Module Details

Module Code: CHLD H2410
Module Title: The Psychology and Sociology of Children and Childhoods
Title: The Psychology and Sociology of Children and Childhoods
Module Level:: 6
Credits:: 10
Module Coordinator: Eileen Doyle
Module Author:: Teresa Mulhern
Domains:  
Module Description: The aim of this module is to encourage learners to adopt multidisciplinary critical perspectives in relation to children and childhood. Building on the Introduction to Psychology module in Year 1, major theorists and classic studies from child psychology will be considered in the context of up-to-date research and early years’ practice. Criticisms of traditional mainstream child psychology will be examined both from critical psychologists and from childhood scholars from different disciplinary backgrounds. Drawing on the Introduction to Sociology module in Year 1, the work of key theorists and research from the sociology of childhood will be presented and micro and macro theories of childhood critically assessed. Throughout the module ‘real world’ examples from early years’ educational settings and links to Aistear, Síolta, First 5, and DCYA Diversity, Equality and Inclusion Charter, will form the basis for multidisciplinary classroom activities, scenarios, role plays and discussions.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Present a written account of the work of major theorists and key research studies in the discipline of child psychology.
LO2 Provide criticisms of the discipline of child psychology from critical psychologists, sociologists of childhood and the multidisciplinary field of childhood studies.
LO3 Summarize contemporary debates and research within the sociology of childhood in regard to structure/agency; micro and macro theories of children and childhoods, and intersectionality.
LO4 Demonstrate understanding of contemporary issues and research in the multidisciplinary field of childhood studies, particularly in relation to young children as social actors and active agents; young children's participation; young children's rights; diversity, equality and inclusion in educational contexts.
LO5 Offer verbal, written and creative accounts of early years' educational practices with children underpinned by contrasting multidisciplinary theoretical perspectives.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is recommended before enrolment in this module.
No recommendations listed
Co-requisite Modules
No Co-requisite modules listed
Additional Requisite Information
No Co Requisites listed
 
Indicative Content
Introduction to child psychology
Overview of child psychology; revisiting and updating the classic studies; contributions of socio-contextual theorists; recent research findings and directions.
Nature/nurture debate
Nature/nurture debate in the 21st Century : TEDS-Twins Early Development Study, Kings College London (2019); Growing-Up In Ireland longitudinal study, ESRI/TCD (2020).
Critical Psychology
Criticisms of child psychology from within the discipline of psychology (Kessen, Bradley, Rogoff, Burman, Woodhead, Greene).
Sociology of childhood
Children in their social context; structure/agency debates; micro and macro theories of children and childhoods; intersectionality (Jenks, James, Prout, Corsaro, Alderson, Morrow, Mayall, Qvortrup).
Multidisciplinary Childhood Studies
Multidisciplinary perspectives and approaches; democratic early years educational practices. Diversity, Equality and Inclusion (Moss, McNaughton, Moloney, Murray, Urban, Aistear, Siolta, First 5, DCYA Diversity, Equality and Inclusion Charter).
Child-centred communications
Communication, consultation, childrens voices, childrens participation, and research with young children (Clark, Greene, Nixon, Kellett, Christensen, Aistear, Síolta, First 5, DCYA Diversity, Equality and Inclusion Charter).
Module Content & Assessment
Assessment Breakdown%
Continuous Assessment50.00%
End of Module Formal Examination50.00%

Assessments

Full Time

Continuous Assessment
Assessment Type Essay % of Total Mark 50
Timing n/a Learning Outcomes 1,2,3,4,5
Non-marked No
Assessment Description
Multidisciplinary written assignment whereby students will be asked to review the work of theorists from the disciplines of child psychology and sociology of childhood, and discuss in relation to contemporary early years’ educational contexts. Learners will be asked to illustrate their answers with references to Aistear, Síolta, First 5, and DCYA Diversity, Equality and Inclusion Charter.
No Project
No Practical
End of Module Formal Examination
Assessment Type Formal Exam % of Total Mark 50
Timing End-of-Semester Learning Outcomes 1,2,3,4,5
Non-marked No
Assessment Description
Exam consisting of four multidisciplinary theory to practice questions. Learners will be asked to support their answers with references to Aistear, Síolta, First 5, and DCYA Diversity, Equality and Inclusion Charter.
Reassessment Requirement
Exam Board
It is at the discretion of the Examination Board as to what the qualifying criteria are.

SETU Carlow Campus reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full Time
Workload Type Workload Category Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact Lectures will incorporate a variety of teaching strategies - including traditional lecture delivery, discussions of readings, and in-class debates. Consistent focus will be on relating theories to 'real world' early years' practice examples, and learners' work and placement experiences. 12 Weeks per Stage 4.00 48
Estimated Learner Hours Non Contact Learning activities relating to lecture content, aimed at developing multidisciplinary theoretical thinking about early years educational practices. 15 Weeks per Stage 13.47 202
Total Weekly Contact Hours 4.00
Workload: Part Time
Workload Type Workload Category Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact No Description 12 Weeks per Stage 3.00 36
Total Weekly Contact Hours 3.00
 
Module Resources
Recommended Book Resources
  • Burman, E.. (2016), Deconstructing Developmental Psychology, 3rd. Routledge, London.
  • Clark, A.. (2017), Listening to Young Children, A Guide to Understanding and Using the Mosaic Approach, National Children's Bureau, London.
  • Corsaro. (2014), The Sociology of Childhood, 4th. Sage, New York.
  • Department of Children and Youth Affairs. (2016), Diversity, Equality and Inclusion Charter and Guidelines for Early Childhood Care and Education, Government Publications, Dublin.
  • Greene, S. and Nixon, E.. (2020), Children as Agents in their Worlds: A psychological-relational perspective, Routledge, London.
  • James, A. and Prout, A. (Eds). (2014), The Sociology of Childhood, 4th. Routledge, London.
  • Kellett, M.. (2010), Rethinking children and research, Continuum, London.
  • O'Brien, E.. (2013), Human growth and development: An Irish perspective, 2nd. Gill and Macmillan, Dublin.
  • Santrock, J.. (2018), Life Span Development, 17th. McGraw Hill, London.
  • Slater, A.M. and Quinn, P.C.. (2012), Developmental Psychology: Revisiting the Classic Studies, Sage, London.
  • Smith, C. and Greene, S.. (2015), Key thinkers in childhood studies, Policy Press, Bristol.
  • Willan, J.. (2018), Early Childhood Studies: A Multidisciplinary Approach, Sage, London.
Recommended Article/Paper Resources
  • Greene, S. (2006), Child Psychology: taking account of children at last?, Irish Journal of Psychology, 27, 8-15.
  • Psychological Society of Ireland. Irish Journal of Psychology.
  • British Psychological Society. British Journal of Developmental Psychology.
  • Routledge. Childcare in Practice Journal.
  • Sage. Childhood Journal.
  • Sage. Journal of Early Childhood Research.
  • Sage. Global Studies of Childhood Journal.
Other Resources
Discussion Note: