Cork Education and Training Board. Programme Module for. Child Psychology. leading to. Level 6 FETAC

Transcription

1 Cork Education and Training Board Programme Module for Child Psychology leading to Level 6 FETAC May 2012/June

2 Introduction This programme module may be delivered as a standalone module leading to certification in a FETAC minor award. It may also be delivered as part of an overall validated programme leading to a Level 5 FETAC Certificate. The teacher/tutor should familiarise themselves with the information contained in Cork Education and Training Board s programme descriptor for the relevant validated programme prior to delivering this programme module. The programme module is structured as follows: 1. Title of Programme Module 2. FETAC Component Title and Code 3. Duration in hours 4. Credit Value of FETAC Component 5. Status 6. Special Requirements 7. Aim of the Programme Module 8. Objectives of the Programme Module 9. Learning Outcomes 10. Indicative Content 11. Assessment a. Assessment Technique(s) b. Mapping of Learning Outcomes to Assessment Technique(s) c. Guidelines for Assessment Activities 12. Grading 13. Learner Marking Sheet(s), including Assessment Criteria Integrated Delivery and Assessment The teacher/tutor is encouraged to integrate the delivery of content where an overlap between content of this programme module and one or more other programme modules is identified. This programme module will facilitate the learner to develop the academic and vocational language, literacy and numeracy skills relevant to the themes and content of the module. Likewise the teacher/tutor is encouraged to integrate assessment where there is an opportunity to facilitate a learner to produce one piece of assessment evidence which demonstrates the learning outcomes from more than one programme module. The integration of the delivery and assessment of level 5 Communications and level 5 Mathematics modules with that of other level 5 modules is specifically encouraged, as appropriate. Indicative Content The indicative content in Section 10 does not cover all teaching possibilities. The teacher/tutor is encouraged to be creative in devising and implementing other approaches, as appropriate. The use of examples is there to provide suggestions. The teacher/tutor is free to use other examples, as appropriate. The indicative content ensures all learning outcomes are addressed but it may not May 2012/June

3 follow the same sequence as that in which the learning outcomes are listed in Section 9. It is the teacher s/tutor s responsibility to ensure that all learning outcomes are included in the delivery of this programme module. May 2012/June

4 1. Title of Programme Module Child Psychology 2. Component Name and Code 3. Duration in Hours 150 Hours 4. Credit Value 15 Credits 5. Status This programme module may be compulsory or optional within the context of the validated programme. Please refer to the relevant programme descriptor, Section 9 Programme Structure 6. Special Requirements None 7. Aim of the Programme Module This module is designed to provide the learner with knowledge and understanding of child psychology relevant to childhood education and care settings and to equip the learner with the knowledge and skills required to understand child psychology from 4-18 years. The module is designed to help candidates to develop new ideas and competency which can be utilised in their work place and in their interaction with the children and adolescents they work with. This module aims to promote good practice, equality and respect for diversity in early childhood education and care. 8. Objectives of the Programme Module This programme aims to provide the learner with a comprehensive understanding of child psychology. The ability to analyse different theoretical models in terms of understanding child and adolescent development. To appreciate the factors that can influence and impact on a child s psychological development To value the contribution of scientific research to the field of child psychology. To practice research skills in own work, both in understanding children and adolescents and in implementing appropriate interventions Be aware of the need for continuing professional development in the vocational area. The learner should recognise the necessity for their own personal development and that of the team. To assist the learner to develop the academic and vocational language, literacy and numeracy skills related to Early Childhood Care & Education level 6 through the medium of the indicative content. To enable the learner to take responsibility for his/her own learning. May 2012/June

5 May 2012/June

6 9. Learning Outcomes of Learners will be able to: 1. Research theories of developmental change and continuity in infancy, childhood and adolescence. 2. Evaluate a range of factors influencing and impacting on the psychological development the child 3. Appraise different theoretical models of child and adolescent development 4. Assess the importance of transitions in influencing a sense of self 5. Analyse different scientific methods and their application in relation to child behaviour and child development 6. Critically evaluate how the role of social, biological, cultural and historical perspectives affect the development of children and adolescents 7. Explore the development of gender consciousness and its impact on self-identity in children and young people 8. Use empirical research in acquiring knowledge and informing best practice and constructing scientific knowledge in a specific child development, education and or care context. 9. Analyse the implications of own attitudes, values, beliefs and assumptions in relation to issues of relevant policies and best practice. 10. Identify personal learning goals and assist others in identifying learning and personal development goals May 2012/June

7 10. Indicative Content This section provides suggestions for programme content but is not intended to be prescriptive. The programme module can be delivered through classroom based learning activities, group discussions, one-to-one tutorials, field trips, case studies, role play and other suitable activities, as appropriate. Section 1 :Psychological Theory Child & Adolescence 1. Research theories of developmental change and continuity in infancy, childhood and adolescence. The learner will be able to: Appraise the importance of studying child psychology. Evaluate the concept of the nature vs. nurture debate 2. Evaluate a range of factors influencing and impacting on the psychological development the child Examine the influence of different attachment styles on psychological development. Consider the impact of temperament and goodness of fit Discuss the effects of birth order on the individual Discuss the differing parenting styles and the impact they have on the child. Analyse the role of peers, subculture and consumerism in identity formation in children and adolescents Outline the construction of self, including perspective taking, theories of self and the development of autonomy Discuss the importance of self-esteem and self-concept and factors that may influence them Discuss the importance of peers and friendship groups. 3. Appraise different theoretical models of child and adolescent development Show an awareness of the varying theoretical perspective of development such as: biological, psychoanalytical theories, cognitive theories, behavioural and social cognitive theories, as well as ethological and ecological theories. Evaluate the importance of different theoretical models within childhood development that may include Freud, Erikson, Kholberg, Gilligan, Piaget, Elkind, Marcia and the Information May 2012/June

8 processing model Describe the various theories of personality development e.g. Freud, Erikson, Allport, Eysenck Assess the theories on gender role development including: classification, stereotypes, identification and social learning theory. 4. Assess the importance of transitions in influencing a sense of self. Assess the impact of transition and change in children s and adolescent s lives Discuss the importance of continuity and security in the lives of children and adolescents 6. Critically evaluate how the role of social, biological, cultural and historical perspectives affect the development of children and adolescents Explore the influence of the socialisation process on the developing child. Identify the role of family and environmental and physiological circumstances on psychological development Explore the effects of such factors as culture, ethnicity and socio-economic status. 7. Explore the development of gender consciousness and its impact on self-identity in children and young people Explore the effects of parental, peer, school and media influences and attitudes on gender consciousness and self-identity Identify the biological, cognitive, social and cultural influences on the development of gender consciousness and self-identity Section 2: Research Skills 5. Analyse different scientific methods and their application in relation to child behaviour and child development Discuss the importance of research in the scientific study of psychology Identify the types of research psychologists undertake as they relate to child development and behaviour May 2012/June

9 Explore the exact nature of experiments, the laboratory, field experiments, non experimental investigations, correlational studies, observational studies, interviews, surveys, and case studies Determine the types of groups and sampling methods to use e.g. sampling groups; longitudinal, cross sectional and cross cultural studies Explore the importance of ethical issues in psychological research e.g. confidentiality and objectivity Value the relevant study skills e.g. research, evaluation, referencing that will support the candidate /learner in their course 8. Use empirical research in acquiring knowledge and informing best practice and constructing scientific knowledge in a specific child development, education and or care context. Display a comprehensive knowledge of a variety of research techniques that may be used in a specific child development, education or care context Undertake a piece of research using relevant resources and the appropriate research techniques. Display and apply thorough understanding of theories and models of development throughout childhood using a holistic approach Critically evaluate findings and draw appropriate conclusions Section 3: Professional Practice 9. Analyse the implications of own attitudes, values, beliefs and assumptions in relation to issues of relevant policies and best practice. Appraise the learner s own role in linking theory and experience and how it informs best practice Explore the importance of self-reflection and the implications this has on best practice and the decision making process Examine the specific personal, vocational and learning goals pertinent to the individual and others 10. Identify personal learning goals and assist others in identifying learning and personal development goals May 2012/June

10 Discuss preferred learning styles and how to improve the ability to learn Explore the concept of personal development and its importance when studying child psychology May 2012/June

11 11a. Assessment Techniques In order to demonstrate that they have reached the standards of knowledge, skill and competence identified in all the learning outcomes, learners are required to complete the assessment(s) below: Project 60% Assignments 40% 11b. Mapping of Learning Outcomes to Assessment Techniques In order to ensure that the learner is facilitated to demonstrate the achievement of all learning outcomes from the component specification; each learning outcome is mapped to an assessment technique(s). This mapping should not restrict an assessor from taking an integrated approach to assessment. Learning Outcome 1. Research theories of developmental change and continuity in infancy, childhood and adolescence 2. Evaluate a range of factors influencing and impacting on the psychological development of the child Assessment Technique 3. Appraise different theoretical models of child and adolescent development 4. Assess the importance of transitions in influencing a sense of self 5. Analyse different scientific methods and their application in relation to child behaviour and child development 6. Critically evaluate how the role of social, biological, cultural and historical perspectives affect the development of children and adolescents 7. Explore the development of gender consciousness and its impact on self-identity in children and young people 8. Use empirical research in acquiring knowledge and inform in best practices and construct in scientific knowledge in a specific child development education and/ or care context 9. Analyse the implications of one s own attitudes, values, beliefs and assumptions in relation to issues of relevant policies and best practice 10. Identify personal learning goals and assist others in identifying learning and personal development goals May 2012/June

12 11c. Guidelines for Assessment Activities The assessor is required to devise assessment briefs and marking schemes for the project and two. In devising the assessment briefs, care should be taken to ensure that the learner is given the opportunity to show evidence of achievement of ALL the learning outcomes. Assessment briefs may be designed to allow the learner to make use of a wide range of media in presenting assessment evidence, as appropriate. Quality assured procedures must be in place to ensure the reliability of learner evidence. Project 60% The project will be completed over the duration of the course The internal assessor will devise briefs that require candidates to demonstrate their: understanding and application of a range of concepts selection of relevant research and techniques and sources of information ability to analyse, evaluate and draw conclusions and make recommendations Candidates will be required to carry out independent research and prepare a project on concepts studied in the module. The candidates will be required to demonstrate a thorough understanding of child development. They will also be required to research children s learning in a workplace situation and observe and evaluate this process. Evidence for this assessment technique may take the form of written, oral, graphic, audio, visual or digital evidence, or any combination of these (select as appropriate). Any audio, video or digital evidence must be provided in a suitable format. All instructions for the learner must be clearly outlined in an assessment brief Assignments 40% (2x20%) The two will be completed throughout the course Assignment 1: The internal assessor will devise a brief that requires the learner to produce evidence that demonstrates an understanding and application of a range of specific learning outcomes. The brief will present the learner with a case study on the influence of transitions on a child or adolescents life. The case study brief will contain sufficient information to provide a natural and realistic description of the situation. The learner will review the prepared case study and identify strategies and actions that could be developed in the short, medium and long term to assist a child s overall development. Reference will also be made to their own personal and professional practice. The learner will demonstrate: Evidence of research Demonstrate continuity and change and how this can impact on a child s overall development Recommendations based on child psychological theories that can be used in practice May 2012/June

13 Assignment 2: The internal assessor will provide a brief for the second assignment that will require the candidate to produce evidence that demonstrates an understanding and application of scientific research to inform practice. The evidence will take the form of research, which requires the candidate to study the impact of change and transition on the psychological wellbeing of the child and/or adolescent and how it can affect the overall development of a child and/or adolescent Evidence for this assessment technique may take the form of written, oral, graphic, audio, visual or digital evidence, or any combination of these. Any audio, video or digital evidence must be provided in a suitable format. All instructions for the learner must be clearly outlined in an assessment brief 12.Grading Distinction: 80% - 100% Merit: 65% - 79% Pass: 50% - 64% Unsuccessful: 0% - 49% At levels 4, 5 and 6 major and minor awards will be graded. The grade achieved for the major award will be determined by the grades achieved in the minor awards. May 2012/June

14 Child Psychology 6N2023 Learner Marking Sheet Project 60% Learner s Name: Learner s PPSN: Assessment Criteria Maximum Mark Learner Mark Careful selection of relevant research techniques and sources of information 10 Thorough understanding of childhood development using a holistic approach to development 25 Comprehensive summary of findings and logical conclusions 15 Understanding of the learner s role in linking theory and practice 10 Total Mark 60 Assessor s Signature: Date: External Authenticator s Signature: Date: May 2012/June

15 Child Psychology 6N2023 Learner Marking Sheet Assignments 40% Name: Learner s PPSN: Assessment Criteria Maximum Mark Assignment 1 Learner Mark Assignment 2 Learner Mark Evidence of research 5 Demonstrate continuity and change and how this can impact on a child s overall development Recommendations based on child psychological theories that can be used in practice 10 5 Marks 20 Assessor s Signature: Date: External Authenticator s Signature: Date: May 2012/June