Fostering children’s mental health and well-being.
Module Learning Outcomes
On successful completion of the module, students will be able to:
1 Critically reflect on the role of the Early Years professional in supporting a child’s mental health and well-being.
2 Compare and contrast traditional and contemporary theoretical perspectives.
3 Analyse a range of key factors that can impact on a child’s mental health.
4 Evaluate a range of contemporary research related to the field of neuroscience.
Assignment Guidance
This assignment is made up of two summative assessments.
Learning Outcome 2: Compare and contrast traditional and contemporary theoretical perspectives.
Format of your annotated bibliography.
Reference
A brief summary of the chosen source.
Evaluation / critique of the article.
LO1: Critically reflect on the role of the Early Years professional in supporting a child’s mental health and well-being.
LO3: Analyse a range of key factors that can impact on a child’s mental health.
LO4: Evaluate a range of contemporary research related to the field of neuroscience.
Essay question:
‘Examine and critique your role as an Early Years Practitioner in supporting children’s mental health and well-being.’
In your essay you must include the following:
A range of key factors that can impact children’s mental health and well-being.
Your role as an Early Years professional in supporting a child’s mental health and well-being.
The impact of neuroscience on a child’s emotional development.
Strategies on how to support children to manage their own behaviours.
Link to placement experience.
Wider reading and research must be embedded throughout.
Content
Indicative content
This Level 5 module builds on skills and knowledge linked to the Level 4 module, Observing Children’s Holistic Development. It will build on the introduction of key theoretical models by assessing the learner’s interaction with children in their setting. The following includes an overview of the modular delivery.
Biological factors – the impact of neuroscience on the child’s emotional development.
Emotional development and the concept of ‘self’ in the development of behaviour.
Strategies that promote positive behaviour and self-image.
Recognising and dealing with incidences of unwanted behaviour.
Team approaches to help children manage their own behaviour.
Key text and Wider Reading
Essential Reading
Lindon, J (2012) Understanding Children’s Behaviour: 0-11 Years: Linking Theory and Practice. London. Hodder Education.
Garvey, D. Zeedyk, S (2017). Nurturing Personal, Social and Emotional Development in Early Childhood: A practical guide to understanding brain development and young children’s behaviour. London. Jessica Kingsley Publication.
Holland, M.L. Malmberg, J. Peacock, G (2017) Emotional and Behavioural Problems of Young Children, Effective Interventions in the Preschool and Kindergarten Years. London. Guillford Press.
Further Reading
Kay, J. (2006) Managing Behaviour in the Early Years (Behaviour Management). London. Continuum.
Lindon, J (2012) Understanding Children’s Behaviour: 0-11 Years: Linking Theory and Practice. London. Hodder Education.
Miller, P & Pound, L (2010). Theories and Approaches to Learning in the Early Years (Critical Issues in the Early Years). London. Sage Publications.
Mainstone-Cotton, S. (2017) Promoting Young Childrens Emotional Health and Wellbeing: A practical guide for Professionals and Parents. London. Jessica Kingsley.
Neaum, S. (2019) Child Development for Early Years Students and Practitioners. London. Critical Publishing.
Websites
Public Health England. (2019) How Healthy behaviour supports children’s wellbeing.
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/232978/Smart_Restart_280813_web.pdf
http://www.foundationyears.org.uk/2011/10/supporting-children-with-behaviour-emotional-and-social-difficulties/
http://www.ncb.org.uk/media/893091/earlysupportbehaviourfinal.pdf
Last Completed Projects
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