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Session: 2022/23
Last modified: 31/03/2022 11:17:11
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Title of Module: Participation and Children's Rights |
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Code: EDUC11098 |
SCQF Level: 11
(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: | K
Mohammed |
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| Summary of Module |
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This module is designed for those who have worked or who are working with children in their early years. Students will critically review and develop an understanding of the meaning and purposes of participation. Despite its widespread usage, there remains considerable lack of clarity about what is actually meant by participation in the context of children’s rights. The students will also investigate and critically analyse the adult role with regard to enabling the effective participation of young children, families and communities.
In this module, the term participation, in line with the UNCRC, refers to children having the right to express their opinions, and have a role in decisions that affect them, and with adults taking account of these. Students will develop detailed and critical knowledge and understanding about participation with regard to potential purposes, benefits, barriers, risks, achievements, methods and measurement.
By referring to practice and research evidence, students will be able to reflect on and critically analyse their own and others’ roles and responsibilities in terms of how effective participation can inform quality improvement in early years settings and services, leading to better outcomes.
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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.
Critically evaluate the concept of participation, in the context of the United Nations Convention on the Rights of the Child (UNCRC), including its purposes and importance for children in their early years.
L2.
Critical analyse the current participation landscape in Scotland in terms of its benefits, barriers, risks, achievements, methods and measurement by investigating the different methods to enable participation and inclusive practice.
L3.
Critically evaluate the solution in terms of the planning, implementation, roles and responsibilities of the team and effective quality improvement in early years settings and services. |
| 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 11.
• A detailed knowledge and critical understanding of the concept of participation along with its, purposes, benefits, barriers, risks, achievements, methods and challenges around measurement of impact.
• Knowledge and critical awareness of the ways in which policy, legislation, related theories and practice support the process of participation.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
• Critical evaluation of challenges involved in enabling young children’s effective participation. Proposal of creative solutions and selection and execution in practice |
| Generic Cognitive skills |
SCQF Level 11.
• Development of original responses to problems and issues relating to finding and implementing effective ways of implementing participation processes and measuring impact. |
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
• Communicate, using appropriate methods, to a range of audiences with different types and levels of knowledge and expertise across the various professional services.
• Critically evaluate methodologies for implementing participation and approaches.
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
• Demonstrate leadership and / or initiative by proposing creative solutions to the challenges involved in respect of defining the adult role in taking forward participative approaches with young children, thus contributing to new thinking and possibly change and development. |
| 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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This module is structured around individual and group tasks delivered through technology enhanced learning methodologies supported by the University Virtual Learning Environment (VLE). Participant interaction is expected and encouraged using the University VLE discussion board and other appropriate platforms.
The electronic module handbook, and other detailed material made available to participants, will detail specific information on the particular learning and teaching methodologies, and combinations of these methodologies. This will clarify for participants both their expectations on module content, and their expectations for the overall balance of learning and teaching methodologies implemented throughout the module.
Tutorial support for participants is provided through electronic communication. The creation of opportunities for social interaction– especially networking and developing contacts with other participants to share good practice is a component of the module. All participants will be expected to have regular access to a computer and the internet and will be directed to instructional material regarding the VLE.
A blended version is available for groups of students who undertake the module as part of a full time master’s programme or bespoke provision. In this case, some of the online coursework tasks will be completed in face-to-face seminars, and face-to-face tutorial support will be offered in addition to support provided via electronic means.
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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) |
| Asynchronous Class Activity | 80 |
| Independent Study | 120 |
| 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:
Dunn, J. (2015) Insiders’ perspectives: a children’s rights approach to involving children in
advising on adult-initiated research. International Journal of Early Years Education,
Vol. 23, No. 4, 394–408,
James, A. and Prout, A. (2015) Constructing and Reconstructing Childhood: Contemporary issues in the sociological study of childhood
Jones, P. Welch, S. (2018) Rethinking Children's Rights (New Childhood). Bloomsbury, UK.
Kanyal, M. (2014) Children's Rights 0-8: Promoting Participation in education and care. David Fulton, UK.
Khoja, N. (2016) Situating Children's Voice: Considering the context when researching with young children. Children & Society, Vol,30, pp.314-323.
Waller, T. & Davies, G. (2014) An Introduction to Early Childhood. London, Sage.
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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 | Career-Long Professional Learning |
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| Moderator | L McAuliffe |
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| External Examiner | E Black |
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| Accreditation Details | |
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| Version Number | 1.05 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assessment will be based 100% on a 4.000 word assignment discussing themes arising from course research and readings. The assignment will examine and define what is meant by the term participation and will critically analyse and evaluate the participation landscape in Scotland with regard to children in their early years, using the UNCRC as an important reference point. |
(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 Moodle, 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/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered
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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