Module Specifications.
Current Academic Year 2024 - 2025
All Module information is indicative, and this portal is an interim interface pending the full upgrade of Coursebuilder and subsequent integration to the new DCU Student Information System (DCU Key).
As such, this is a point in time view of data which will be refreshed periodically. Some fields/data may not yet be available pending the completion of the full Coursebuilder upgrade and integration project. We will post status updates as they become available. Thank you for your patience and understanding.
Date posted: September 2024
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Coursework Only Resubmit above assignment |
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Description This module introduces students to a holistic concept of wellbeing in early childhood, particularly in infancy. It explores the concepts of communication and physical health as determinants of wellbeing. Students’ will explore the concept of intersubjectivity and in this context the roles of interactions and relationships with important adults is emphasised, as is the underpinning construct of communication. The module emphasises the importance of multiple perspectives on child wellbeing, in particular bioecological perspectives (Bronfenner) and sociocultural perspectives (Rogoff) are explored. Through familiarity with these perspectives, attention is drawn to the interdependence of child, family, community and society. The benefits of breastfeeding are explored, as are other important factors related to nutrition for the youngest children. The relationships between diet, nutrition and health are illustrated with particular reference to the effects of poverty. Ways of overcoming barriers to wellbeing for diverse children are explored. | |||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Identify and explain key constructs of well being in infants, toddlers and young children. 2. Deconstruct the concept of holistic well being in early childhood, with a particular emphasis on communication and the support of language development. 3. Explain the importance of good nutrition for optimal well being in early childhood. 4. Reflect on cultural attitudes to breastfeeding, food and child care. 5. Describe some of the means of overcoming barriers to well being in early childhood. 6. Analyse data related to the wellbeing of the youngest children in Ireland and identify key issues of concern. | |||||||||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and Learning Activities
A definition or characterisation of wellbeingA definition or characterisation of wellbeing.A model of wellbeing in early childhood (Roberts, 2010)The concept of holistic wellbeing. Ecological and sociocultural perspectives.Communication as a key aspect of wellbeingThe role of important adults. The importance of attachment theory.Intersubjectivity between adult and childWhat, how and why? The work of Trevarthen.Infant healthKey determinants.BreastfeedingWhat the research says.Nutrition, health and development in the first yearsHealthy eating in early childhood.Health inequalitiesHealth inequalities.Food, culture and identitiesFood, culture and identities.Illness in early childhoodIllness in early childhood.Accidents and injuries in early childhoodPreventative measures.Promoting well being in early education settingsPromoting wellbeing in early education settings. | |||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 39722, Website, 0, First 1000 days: Nutrition now matters forever, http://www.first1000days.ie/?gclid=CMz797W8q70CFUKL2wodI4YAYA, | |||||||||||||||||||||||||||||||||||||||||||