ED2FSI: Child and Society (Historical Perspectives)

Module code: ED2FSI

Module provider: Institute of Education

Credits: 20

Level: 5

When you’ll be taught: Semester 1

Module convenor: Ms Pamela Cottrell , email: pamela.cottrell@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2025/6

Available to visiting students: No

Talis reading list: Yes

Last updated: 22 April 2025

Overview

Module aims and purpose

In this module the sociological backdrop that is relevant to contemporary childhood in the UK and internationally will be examined. Connections will be made between current theories on childhood and the students’ own practice and settings. Opportunities will be given to reflect upon their own practice and undertake independent research exploring sources of support for families, examining the nature of the child/young person in the present society and the effects of diverse influences upon the development of children.

Aims

• The aims of this module are to develop knowledge and understanding of the child in society through:
• Exploration of the nature of childhood: past, present and international interpretations of its construct
• Examination of the influence of the family and the changing nature of the family in the 21st century
• It will also provide an understanding of:
• The regulatory and legislative framework relating to children and its application in their own practice
• Working in partnership with other agencies
• Children/young people’s personal safety and safeguarding
• The diverse influences which affect child development including poverty, health and well-being issues, abuse, discrimination and peer pressure

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Identify current and historical constructs relating to the concept of childhood and recognise that the nature of childhood differs around the world
2. Discuss a variety of theoretical perspectives and policy in relation to children/young people’s agency, rights and needs within the family and wider society that are informed by academic literature and research
3. Reflect on their own role and that of other professionals when meeting the diverse needs of children, young people, and their families, supporting children/young people’s safeguarding and promoting their well-being within the context of government policy, legislation, statutory and non-statutory guidance and current initiatives

Module content

• The nature of childhood and the pressures on children/young people in modern society
• Supporting children under pressure
• Assessment of children/young people’s needs
• The role of the professional
• The legislative and policy framework

Structure

Teaching and learning methods

Lectures, discussion groups, tasks, research, work based activities. Work-based learning will provide an essential contribution to achievement of the outcomes.

Study hours

At least 21 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Level 3 (i.e. foundation modules for Part 0) and Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Work-based discussions with the mentor, plus tutorials and workplace experience all contribute to formative assessment.

Reassessment

Additional costs