Module Details

Module Code: NURS N7006
Full Title: Psychology - School Age Childcare
Valid From:: Semester 1 - 2022/23 ( September 2022 )
Language of Instruction:English
Duration: 1 Semester
Credits:: 10
Module Owner::
  • Myles Hackett
  • Jemma McGourty
Departments: Nursing Midwifery & Early Years
Module Description: The aim of this module is to provide a comprehensive overview of key theories in psychology relevant to school age childhood. Students will establish an understanding of working within a strengths-based approach with children aged 4-14 years.
 
Module Learning Outcome
On successful completion of this module the learner will be able to:
# Module Learning Outcome Description
MLO1 Describe relevant psychological developmental theories relating to children aged 4-14 years of age in context.
MLO2 Explore the importance and role of relationships in school age childhood (family, caregivers, peers), within the context of the environment and culture.
MLO3 Examine the complexities of identity formation in school age childhood, critically evaluating psychological theories regarding same.
MLO4 Demonstrate in-depth knowledge of psychological well-being in school age childhood with a consideration of common challenges and difficulties.
Pre-requisite learning
Module Recommendations
This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named DkIT module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
No recommendations listed
 
Module Indicative Content
Developmental Theories
How children learn. Constructivist, bioecological, cultural-historical perspectives. Learning whilst playing, in routines, structured activities. Exploring theoretical underpinning of physical, social, emotional, intellectual and creative patterns of development. Facilitation of holistic development. Strengths-based supports for children with additional needs. Biology, hormones and brain development. Psychology and the online world. Psychology and nature/outdoors.
Relationships in school age children
Role and impact of different relationships. Describe how good quality relationships support wellbeing. Social development theory (Vygotsky), social relationships and impact on learning and development. Changes in relationship needs throughout development. Fostering supportive and meaningful relationships with young persons. Adapting settings with social and relationship needs in mind. Balancing individual v group needs. Friendship and peer relationships.
Identity and Belonging
Awareness of the importance of identity formation in school age childhood. Development of identity throughout childhood and into early adolescence. Self-concept and self-esteem as key components of identity. Erikson’s psychosocial Stages of Development and emerging theories. Supporting identity formation in childhood (4-14 years) along with the identity of others (role of implicit bias). Special focus on specific aspects of identity formation (e.g. gender, ethnic, political). Contemporary issues and additional needs, e.g. ableism, neurodiversity. Agency, rights, participation and awareness of desire for independence and autonomy. Transitions.
Psychological Well-being
Definitions of psychological well-being and mental health. Role of identity formation, self-esteem, sense of belonging and relationships in promoting psychological well-being. Strength-based focus and promotion of well-being using positive support strategies. Explore mindfulness as an embedded practice relevant to supporting psychological well-being. Self-regulation. Emotional competencies in children. Examine common mental health difficulties in childhood (social anxiety, generalised anxiety, panic disorder). Bullying prevention. Adapting to puberty and emerging adolescence. Trauma-informed practice. Explore awareness of working within own professional competencies. Ethics.
Module Assessment
Assessment Breakdown%
Course Work100.00%
Module Special Regulation
 

Assessments

Part-time

Course Work
Assessment Type Multiple Choice Questions % of Total Mark 20
Marks Out Of 0 Pass Mark 0
Timing n/a Learning Outcome 1
Duration in minutes 0
Assessment Description
Describing relevant psychological developmental theories relating to children aged 4-14 years of age in context
Assessment Type Portfolio % of Total Mark 80
Marks Out Of 0 Pass Mark 0
Timing n/a Learning Outcome 2,3,4
Duration in minutes 0
Assessment Description
How beliefs and theories of childhood guide practice. Using theory from LOs 2,3, and 4, identify an area for improvement, implement a detailed programme of change and review. This will be a synoptic assessment with the other modules on this programme.
No Project
No Practical
No Final Examination
Reassessment Requirement
No repeat examination
Reassessment of this module will be offered solely on the basis of coursework and a repeat examination will not be offered.

DKIT reserves the right to alter the nature and timings of assessment

 

Module Workload

This module has no Full-time workload.
Workload: Part-time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Online (Contact) Contact No Description Every Week 4.00 4
Tutorial Contact No Description Twice per semester 0.27 2
Directed Reading Non Contact No Description Once per semester 2.93 44
Independent Study Non Contact No Description Once per semester 10.00 150
Total Weekly Learner Workload 17.20
Total Weekly Contact Hours 4.27
 
Module Resources
Recommended Book Resources
  • Greene, S. and Nixon, E.. (2020), Children as agents in their worlds: A psychological-relational perspective., Routledge.
  • Keenan, T., Evans, S. and Crowley, K.. (2016), An introduction to child development, 3rd. Sage.
  • Department of Children and Youth Affairs. (2020), National Guidelines for School Age Childcare Services: Guidelines, Components and Elements., Government of Ireland, Dublin.
Supplementary Book Resources
  • Savina, E., Fulton, C. and Beaton, C.. Training teachers in emotional intelligence: A transactional model for elementary education., 1st. Routledge, New York.
Recommended Article/Paper Resources
  • Department of Children and Youth Affairs. (2016), Diversity, Equality and Inclusion Charter and Guidelines for Early Childhood Care and Education., Dublin, Government Publications.
  • Department of Children and Youth Affairs. (2016), Childcare Act 1991 (Early Years Services) Regulations.
  • Department of Children and Youth Affairs. (2015), National Strategy on Children and Young People’s Participation in Decision-making 2015-2020.
  • Department of Children & Youth Affairs. (2020), National Quality Guidelines for School Age Childcare Services: Guidelines, Components and Elements. [Report].
  • Department of Children & Youth Affairs. (2016), Report of Consultation with Children on After-School Care.
  • Department of Children, Equality, Disability, Integration and Youth. (2021), National Framework for Children and Young People’s Participation in Decision-making.
  • Department of Children & Youth Affairs. (2017), Action Plan on School Age Childcare. [Policy].
  • Government of Ireland. (2018), Child Care Act 1991 (Early Years Services)(Registration of School Age Services) Regulations 2018, Government of Ireland, Statute Book.
Other Resources