Module Details

Module Code: EDUC N7012
Full Title: Sociological aspects of working with families and children
Valid From:: Semester 1 - 2022/23 ( September 2022 )
Language of Instruction:English
Duration: 1 Semester
Credits:: 5
Module Owner:: Lyn Bowers
Departments: Nursing Midwifery & Early Years
Module Description: This module will equip the student with a broad view of the important role the family plays in the life of the child. The student will be able to recognise that parents are the primary educators of the child and have a per-eminent role in promoting his /her wellbeing, learning and development (Siolta 3 'Working with parents and families').
 
Module Learning Outcome
On successful completion of this module the learner will be able to:
# Module Learning Outcome Description
MLO1 Understand sociological concepts and processes of socialisation of the child and the acquisition of culture.
MLO2 Recognise the major influences on families and family life.
MLO3 Describe the diversity of family forms and childhoods
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
Sociology, socialisation and the acquisition of culture
Introduction to Sociology. Components of culture. Concepts and processes of socialisation through the family, Early Learning and Care setting early years setting and through wider society. Primary and secondary agents of socialisation in childhood – recognition of the role parents and community have. Acknowledging the impact, the cultural context of childhood, has on the child. Holistic view of childhood viewed through the United Nations Convention on the Rights of the Child (UNCRC) lens
Major influences on family life.
Social stratification and effects of social class on the child and family. The determinants of health and well being within the family context. The economic and social functions of family in society – changing roles of adults and children in society. Understanding children as protagonists rather than passive players in family life. Acknowledging the Early Learning and Care setting as a major influence on family life by proactively adopting, and committing to, a democratic and critically reflective approach to continuing professional development. Holistic view of childhood which incorporates an Ecological Systems Theory. Direct and indirect influences on family life/children: Health; Education; Work; Support for children with special needs (AIM); Diversity, Equality & Inclusion Charter & Guidelines; First 5.
Family types and diversity of family form
Sociological perspectives of the family. National and international definitions of family. Facilitation of intercultural dialogue and anti-bias approach in Early Learning and Care setting. Exploration of the diversity of Family form and the diversity of roles within the family. Evolution of the family – family life cycle model. Importance of identity & belonging to the child and their family. Impact of marginalization, poverty, discrimination and deprivation on the child and the family. Diversity, Equality and Inclusion. Knowledge of the importance of adopting a reflective and reflexive approach which enables the Early Learning Educator to support all family types and sustain social cohesion. Commitment to a democratic and inclusive (child, family, community) and anti-bias pedagogical approach which stems from the United Nations Convention on the Rights of the Child (UNCRC)
Module Assessment
Assessment Breakdown%
Project100.00%
Module Special Regulation
 

Assessments

Part Time On Campus

No Course Work
Project
Assessment Type Project % of Total Mark 100
Marks Out Of 0 Pass Mark 0
Timing n/a Learning Outcome 1,2,3
Duration in minutes 0
Assessment Description
Students are required to produce a substantive piece of work that meets the learning outcomes for this module. This will incorporate both written and practical elements
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.
Reassessment Description
Continuous Assessment- The student will submit an academic piece of writing examining the sociological issues impacting on health and well being of children and families. 100%

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

 

Module Workload

This module has no Full Time On Campus workload.
Workload: Part Time On Campus
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact No Description Every Week 1.20 1.2
Online Contact Contact No Description Every Week 1.00 1
Independent Study Non Contact No Description Every Week 5.00 5
Directed Reading Non Contact No Description Every Week 2.50 2.5
Total Weekly Learner Workload 9.70
Total Weekly Contact Hours 2.20
 
Module Resources
Recommended Book Resources
  • Chambers D.. (2012), A Sociology of Family Life, Polity press, [ISBN: 9780745695341].
  • Department of Children and Youth Affairs. (2016), Diversity, Equality and Inclusion Charter & Guidelines for Early Childhood Care and Education, Government Publications, Dublin.
  • Giddens, A; Sutton, P.. (2017), Sociology, 8th. Polity Press, Cambridge, [ISBN: 9780745696683].
  • Government of Ireland. (2016), Child Care Act 1991 (Early Years Services) Regulations 2016, Government Publications., Dublin.
  • Government of Ireland.. First 5: A whole-of-government strategy for babies, young children and their families, Government Publications, Dublin.
  • McDonald, B.. (2014), An Introduction to Sociology in Ireland,,, 3rd. Gill & Macmillian, Dublin, [ISBN: 9780717156221].
  • Maybin, J; Woodhead, M.. (2003), Childhoods in Context, John Wiley & Sons Ltd., Chichester, [ISBN: 0470846933].
  • Tusla, Child and Family Agency.. Quality and regulatory framework: full day-care services and part-time day-care services, Early Years Inspectorate, Tusla., Dublin.
  • Wright, H.. The child in society, Sage Publications Ltd, London.
Supplementary Book Resources
  • Donohue, J; Gaynor, F. (2011), Education and Care in the Early Years, 5th. Gill & Macmillan Ltd., Dublin, [ISBN: 9780717149759].
  • McMonagle, A. Professional Pedagogy for Early Childhood Education., Donegal County Childcare Committee Ltd., Donegal:.
  • Moloney, M; McCarthy, E.. (2018), International Leadership for Effective Inclusion in Early Childhood Education and Care, Routledge, Oxon, [ISBN: 9781138092884].
Recommended Article/Paper Resources
  • Department of Health (2016) Healthy Ireland. (2016), Healthy Ireland – a framework for improved health and wellbeing 2013-2025.https://www.gov.ie/en/publicat ion/e8f9b1-healthy-ireland-framework-201 9-2025/.
Other Resources
  • Website, Department of Children, Equality, Disability, Integration and Youth; The national framework for children and young people’s participation in decision-making.. (2021), https://hubnanog.ie/participation-framew ork, Dublin, Government of Ireland.
  • Website, Department of Children, Equality, Disability, Integration and Youth.. (2016), https://aim.gov.ie/aim-supports/universa l-design-guidelines/.
  • Website, Department of Children and Youth Affairs; Diversity, Equality and Inclusion Charter & Guidelines for Early Childhood Care and Education.. (2016), http://play.aim.gov.ie/wp-content/upload s/2018/03/Charter-and-Guidelines.pdf.
  • Website, Department of Children, Equality, Disability, Integration and Youth. https://www.gov.ie/en/organisation/depar tment-of-children-equality-disability-in tegration-and-youth/.
  • Website, Better Start. https://www.betterstart.ie/.
  • Website, AistearSíolta Practice Guide. https://aistearsiolta.ie/en/.
  • Website, Economic & Social Research Institute Growing Up in Ireland National Longitudinal Study. https://www.growingup.ie/.
  • World Health Organisation. http://euro.who.int/en/home.
  • Website, United Nations Convention on the Rights of the Child. https://www.unicef.org/child-rights-conv ention.
  • Website, Economic & Social Research Institute. https:// www.esri.ie.
  • Office of Social Inclusion.. https://www.gov.ie/en/organisation-infor mation/ne955a-social-inclusion-division.
  • Website, Ombudsman for Children’s Office. https://www.oco.ie.
  • Website, UNESCO. https://en.unesco.org/.
  • Website, Central Statistics Office. https://www.cso.ie.
  • Website, Irish Refugee Council. https://www.irishrefugeecouncil.ie/.
  • Website, Barnardos. Barnardos, https://www.barnardos.ie.
  • Website, Pavee Point.. https://www.paveepoint.ie/,
    https://www.paveepoint.ie/
  • Focus Ireland.. https://www.focusireland.ie/focus-on-hom elessness/.
  • DkIT. Library Catalogue, https://dkit.ie/libguides.com/dkithealth.