Module Details
Module Code: |
PSYC C2703 |
Module Title:
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The Psychology and Sociology of Children & Childhoods
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Title:
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The Psychology and Sociology of Children & Childhoods
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Module Level:: |
6 |
Module Coordinator: |
Eileen Doyle
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Module Author:: |
Teresa Mulhern
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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.
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Learning Outcomes |
On successful completion of this module the learner will be able to: |
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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.
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No recommendations listed |
Co-requisite Modules
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No Co-requisite modules listed |
Additional Requisite Information
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No Co Requisites listed
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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.
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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).
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Critical Psychology
Criticisms of psychology from within the discipline of psychology (Kessen, Bradley, Rogoff, Burman, Woodhead, Greene).
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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).
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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).
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Child-centred communications
Communication, consultation, childrens voices, childrens participation, and research with young children (Clark, Greene, Nixon, Kellett, Christensen, Aistear, SÃolta, First 5, DCYA Diversity, Equality and Inclusion Charter).
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Module Content & Assessment
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Assessment Breakdown | % |
Continuous Assessment | 50.00% |
End of Module Formal Examination | 50.00% |
AssessmentsFull Time
End of Module Formal Examination |
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Reassessment Requirement |
Exam Board
It is at the discretion of the Examination Board as to what the qualifying criteria are.
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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 |
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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 |
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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 |
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Contact |
No Description |
12 Weeks per Stage |
3.00 |
36 |
Total Weekly Contact Hours |
3.00 |
Module Resources
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Recommended Book Resources |
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Burman, E.. (2016), Deconstructing Developmental Psychology, 3rd. Routledge, London.
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Clark, A.. (2017), Listening to Young Children, A Guide to Understanding and Using the Mosaic Approach, National Children's Bureau, London.
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Corsaro. (2014), The Sociology of Childhood, 4th. Sage, New York.
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Department of Children and Youth Affairs. (2016), Diversity, Equality and Inclusion Charter and Guidelines for Early Childhood Care and Education, Government Publications, Dublin.
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Greene, S. and Nixon, E.. (2020), Children as Agents in their Worlds: A psychological-relational perspective, Routledge, London.
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James, A. and Prout, A. (Eds). (2014), The Sociology of Childhood, 4th. Routledge, London.
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Kellett, M.. (2010), Rethinking children and research, Continuum, London.
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O'Brien, E.. (2013), Human growth and development: An Irish perspective, 2nd. Gill and Macmillan, Dublin.
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Santrock, J.. (2018), Life Span Development, 17th. McGraw Hill, London.
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Slater, A.M. and Quinn, P.C.. (2012), Developmental Psychology: Revisiting the Classic Studies, Sage, London.
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Smith, C. and Greene, S.. (2015), Key thinkers in childhood studies, Policy Press, Bristol.
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Willan, J.. (2018), Early Childhood Studies: A Multidisciplinary Approach, Sage, London.
| Recommended Article/Paper Resources |
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Greene, S. (2006), Child Psychology: taking account of
children at last?, Irish Journal of Psychology, 27, 8-15.
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Psychological Society of Ireland. Irish Journal of Psychology.
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British Psychological Society. British Journal of Developmental
Psychology.
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Routledge. Childcare in Practice Journal.
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Sage. Childhood Journal.
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Sage. Journal of Early Childhood Research.
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Sage. Global Studies of Childhood Journal.
| Other Resources |
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Aistear,
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Children's Rights Alliance,
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ECI,
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ERA (Rutter),
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First 5,
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ESRI/TCD. URL,
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NCCA. URL,
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NCCA. URL,
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Teds,
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