BA Childhood Practice Bachelor's degree at Strathclyde

The transition to degree level study can present many challenges in studying independently and communicating effectively. In a context of increasing integration of care and education services, and play work provision, workers are coming into contact with a wider range of professionals. Appropriate communication is extremely important in these situations. This module seeks to enhance students' range of oral, written and electronic communication skills in a range of contexts and situations. This i

This module aims to develop students' awareness and understanding of contemporary childhood and to evaluate the contribution of parents, carers, families, communities and services to children's childhoods. It will provide a sociological exploration of childhood in Scotland today from an ecological perspective.

Students will explore the background, underpinning principles and content of the UNCRC, learn about contemporary legislation and policy contexts, and will have opportunities to consider 'Scotland's Report Card' in terms of how the fulfilment of rights could be improved. The module will use the four general principles of the UNCRC (non-discrimination, best interests of the child, right to be heard and the right to life, survival and development) as a framework for examining a number of social jus

This module will introduce observation of children in the workplace setting with particular focus on their emotional and social development. This will give the practical aspect for learning and understanding the emotional, social, and cognitive development of young children, as well as one's practical work with the children and their families and communities. Contemporary theory and research in psychology, biology, and neuroscience presented in the companion module, "Children's Emotional and Soc

This module will introduce observation of children in the workplace setting with particular focus on their emotional and social development to give the practical aspect for learning and understanding the emotional, social, and cognitive development of young children, as well as one's practical work with the children and their families and communities.

This module explores how the theory, policy and practice of inter-agency working relates to professionals, children and families. It invites students to evaluate their own service provision in terms of integrated working practices. In particular, the module enables students to analyse 'strengths-based' approaches to working with children and families; critique deficit-models that have previously underpinned practice; and contract ideas of child protection/wellbeing with the concepts of equity, a

This module aims to strengthen students' knowledge of pedagogy, pedagogical approaches and key subject knowledge in relation to health & wellbeing, literacy and numeracy. Consideration will be given to the way that subject knowledge, curriculum and child's own experiences and interest's influence how professionals lead pedagogy and curriculum whilst remaining true to the voice of the child. The 'Strathclyde Three Domain Model' will be utilised to examine ways to collect and analyse data from con

This module aims to strengthen students' knowledge of pedagogy, pedagogical approaches and key subject knowledge in relation to health & wellbeing, literacy and numeracy. Consideration will be given to the way that subject knowledge, curriculum and child's own experiences and interest's influence how professionals lead pedagogy and curriculum whilst remaining true to the voice of the child. The 'Strathclyde Three Domain Model' will be utilised to examine ways to collect and analyse data from con

This module explores ways to create relevant and meaningful learning experiences within childhood practice contexts, drawing on key theories and perspectives, rooted in conceptualisations of children, childhood and understandings of family life,. It will consider the importance of building affording learning environments that connect with children's funds of knowledge. Exploring the child's perspective of contexts for playful learning will help to reposition students' understanding of theory, po

The class is embedded within a workplace culture where early learning and childcare professionals are expected to continually reflect upon themselves and others, to evaluate aspects of professional practice, skills values and commitment and to stay abreast of current knowledge, perspectives and understanding in order to lead change and improved outcomes for children. This module encourages students to consider the value of enquiry-led research approaches to professional development and practice.

This module will explore the relationship between leadership, management and quality. It will encourage students to assess their own knowledge skills and abilities and to look at the ways in which they can support and foster the development of leadership in others within their establishment teams.

While this module links to previous modules in the degree on leadership and management of quality and pedagogy, it is distinctive in its focus upon the leader's self-management within the childhood practice sector. They will look at theory and practice of interpersonal and self-management skills that they require to fulfil a management role effectively. The module will also build upon personal development review practice commenced in Year 1 to reflect on their growing professional impact over th