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Session: 2022/23
Last modified: 14/12/2022 12:04:01
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Title of Module: Children's Holistic Wellbeing |
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Code: EDUC08046 |
SCQF Level: 8
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | J
Leslie |
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| Summary of Module |
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This module aims to enable students to reflect on the values and beliefs underpinning their professional identities as practitioners who are responsible for supporting development of children’s holistic wellbeing. Throughout this module, students will explore definitions of wellbeing from literature, policy and legislation and acquire a broad knowledge of relevant theories of emotional, personal and social development of young children. The professional practitioner’s role of sensitive and ethical observation, listening to children’s voices and responsive practice in facilitating the development of children’s holistic well-being will be examined and analysed in a practice based context. Students will reflect upon their use of pedagogical strategies of nurturing approaches, compassionate pedagogy and professional love in practice and will reflect critically upon how such approaches have come to inform the collective identity of early years professionals.
Continuous professional development will be critically evaluated against the background of Scottish Government policy, guidance and codes of professional practice.
Students will develop a reflective portfolio of practice, which evidences observations carried out in practice and highlights reflection on professional skills in own contribution to the planning, facilitation and evaluation of opportunities for development of children’s holistic wellbeing.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Examine a range of definitions of children’s holistic wellbeing from literature, policy and legislation and reflect on implications for own professional practice.
L2.
Critically analyse and evaluate own practice in supporting the development of children’s holistic well-being, with reference to theories of children’s emotional, personal and social development
L3.
Critically reflect upon the role of the children's services professional practitioner in supporting children’s holistic development. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 8.
Demonstrate a detailed and practical knowledge of theoretical and pedagogical approaches in supporting children’s holistic well-being |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Demonstrate skills in supporting development of children’s holistic wellbeing through the use of sensitive and ethical observation, listening to children’s voices and responsive practice. |
| Generic Cognitive skills |
SCQF Level 8.
Critically evaluate evidence based approaches to planning for and supporting children’s holistic wellbeing, and reflect upon routine problems/issues as relevant to practice in children's services. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Convey complex information to a range of audiences and for a range of purposes.
Use a range of forms of communication effectively in both familiar and new contexts.
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| Autonomy, Accountability and Working with others |
SCQF Level 8.
Reflect on, and be accountable for own professional practice in the ethical issues of observing young children.
Exercise autonomy and initiative in some activities at a professional level.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 36 |
| Work Based Learning/Placement | 35 |
| Independent Study | 129 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
The following materials form essential underpinning for the module content and ultimately for the learning outcomes:
Bruce, T. (2012) Early Childhood Education. 4th Ed. London. Hodder Education.
Laevers, F., Vandenbussche, E., Depondt, L., (2004) A Process-orientated child monitoring system for young children. Centre for Experiential Education.
Maynard, T. and Powell, S. (2014) An Introduction to Early Childhood Studies. London. Sage.
Scottish Government (2020) Realising The Ambition: Being Me. Edinburgh. Scottish Government.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/ |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Childhood Studies/Practice Childhood Studies/Practice |
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| Moderator | TBC |
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| External Examiner | M Kustatscher |
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| Accreditation Details | |
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| Version Number | 1.02 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Portfolio of Professional Practice (3000 words) at end of module (100%)
OR
Portfolio of Professional Practice (2000 words written and 10 minute video presentation) at end of module (100%)
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(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using VLE, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
UWS Equality and Diversity Policy
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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