Outcomes

Upon successful completion of the scheme students should be able to: 

1. Demonstrate an advanced understanding of key concepts and trends in childhood wellbeing and health-related policy and practice, employing a range of perspectives and methods from education, applied social research, health promotion and evaluation.

2. Demonstrate an advanced understanding of theoretical and methodological perspectives towards the study of childhood health and wellbeing, and the ways in which these can be used to inform policy and professional practice.
3. Plan and conduct an independent research project or work-based learning intervention relating to health and wellbeing, and produce a systematic, critical and reflective analysis of the results, which are meaningful in the context of the existing body of academic knowledge and / or conventions of professional practice.
4. Show a capacity for self-direction, independence and originality in their studies, research and placement activities, and act autonomously in planning and implementing tasks at a professional or equivalent level in research or work-based learning.
5. Demonstrate the skills, behaviours, competencies, and personal qualities required to work with children, families and other professionals, whilst ensuring that the health and wellbeing of children is always paramount.

Understanding

Upon successful completion of the scheme students should be able to demonstrate an advanced understanding of:

1. Childhood and the concept of citizenship, in both a global and domestic context.
2. An advanced understanding of the concept of wellbeing and its key determinants, as well as an advanced understanding of the determinants of health, and health inequalities, amongst children.
3. The theoretical and practical implications of undertaking research with children, families and the professionals working with them.
4. The role of policy and practice in children’s services in ensuring children’s health and wellbeing.
5. The role of the children’s services practitioner in ensuring positive outcomes in health and wellbeing for children, in the context of the relevant policy and legislative frameworks.
6. The concepts of the reflective and evidence-based practitioner, and the epistemological  questions that arise in relation to each.

Skills

• Advanced understanding of theoretical principles of sociological and psychological approaches to the conceptualization of childhood.
• Advanced understanding of the methodological and ethical issues relating to research with children, families and professionals.
• Ability to research relevant topics across academic disciplines, theoretical perspectives and policy frameworks.
• Ability to synthesize diverse and complex material from a range of academic disciplines, theoretical perspectives and policy frameworks into a coherent analysis.
• Ability to articulate complex, wide-ranging and contradictory perspectives in a coherent narrative.
• Ability to assess critically and evaluate the validity, reliability and applicability of diverse and complex source material to a particular task or set of research questions.
• Ability to evaluate the merits of methodological approaches to a particular set of research questions.

Ability to analyse and interpret primary and secondary data and to draw conclusions which are meaningful in the context of the existing body of knowledge in a particular academic field and/or professional sector. As well as identifying subject-specific skills all modules have specified the ways in which the following generic key skills will be developed: 

1. Problem Solving

2. Research Skills

3. Communication

4. Improving own learning and performance

5. Team work

6. Information technology

7. Application of number

8. Personal development and career planning

The assessments for the programme are designed to develop a range of key transferable skills relating to research, evaluation, analysis, synthesis and communication. Specifically, the following have been identified: 

• Managing projects successfully (achieved through organizing placements, conducting observations, completing research pilots and projects, and undertaking work-based learning interventions.)
• Structure and communicate ideas effectively using a variety of means (written and oral presentation form part of the assessments for this degree).
• Develop transferable skills of reading, analysing and critical evaluation of sources.
• Respond positively to constructive feedback and criticism and to be sensitive in offering feedback and criticism to others.
• Utilise information technology skills.
• Utilise bibliographic and research skills, including the use of libraries and archives. 

Practice

There are three modules in this scheme where students will have the opportunity to undertake work- or placement-based study or research.

Core and compulsory module EDM7320 Childhood: Theory and Professional Practice includes a five day placement and its learning outcomes are based on the understanding and acquisition of key professional skills. Students are expected to: 

1.  Demonstrate an advanced understanding of the skills, competencies and attributes required by a professional working with children in their chosen field of work and/or study.

2. Critically evaluate policy and practice in relation to workforce development and professional practice.

3. Apply the skills, competencies and behaviors studied during the module to working with children in the context of a structured placement.

4. Evaluate their own practice and demonstrate an ability to use reflective and/or evidence-based practice to improve these.

Opportunities to work in a children’s services setting will be a key aspect of this core module, as will the opportunity to reflect critically on resultant personal and professional development. Students will be challenged and encouraged to develop a range of sector- and subject-specific skills and competencies according to their placement context. In addition the following key and subject-specific skills are identified:

• Team work, in form of key professional behaviours and interdisciplinary working procedures, will be an important skill that will be applied in the placement context.
• Identifying desired learning and personal development outcomes for children and young people.
• Planning and delivering services for children and young people.
• Planning and managing the input of other professionals.
• Consulting with colleagues and children.
• Understanding and adhering to relevant procedures and professional standards.  

Modules

The modules proposed for Part One are as follows:

Core Modules (Students pursue all)

• EDM7140 Research Methods (Compulsory 40 credits).
• EDM7220 Children, Global Citizenship and Sustainable Development: Perspectives, Policy and Practice (Compulsory 20 credits).
• EDM7320 Childhood: Theory and Professional Practice (Compulsory 20 credits).
• EDM7820 Health Promoting Schools - concept, models and global perspectives (Compulsory 20 credits).
• EDM7920 Promoting and Safeguarding Children's Health & Wellbeing (Compulsory 20 credits).

Part Two: Students will take 60 credits, via one of two ‘routes’ of ‘scaffolded’ independent study. This will consist of a research project or work-based learning project relating to childhood health and/or wellbeing.

• Research route: ‘EDM8160 Dissertation’ module, based on preparatory study and an individual research project.
• Work-based / Professional Practice and Placement Route: ‘EDM8360 Professional Practice Portfolio’ based on preparatory study and work-based study.

Support

Personal Tutors
All undergraduate students have a named personal tutor. Personal tutors provide a point of contact within academic departments to which students can turn to discuss personal or domestic concerns that impact on their studies

Information Services support:

• Induction and training programmes
• Written and electronic handbooks
• University and Departmental Web-sites
• University Library
• National Library of Wales (UK copyright library)
• E-mail

University welfare services:

• University doctor
• Counselling services
• Child care provision
• Director of Welfare
• Financial Advice and support

Language and Learning Centre

• Support for students with dyslexia
• Support for students with special needs
• Support for students whose first language is not English
• General learning support for students

Opportunities to study in Europe and North America

• Careers Advisory Service
• Careers/Skills Fair
• Year in Employment Scheme

Apply

You can apply offline for this course, see our  pages for information on entrance requirements and 
In conjunction to these requirements please also note the following:

The entry requirements for the scheme are a good first degree in a relevant subject.

• Applicants with a 2:1 degree, or above, in a Childhood Studies- or Education- related academic discipline will not routinely be expected to attend an interview.
• Applicants with a 2:2 degree or below in a Childhood Studies- or Education- related academic discipline will be expected to attend an interview, and demonstrate an appropriate level of understanding of the study of childhood, and/or relevant professional experience.
• Applicants with degrees in other related disciplines (such as Law, Psychology, Sociology, English, Media Studies, Welsh, History, Art, Public Health) will be expected to attend an interview where they will be expected to demonstrate an appropriate level of understanding of the study of childhood, and/or relevant professional experience.

Please contact Andrew James Davies at the School of Education Lifelong Learning, Aberystwyth University, Penbryn 5, Penglais Campus, Aberystwyth, Ceredigion, SY23 3UX 
Tel: 01970 621580 Fax: 01970 622258 Email: learning@aber.ac.uk

Direct email: ajd2@aber.ac.uk