What you will study
During your studies on KE206 you will examine a number of interlinked themes relevant to working with and supporting children, young people and their families. In the first few weeks you will be introduced to eight themes which are essential components of children and young people’s wellbeing. The module is practice focussed and so explores how, within each of these themes, there are opportunities for those who work with children, in formal and informal roles, to make a difference to children’s lives. This in turn also means analysing and discussing what kind of skills and values are needed to underpin good practice.
Each of these interconnected themes will be explored using case studies from the UK and beyond, audio-visual material, interactive activities and a newly produced book. Learning guides will include the following themes:
- Health - look at why health is an important theme for children and young people’s wellbeing including both physical and mental health.
- Relationships - study cross cultural, comparative examples of ‘family’ and ‘parenting’ including; families affected by migration and looked after children and young people. Learning You will study different types of formal and informal learning, including in the home, pre-school, community and neighbourhood, and formal education in school. You will reflect on why learning is important for children and young people’s wellbeing and the ways in which children and young people learn within complex social and cultural dynamics.
- Society - study the wider contexts of children and young people’s lives. By exploring social influences, including; economic factors, community and housing, local and global geography you will look at how practices, policies and services for children and young people and their families are shaped by political and economic forces.
- Risk and Safety - explore what we perceive as being safe or risky for children. Although not exclusively focussing on issues of safeguarding you will examine the importance of understanding professional responsibilities for all those working with children and families. Some of the key practitioner roles will be introduced and the skills of assessment and interagency working.
- Rights and law - learn about how children and young people’s rights and participation within society have changed over time and are different around the world. This theme will also consider how law and policy shapes services and support. You will explore the complexity and challenges of children’s participation.
- Identity - study and reflect on the range of influences that contribute to identity development. There will be a particular focus on gender, (dis)ability, sexuality, and ethnic identity.
- Culture - examine how children and young people engage with and are influenced by cultural experiences from social media to music and literature.
Issues of diversity and the wide range of children’s experiences will be considered in each of the themes. The module covers the whole age range of children and young people from 0-18 but there will be some opportunities for you to focus on the age range you are most interested in.
The module will also pose the question ‘how do we know we are making a difference?’ so as you work through the learning guides you will be introduced to ideas on evaluation and how we can demonstrate whether practitioners achieve the changes they set out to make.
KE206 is a multidisciplinary module which will emphasise that there are a range of different practitioners who need to understand and communicate with each other and a range of different perspectives on childhood and youth.
Throughout the module you will develop your academic skills in relation to searching for and assessing resources, and writing in an analytical way. You do not have to be in practice to study this module but it will highlight skills relevant to employment.
This module will be of relevance if you currently, or would like to, work with children young people and families, including within the voluntary sector and support settings.