Module manager: Dr Paula Clarke
Email: p.j.clarke@leeds.ac.uk
Taught: Semester 1 (Sep to Jan) View Timetable
Year running 2013/14
This module is approved as an Elective
This module focuses on ecological approaches to child development. Key themes include the multifaceted and dynamic nature of development; early developmental processes; the primary learning context of home and family, and the broader social and cultural contexts within which development takes place.
On completion of this module students should be able to:
- understand the theoretical underpinnings of ecological approaches to child development;
- identify the various components of an ecological approach and their implications for children's development;
- characterise significant social processes in the contexts of home, school and peer group and their influence on development;
- explain the significance of broader social and cultural contexts for children's development.
The theory underpinning ecological approaches to child development
The various components of an ecological approach and their implications for children's development.
Social processes that operate in the contexts of home, school and peer group and their influence on development.
The significance of broader social and cultural contexts for children's development.
The central concern of this module is with ecological approaches and their implications for understanding and promoting children's development. The emphasis is placed on the multifaceted and dynamic nature of development, and on the complex interacting influences which are involved.
Students are introduced to both ecological and dynamical systems theories. They go on to explore early developmental processes and the nature of the primary learning context that home and family represent. The focus then shifts beyond home to school, peer group, and the broader social and cultural contexts within which development takes place.
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Lecture | 11 | 2 | 22 |
| Seminar | 5 | 1 | 5 |
| Private study hours | 173 | ||
| Total Contact hours | 27 | ||
| Total hours (100hr per 10 credits) | 200 | ||
Reading
Research
Seminar planning and preparation
Assignment planning and preparation
Total 173 hours
In taught sessions, seminar and tutorials:
-facilitation of student understanding through explanation and illustration.
Monitoring of student acquisition and use of relevant ideas, knowledge and understanding through:
- exploration of students' existing knowledge and understanding;
-appropriate questioning and exploration of student thinking;
-active listening;
-breaking down complex ideas and relating those to everyday contexts and experiences;
-appropriate sensitivity to the level of student engagement;
-providing opportunities for questioning and student thinking and understanding;
-inviting of contributions from students;
-monitoring of pace of session and the level of student participation;
-evaluation of assessed work.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Essay | 5,000 words | 100 |
| Total percentage (Assessment Coursework) | 100 | |
Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated
The reading list is available from the Library website
Last updated: 14/03/2014
Errors, omissions, failed links etc should be notified to the Catalogue Team