Registry
Module Specifications
Archived Version 2019 - 2020
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Description This module explores issues related to children and childhoods in diverse contexts. It includes early childhood education, constructions of childhood (sociology and philosophy) and psychology of education. Constructions of childhood will explore and problematize students’ own understandings of children and childhood and engage these understandings from both a sociological and philosophical. These perspectives will explore how ideas about children and childhood have been constructed in different ways over time. The work of foundational thinkers in psychology regarding intellectual, social and emotional development will be analysed. There is a focus on the importance of school climate for the motivation, mental health and wellbeing of children and young people, while also recognising individual difference and cultural factors. Contrasting views of development are highlighted as is their relevance for teaching. In addition, students will also critically engage with a range of key theories, current policies and practices in the field of early childhood education. In particular there will be an emphasis on the critical roles of play and language for learning and development. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Demonstrate their understandings of childhood derived from a variety of disciplinary perspectives and engage this thinking with a range of settings and influences that concern children’s development and wellbeing. 2. Develop their understanding of the discipline of sociology and use a sociological framework for the analysis of societal systems. 3. Evaluate their understanding of Western concepts of childhood as they pertain to the philosophical challenges of identity and agency. 4. Critically engage with and apply the work of foundational thinkers in psychology and develop their own self awareness in light of psychological insights. 5. Develop their capacity to understand individual differences, family and cultural factors affecting children’s and young people’s development. 6. Implement curriculum, pedagogy and assessment strategies on key theories and approaches in relation to young children's learning, development and wellbeing. | |||||||||||||||||||||||||||||||||||||
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 Sociology contentSociology is an academic discipline which looks at the relationship between the individual and society. On the one hand, it examines the role that larger social forces play in shaping our personal lives; on the other hand, it considers the role that individuals themselves play in shaping the course of history. Recent years have witnessed a renewed interest in children within the field of sociology, so much so that the sociology of childhood now constitutes a field of study in its own right. The sociology of childhood is premised on the notion that children are central to understanding society and how it changes over time, and sees children as active participants (or agents) who both shape and are shaped by their social world. The course examines how childhood has been constructed and understood over time; it is now often argued that it is more accurate to talk of ‘childhoods’ as opposed to childhood. This section of the course also includes a focus on contemporary childhoods in Ireland (including an emphasis on children’s wellbeing and factors affecting it); the ways childhood can be understood in Ireland today and the evidence bases can we draw on to understand children’s lives.Philosophy contentPhilosophy is an academic discipline with a long tradition of inquiry dating back to the 5th Century B.C.E. It was the first discipline to insist on the importance of making claims on the basis of evidence and/or good arguments. This section of the course examines the history of ideas concerning children and childhood, noting changes in the way children have been perceived from ancient times to the present. Beginning with Aries' theses on childhood historically, this section considers childhood as something both universal and relative; and as something influenced by concepts of nature and culture. It considers four dominant perspectives on childhood historically, and examines issues of freedom and authority in the context of identity and agency. Its emphasis is primarily a Western context. This section of the course also includes a focus on John Dewey’s philosophy of children and childhoods. Dewey argued that children’s immaturity does not mean that they simply lack something that adults have. It means rather that they have a hidden “power”, which he describes as an extraordinary capacity for social interaction.Psychology content• Piagetian and Vygotskian constructivism; • Attachment theory; • Extraversion and Introversion; • School climate and emotional-relational teaching; • Emotional repression; • Behaviorist approaches to learning and motivation.Early Childhood Education content• Children as learners: Frameworks for quality; • Oral language learning in early childhood: Thinking and talking; • Co-constructive story-book reading: Meaning-making and communication; • The role of play in early learning; • Playful approaches in an early years classroom; • Integrated approaches to learning and teaching; • Planning, organising and managing learning in early years settings. | |||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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