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Summary

This module will cover the health, psychosocial development,Ìýneuroscience and education of children between approximately 28 days and 2 years. More specifically it includes: physical and brain development; cognitive, social and language development; assessment (physical, cognitive) of the infant; educational environments and approaches; health and social care constructs for infants in the UK; parenting of the infant; infant emotional development and mental health; and early years interventions.

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Learning Objectives and Outcomes

After taking this module, you will be able to:

1. Describe typical and atypical infant development.
2. Select appropriate methods for assessing infants.
3. Evaluate and form a plan of action for safeguarding issues related to infants.
4. Critically evaluate evidence-based research on infant development, health and education and interpret it within theoretical frameworks.
5. Describe different styles of parenting and education and their influence on infants.

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Who is this module for?

This is a core module for the MSc Infancy and Early Childhood Development ProgrammeÌýand is available as an option for other related modules.

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Teaching and Learning Methods

Teaching will include lectures/seminars, and independent learning as well a number of video/internet learning hours.

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Assessment

You will be assessed by an oral presentation on a topic of your choice related to the material covered (80%), accompanied by a 500-word supporting statement (20%).

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Selected Reading List

Anderson, PJ & Burnett, A. (2017). Assessing developmental delay early in childhood-concerns with the Bayley-III scales. Clin Neuropsychology, 31, 371-381.

Bremner, J & Wachs, T. (2010). Handbook of Infant Development 2nd Ed Volume 1: Basic Research. Wiley-Blackwell. ISBN-10: 1118672860

Karmiloff-Smith, A, D’Souza, D., Dekker, TM, Van Herwegen, J, Xu, F., Rodic, M & Ansari, D. (2012). Genetic and environmental vulnerabilities in children with neurodevelopmental disorders. Proc Natl Acad Sci USA, 109 Suppl 2 17261-17265. doi: 10.1073/pnas.1121087109