSF402
Existing/New:
Existing
Originating Subject:
Module duration
(contact hours/
directed/directed
private study:
Title of module being
replaced (if any):
Childhood and Family
Studies
Notional 200 hours:
30 Direct Taught Time
(online/classroom)
30 Work-based Learning
80 Private Study
60 Directed Study
Percentage taught by Subjects other than
originating Subject (please name other
Subjects):
Level:
4
Credit Value:
One
With effect
from:
20
Sept 2011
None
Module
Leader:
Ruth Davies
Status:
core/option/
elective
(identify
programme
where
appropriate)
Core Module
None
Programme(s) in which to be
offered:
Pre-requisites per
programme (between levels):
Co-requisites per programme
(within a level):
Foundation Degree in The
Learning and Development of
Babies and Young Children
None
None
Module Aims:
This module will enable students to:



Show a broad and relevant understanding of the main developmental theories with
regards to children from birth to five years.
Explore pre-natal development and pregnancy.
Develop a practical awareness of how children learn and grow holistically from birth to
five years.
Expected Learning Outcomes
At the end of this module, students should be able to:
1. Identify the major theories of child development.
2. Acknowledge the role that theory has to play on the understanding of child
development and describe some of the ways it impacts on childcare practice.
3. Understand the meaning of holistic development and how it relates to children in the
birth to five age range.
4. Identify and describe the key areas of child development which come together to
provide our understanding of holistic development.
Transferable/Key Skills and other attributes:





Communication
Improving own learning and performance
Sharing ideas
Reflection
Information and communication technology
Assessment: please indicate the type(s) of assessment (eg examination, oral, coursework,
project) and the weighting of each (%). Details of indicative assessment tasks must be
included.
1) Briefly summarise the main theory of three child development theorists. For each theory
give an example of how their theory may be represented in practice. Choose one
theorist/theory and explore how you may use this knowledge to enhance holistic child
development within a childcare setting.
Assessment
Learning
Outcomes to
be met
Type of assessment
Weighting
Duration
(if exam)
Word count
or equivalent
if
appropriate
1.
1,2,3,4
Written Discussion
100%
N/A
4000
Learning and Teaching Strategies:
This module is delivered through taught classroom sessions and/or e-learning. This will
involve working alone, in groups, with peers, tutors and colleagues.
Sessions will comprise of the presentation of information, reading, practical activities and
discussion either face to face or via the university’s VLE. Work-based learning and selfdirected tasks form a large part of this module and are used to inform the assessment and
materials used in the classroom or online.
Work-based learning:
During this module students will be expected carry out the following tasks within the workplace:




Reflect on their own practice in light of the learning from this module.
Start to recognise and record elements of the developmental theories in their
observations of children.
To observe the care of children from birth to one (where possible) and consider how
this fits with their understanding of critical development within this age range.
Observe children in their chosen age range to build an understanding of how they
develop holistically.
Assessment feedback:
Students are encouraged to reflect on the criteria for each piece of work submitted by making
comments against the criteria on the appropriate mark sheet before submission to the tutor.
This then forms the basis for tutor feedback.
For this module students will also be given the opportunity for providing feedback on each
other’s work using the set criteria.
Syllabus outline:
Below is an overview of the module syllabus in a rough order of delivery, please note that
each area may cover more than one session.
1) Understanding Theory and Development - Gives the students an overview of why it is
important to think about theory and development in general.
2) Theories of Development – Gives an overview of the main theorists and theories
relevant to the development of young children.
3) Pre-natal Development – Let’s the students explore and update their own knowledge
regarding pre-natal development and explores the expectations the parents have
towards their baby before birth.
4) The Wonder year – Looks at the critical areas of development between the ages of
birth and one.
5) Holistic Development – Explores the nature of holistic development and why it is
important.
6) Social, Emotional and Spiritual Development – Explores this area of development in
more detail for a child up to five years old.
7) Physical Development – Explores this area of development in more detail for a child
up to five years old.
8) The Development of Communication – Explores this area of development in more
detail for a child up to five years old.
9) The Development of Thinking and Learning – Explores this area of development in
more detail for a child up to five years old.
Bibliography
(please submit in Harvard referencing format)
Essential reading:
Daly, M., Byers, E. and Taylor, W. (2006), Understanding Early Years Theory in Practice.
Oxford: Heinemann
Fabian, H. and Mould, C. (eds) (2009), Development and Learning for Very Young Children.
London: Sage
Macleod-Brudnell, I. and Kay, J. (2008), Advanced Early Years. Harlow: Heinemann
Other indicative reading:
Bee, H. and Boyd, D. (2006), Developing Child (11th Ed). New York: Alyn & Bacon
Bruce. T. (Ed) (2004), Developing Learning in Early Childhood. London: Paul Chapman
Bruner, J. (1987), Making Sense, the child’s construction of the world. London: Methuen
Donaldson, M. (1978), Children’s Minds. London: Croon Helm
Gopnik, A. and Kuhl, P. (2001), How Babies Think. London: Phoenix
Lindon, J. (2005), Understanding Child Development Linking Theory and Practice London:
Hodder Arnold
Meggitt, C. (2006), Child Development, An Illustrated guide. Oxford: Heinemann
Mooney, C. G. (2000), Theories of Childhood: An Introduction to Dewey, Montessori,
Erickson, Piaget and Vygotsky. St. Paul MN, USA: Redleaf Press
Nutbrown, C. (1996), Threads of Thinking. London: Hodder & Stoughton
Pound, L. (2005), How Children Learn. London: Step Forward Publishing Ltd
Pound, L. (2008), How Children Learn 2. London: Step Forward Publishing Ltd
Robinson, M. (2003), From Birth to One, The Year of Opportunity. Milton Keynes: Open
University Press
Schaffer, H. R. (2004), Introducing Child Psychology. Oxford: Blackwell Publishing
Smith, P. K., Cowie, H. and Blades, M. (2003), Understanding Children’s Development (4th
Ed) Oxford: Blackwell publishing
Journals:
Child Development – Society for Research in Child Development. Oxford: Wiley-Blackwell
Child: Care Health and Development. Oxford: Wiley-Blackwell
Early Years Educator. MA Education Limited www.earlyyearseducator.co.uk
Early Years – An International Journal of Research and Development. Oxon: Routledge
www.tactyc.org.uk
Journal of Early Childhood Research. London: Sage
Nursery World. www.nurseryworld.co.uk