Unit information: Unit 2, Child Development and Working with Children (Professional Practice with Children and Young People) in 2014/15

Unit name	Unit 2, Child Development and Working with Children (Professional Practice with Children and Young People)
Unit code	SPOL33335
Credit points	20
Level of study	H/6
Teaching block(s)	Teaching Block 1 (weeks 1 - 12)
Unit director	Dr. Turney
Open unit status	Not open
Pre-requisites	Professional skills in practice
Co-requisites	None
School/department	School for Policy Studies
Faculty	Faculty of Social Sciences and Law

Description including Unit Aims

This unit will focus on theory and knowledge related to child development and child-centred professional practice. It will include the study of relevant theoretical perspectives such as attachment theory, and the work of theorists such as Piaget and Vygotsky. Students will be required to apply this learning through structured child observations, supported via the seminar programme. This understanding of child development and the needs of children will also form a basis for learning related to the needs of vulnerable children in a variety of contexts, particularly those with disabilities, and the appropriateness of a range of communication strategies for direct work with such children.

This unit will enable students to:

1) Explore key concepts such as evidence-based practice and child-centred practice;

2) Develop their knowledge of child development;

3) Develop skills in child observation and an understanding of the skills needed to communicate with vulnerable children and their families

4) Explore the value base that supports child-centred practice at a post-qualifying level, with particular reference to children with disabilities.

Intended Learning Outcomes

On completion of the Unit, students will be able to:

1) Analyse the importance of critical thinking and evidence-based practice in the social work context;

2) Demonstrate critical understanding of child-centred practice, including advocacy and the active participation of children and young people in decision-making;

3) Evaluate and apply theories of child development in the context of the full range of childrens abilities;

4) Demonstrate skills of child observation underpinned by a critical awareness of different methodological approaches;

5) Demonstrate their understanding of effective communication strategies to engage and work with vulnerable children and their families, and ability to reflect critically on their application.

6) Demonstrate critical understanding and application of relevant professional values, including anti-oppressive practice, child-centred practice and service user perspectives (see the professional Codes of Practice, GSCC, 2002);

Teaching Information

Lectures, seminars, tutorials.

Assessment Information

Report and analysis (3000 - 4000 words) of a nominated child's development, based on structured observations by the student.

Reading and References

• Bee, H. and Boyd D. (2004), The Developing Child. London: Allyn and Bacon (10th ed).

• Biehal, N. (2005), Working with Adolescents. London: BAAF.

• Fahlberg, V. (1997) A child's journey through placement. London: BAAF.

• Fawcett, M. (1997) Learning through child observation. London: Jessica Kingsley.

• Schaffer, H. Rudolf (2004), Introducing Child Psychology. Oxford, Blackwell.

• Wilson K. and Ryan V. (2005), Play Therapy: A non-directive approach for children and adolescents. London: Bailliére Tindall.