Studying at York
Understanding Childhood & Youth - SPY00023I
Module summary
Students develop knowledge of the main theoretical perspectives (Social Psychology and Sociology) that have influenced the construction of childhood and youth. Students will explore these key theoretical perspectives by beginning with the increasing significance placed upon the ‘early years’ in the autumn term (childhood development and the ‘new sociology of childhood’) to the contemporary debates that surround young people’s transitions to adulthood in the spring term. Students gain an understanding of how these theoretical frameworks influence social policy and practice with children and young people. Through an interdisciplinary approach to understanding childhood and youth students gain an understanding of how 'social problems' are framed in different ways and how these can complement and contradict one another.
Module will run
| Occurrence | Teaching cycle |
|---|---|
| A | Autumn Term 2020-21 to Summer Term 2020-21 |
Module aims
Students develop knowledge of the main theoretical perspectives (Social Psychology and Sociology) that have influenced the construction of childhood and youth. Students will explore these key theoretical perspectives by beginning with the increasing significance placed upon the ‘early years’ in the autumn term (childhood development and the ‘new sociology of childhood’) to contemporary debates surrounding young people’s transitions to adulthood in the spring term. Students gain an understanding of how these theoretical frameworks influence social policy and practice with children and young people. Through an interdisciplinary approach to understanding childhood and youth students gain an understanding of how 'social problems' are framed in different ways and how these can complement and contradict one another.
Module learning outcomes
- Students will explore the significance of 'difference' amongst children and young people (e.g. gender, social class, ethnicity, sexual orientation, disability) and how notions of 'difference' influence the experience of childhood and transitions to adulthood. Students will develop an understanding of how social inequalities intersect and overlap with one another and require a multi-faceted joined up social policy approach.
- Students engage with both quantitative and qualitative data appreciating the distinctive contribution they make in helping understand the experiences of children and young people. Students will distinguish between various types of data/evidence and appreciate their unique value to policy enquiry. Students explore how the theoretical frameworks surrounding childhood and youth tend to align to particular methodological approaches.
- Students gain an understanding of the importance of social policy, how it impacts upon children and young people and practice with them.
- Students develop knowledge of the main theoretical perspectives (Social Psychology and Sociology) that have influenced the construction of childhood and youth. Students gain an understanding of how these theoretical frameworks influence social policy and practice with children and young people. Through an interdisciplinary approach to understanding childhood and youth students gain an understanding of how 'social problems' are framed in different ways and how these can complement and contradict one another.
- Students will develop knowledge and critical understanding of childhood and youth from multiple perspectives. Students will explore the influence of these different 'world views' on contemporary notions of childhood. Students will contrast and critically evaluate the strengths and weaknesses of the multiple perspectives that have influenced views of children and young people in modern society.
Assessment
| Task | Length | % of module mark |
|---|---|---|
| Essay/coursework 2000 word essay |
N/A | 40 |
| Essay/coursework Portfolio |
N/A | 60 |
Special assessment rules
None
Additional assessment information
This module is assessed in two parts. Assignment one is an essay of 2,000 words. This assignment will require students to draw upon materials from weeks 1-10 of the Autumn Term and will count for 40% of your mark for the module. Assignment two involves compiling a portfolio of work focusing upon a distinct policy relating to children and young people. This will be submitted in the Summer term.The portfolio will require students to draw from the full course and will count for 60% of your mark for the module.
Reassessment
| Task | Length | % of module mark |
|---|---|---|
| Essay/coursework 2000 word essay |
N/A | 40 |
| Essay/coursework Portfolio |
N/A | 60 |
Module feedback
Feedback on the final assessment is provided within four weeks of submission.
Indicative reading
Coleman, J. (2011) The nature of adolescence. London: Routledge.
Coles, B. (1995) Youth and social policy. London: UCL Press.
Furlong, A and Cartmel, F. (2007) Young people and social change: new perspectives. Maidenhead: Open University Press.
Furlong, A. (2013) Youth studies: an introduction. New York: Routledge.
James, A. and Prout, A. (1997) Constructing and reconstructing childhood: contemporary issues in the sociological study of childhood. London: Falmer Press.
Wyness, M. (2012) Childhood and society. Basingstoke: Palgrave Macmillan.
Coronavirus (COVID-19): changes to courses
The 2020/21 academic year will start in September. We aim to deliver as much face-to-face teaching as we can, supported by high quality online alternatives where we must.
Find details of the measures we're planning to protect our community.
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