The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the

Minister for Education and Science. Under the Qualifications (Education & Training) Act, 1999, FETAC now has responsibility for making awards previously made by NCVA.

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Level 6

Module Descriptor

Child Psychology N32957

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Module Title Module Code Level Credit Value Purpose

Child Psychology 4-18 years N32957 6 1 credit

This module is a statement of the standards to be achieved to gain a FETAC credit in Child Psychology Level 6. The module is designed to provide the learner with an understanding of child psychology relevant to childhood education and care settings, and to equip the learner with the knowledge, and skills required to understand child psychology from 4 to 18 years The module is designed to help candidates develop new ideas and competence, which can be utilised in their workplace, and in their interaction with the children and adolescents they work with

Preferred Entry Level Special Requirements General Aims

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8.1 8.2 8.3 8.4 8.5 8.6

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None.

Level 5 Certificate, Leaving Certificate or equivalent qualifications and/or relevant life and work experiences.

Learners who successfully complete this module will: analyse different theoretical models in terms of understanding child and adolescent development

be familiar with different scientific methods in relation to child behaviour and child development appreciate a range of factors influencing and impacting on a childs psychological development understand and interpret social development as it impacts on school age children and their interaction with their peers and family recognise the significance of technology in a childs / adolescents learning and development understand the importance of transitions in influencing a sense of self

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Units
Unit 1 Unit 2 Unit 3 Unit 4

The specific learning outcomes are grouped into 4 units. Overview of Child Psychology Learning and Development The Role of Technology in Child Psychology and Learning Development of Self: Transitions from Childhood to Adulthood

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Specific Learning Outcomes

Unit 1 Overview of Child Psychology Learners should be able to: 10.1.1 10.1.2 10.1.3 10.1.4 10.1.5

explain what is meant by child psychology

identify child psychology from birth to 18 years using sensory processes and their relationship to perception

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10.1.6 10.1.7 10.1.8

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understand development of personality and the knowledge of self, with specific emphasis on children 4 to 18 years of age outline theories of child and adolescent development and psychology understand how the role of social, biological, cultural and historical perspectives affect the development of children and adolescents outline a range of international perspectives on the role of play in the development of children and teenagers and the construction of play in relation to youth sub-cultures and leisure activities use empirical research in acquiring knowledge, informing best practice and constructing scientific knowledge in the classroom explain the development of gender consciousness and its impact on self- identity in children and young people

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Unit 2

Learning and Development Learners should be able to:

10.2.1 10.2.2

understand the general overview of different models of learning in an educational context evaluate appropriate interventions in relation to a childs or adolescents task performance, and reflect on their role in providing equality of opportunity identify a range of measures to assist learning including an understanding of the development of memory and the organisation of thought understand the acquisition of language development and communication skills identify how children and young people develop and maintain relationships and develop social skills identify moral and spiritual development

10.2.3

10.2.4

10.2.5

10.2.6 10.2.7

understand the impact of culture and diversity on a childs/adolescents development

10.2.8

Unit 3

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outline their own role in understanding typical developmental milestones and how they relate to children with special needs.

The Role of Technology in Child Psychology and Learning Learners should be able to: understand the role of technology in a child's and adolescents psychological development Evaluate computer programmes in relation to childrens and adolescents education both in the home and in the classroom setting evaluate interventions and skills necessary in promoting computer based activities understand the impact and importance of play consoles, computer communication and technology in a child's and adolescents development evaluate the impact of media and how it constructs identity in children and adolescents evaluate technology as a teaching tool for special needs education.

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Unit 4

Development of Self: Transitions from Childhood to Adolescence. Learners should be able to: understand the impact of transition and change in childrens and adolescents lives outline the process of rites of passage in the lives of children and adolescents understand the importance of continuity and security in the lives of children and adolescents identify the role of family and of environmental and physiological circumstances on psychological development

10.4.1 10.4.2 10.4.3 10.4.4 10.4.5 10.4.6

outline the construction of self and the development of autonomy. Please refer to the glossary of assessment techniques and the note on assessment principles at the end of this module descriptor. All assessment is carried out in accordance with FETAC regulations. Assessment is devised by the internal assessor, with external moderation by FETAC.

Portfolio of Assessment

Summary

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Project

Project Assignments (2)

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The internal assessor will devise a project brief that requires candidates to demonstrate their:

understanding and application of concepts selection of releva nt research techniques and sources of information ability to analyse, evaluate, draw conclusions and make recommendations. The project brief will focus on units 1 and 2. Candidates will be required to demonstrate a thorough understanding of child development. They will also be required to research childrens learning in a work placement situation and observe and evaluate this process. The project will be carried out individually. The project may be presented in a variety of media, for example written, audio, video, graphic, visual or any combination of these. Any audio or video evidence must be provided on tape.

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analyse the role of peers, sub-cultures and consumerism in identity formation in children and adolescents

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60% 40%

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Assignment (2)

The internal assessor will devise two briefs. Assignment 1 : The brief for the first assignment will require the candidate to produce evidence that demonstrates an understanding and application of a range of specific learning outcomes from Units 2 and 3. The brief will present the candidate with a case study of a situation involving the use of technology in developing childrens learning. The case study brief will contain sufficient information to provide a natural and realistic description of the situation. The candidate will review the prepared case study and identify strategies and actions that could be deve loped in the short, medium and long term to assist a childs overall development. They will relate this to their own work experience making an evaluation of the role of technology in developing a childs potential to learn. The assignment may be presented in a variety of media, for example written, audio, video, graphic, visual or any combination of these. Any audio and video evidence must be provided on tape.

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Grading

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Pass Merit Distinction

The evidence will take the form of research, which requires the candidate to study the impact of change and transition on psychology and ho w it can affect the overall development of a child and/or adolescent. The assignment may be presented in a variety of media, for example written, audio, video, graphic, visual or any combination of these. Any audio and video evidence must be provided on tape. All assignments carry equal marks.

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Assignment 2 : The brief for the second assignment will require the candidate to produce evidence that demonstrates an understanding and application of a range of specific learning outcomes from Unit 4.

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Individual Candidate Marking Sheet 1

Child Psychology Project 60% N32957

Candidate Name: _______________________________ PPSN: ________________________ Centre: __________________________________________________ Centre No.: _________ Maximum Mark 5 Candidate Mark

Assessment Criteria careful selection of relevant research techniques and sources of information

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TOTAL MARKS
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thorough understanding and application of observation and learning theories critical evaluation of findings and logical conclusions

understanding of the learners role in linking theory and experience to develop their practice and relate this to their work experience

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detailed and appropriate recommendations

This mark should be transferred to the Module Results Summary Sheet

Internal Assessors Signature: __________________________________ Date: ____________ External Authenticators Signature: _____________________________ Date: ____________

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thorough understanding of childhood development using all the areas of development as a template

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Individual Candidate Marking Sheet 2

Child Psychology Assignments (2) 40% N32957

Candidate Name: _______________________________ PPSN: ________________________ Centre: __________________________________________________ Centre No.: _________ Maximum Mark 5 Candidate Mark

Assessment Criteria detailed review of the case study with accurate identification of needs

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evaluation of the role of technology in their work placement

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evidence of research

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outline the importance of continuity and change and how it can impact on a childs overall development recommendations based on child psychological theories that can be used in practice to support children and adolescents as they adapt to change

TOTAL MARKS
This mark should be transferred to the Module Results Summary Sheet

Internal Assessors Signature: __________________________________ Date: ____________ External Authenticators Signature: _____________________________ Date: ____________

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thorough description of actions required in the: short term medium term long term

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FETAC Module Results Summary Sheet

Module Title: Child Psychology Module Code: N32957
Candidate Surname Assessment Marking Sheets Maximum Marks per Marking Sheet Candidate Forename Mark Sheet 1 60 Mark Sheet 2 40 Total 100%

Grade*

Signed: Internal Assessor: ________________________________________ Date: ____________________

This sheet is for internal assessors to record the overall marks of individual candidates. It should be retained in the centre. The marks awarded should be transferred to the official FETAC Module Results Sheet issued to centres before the visit of the external Authenticator.

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Grade* D: 80 - 100% M: 65 - 79% P: 50 - 64% U: 0 - 49% W: candidates entered who did not present for assessment

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Glossary of Assessment Techniques

Assignment An exercise carried out in response to a brief with specific guidelines and usually of short duration. Each assignment is based on a brief provided by the internal assessor. The brief includes specific guidelines for candidates. The assignment is carried out over a period of time specified by the internal assessor. Assignments may be specified as an oral presentation, case study, observations, or have a detailed title such as audition piece, health fitness plan or vocational area profile.

Collection of Work

This body of work may be self- generated rather than carried out in response to a specific assignment eg art work, engineering work etc

Examination

Learner Record

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Examinations may be:

practical, assessing the mastery of specified practical skills demo nstrated in a set period of time under restricted conditions oral, testing ability to speak effectively in the vernacular or other languages interview-style, assessing learning through verbal questioning, on one-to-one/group basis aural, testing listening and interpretation skills theory-based, assessing the candidates ability to recall and apply theory, requiring responses to a range of question types, such as objective, short answer, structured, essay. These questions may be answered in different media such as in writing, orally etc.

A self-reported record by an individual, in which he/she describes specific learning experiences, activities, responses, skills acquired. Candidates compile a personal logbook/journal/diary/daily diary/ record/laboratory notebook/sketch book. The logbook/journal/diary/daily diary/record/laboratory notebook/sketch book should cover specified aspects of the learners experience.
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A means of assessing a candidates ability to recall and apply skills, knowledge and understanding within a set period of time (time constrained) and under clearly specified conditions.

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Using guidelines provided by the internal assessor, candidates compile a collection of their own work. The collection of work demonstrates evidence of a range of specific learning outcomes or skills. The evidence may be produced in a range of conditions, such as in the learning environment, in a role play exercise, or in real- life/work situations.

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A collection and/or selection of pieces of work produced by candidates over a period of time that demonstrates the mastery of skills.

Project

A substantial individual or group response to a brief with guidelines, usually carried out over a period of time. Projects may involve: research requiring individual/group investigation of a topic process eg design, performance, production of an artefact/event Projects will be based on a brief provided by the internal assessor or negotiated by the candidate with the internal assessor. The brief will include broad guidelines for the candidate. The work will be carried out over a specified period of time. Projects may be undertaken as a group or collaborative project, however the individual contribution of each candidate must be clearly identified. The project will enable the candidate to demonstrate: ( some of these about 2-4) understanding and application of concepts in (specify area) use/selection of relevant research/survey techniques, sources of information, referencing, bibliography ability to analyse, evaluate, draw conclusions, make recommendations understanding of process/planning implementation and review skills/ planning and time management skills ability to implement/produce/make/construct/perform mastery of tools and techniques design/creativity/problem-solving/evaluation skills presentation/display skills team working/co-operation/participation skills.

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Skills Demonstration

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Assessment of mastery of specified practical, organisational and/or interpersonal skills. These skills are assessed at any time throughout the learning process by the internal assessor/another qualified person in the centre for whom the candidate undertakes relevant tasks. The skills may be demonstrated in a range of conditions, such as in the learning environment, in a role-play exercise, or in a real- life/work situations. The candidate may submit a written report/supporting documentation as part of the assessment. Examples of skills: laboratory skills, computer skills, coaching skills, interpersonal skills.

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FETAC Assessment Principles

1 2 Assessment is regarded as an integral part of the learning process. All FETAC assessment is criterion referenced. Each assessment technique has assessment criteria which detail the range of marks to be awarded for specific standards of knowledge, skills and competence demonstrated by candidates. The mode of assessment is generally local i.e. the assessment techniques are devised and implemented by internal assessors in centres. Assessment techniques in FETAC modules are valid in that they test a range of appropriate learning outcomes. The reliability of assessment techniques is facilitated by providing support for assessors. Arising from an extensive consultation process, each FETAC module describes what is considered to be an optimum approach to assessment. When the necessary procedures are in place, it will be possible for assessors to use other forms of assessment, provided they are demonstrated to be valid and reliable. To enable all learners to demonstrate that they have reached the required standard, candidate evidence may be submitted in written, oral, visual, multimedia or other format as appropriate to the learning outcomes. Assessment of a number of modules may be integrated, provided the separate criteria for each module are met. Group or team work may form part of the assessment of a module, provided each candidates achievement is separately assessed.

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