|
 Academic Year:
| 2012/3 |
| Owning Department/School:
| Department of Education (administered by the Learning Partnerships Office) |
| Credits:
| 12 |
| Level:
| Certificate (FHEQ level 4) |
| Period: |
Academic Year at Wiltshire College |
| Assessment:
| CW100 |
| Supplementary Assessment: |
Coursework reassessment (where allowed by programme regulations) |
| Requisites:
| |
| Description:
| Aims: This unit will examine how babies and children learn and develop from a social, emotional and cognitive perspective and consider how children develop language. It will provide underpinning knowledge for practitioners, enabling them to develop best practice when working with babies and children. Learning Outcomes: On completion of the unit the student should be able to: * Identify and discuss theories of social, emotional and cognitive development. * Identify and discuss the development of self-esteem and identity in children * Outline and discuss the significant and emergent theories related to the development of language in children * Apply appropriate observational techniques to monitor and evaluate children¿s development * Identify and evaluate the importance of the adult¿s role in child development. Skills: Intellectual Skills * Identify appropriate sources and theories [T A] * Compare and contrast theories [T A] * Evaluate strengths and weakness of different theories [T A] Professional * Identify and apply appropriate observational methods [T A] Practical * To seek appropriate consent [F] * Plan to carryout observations [F] Key Skills * Construct appropriate sentences and paragraphs [T,A] * Research skills[ T F] * Referencing [ T A] Taught (T), Facilitated (F) and/or Assessed (A) Content: This unit will examine psychoanalytical theories such as Freud¿s and Erikson¿s and consider how these can be applied to practice, for example in play therapy. It will also consider the development of identity, self-concept and self-esteem, social influences and the role of the adult. It will examine how children learn from a behavioural perspective [operant and classical conditioning] and cognitive development [such as Piaget and Vygotsky] and how these approaches influence the curriculum and practice, identifying and using schemas and sustained shared thinking for example. Attachment and separation [such as Bowlby and Ainsworth] will be discussed linking this to practice. This unit will consider multiple intelligence and gender differences in learning. The acquisition of language will also be covered, linking this to current practice. |
| Programme availability: |
LP10582 is Compulsory on the following programmes:Programmes administered by the Learning Partnerships Office
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