About the course
Objectives and content
The main objective of the course is to introduce the student to the field of child development and how the conditions of childhood affect the individual child, and how it may impact later generations and society at large. The course addresses how the concept of childhood, of caring and rearing are distinctly constituted in various cultural contexts, and as such includes variations in what is understood as adverse and favorable childhood experiences. The course intends to foster open mindedness, cultural awareness, and critical thinking, and reflectiveness about the structural, environmental and ideological contexts of childhood. The topics of the course are related to moral philosophy and ethics.
- Human development and childhood trauma and adversity
- Reflection on social and cultural plurality and intercultural communication
- Local and global perspectives on health and wellbeing, incl. Agenda 2030, and the Quality rights framework of the World Health Organization
- a human rights based approach to child well-being and social welfare
- Indigenous issues and concerns, and the dynamics of colonialization
- A world fit for children? Pollution, nutrition, climate change, urbanization and rapid changes in traditional family patterns.
On completion of this course, the students should have the following learning outcomes defined in terms of knowledge, skills and general competence:
The student has:
- In-depth knowledge of how basic theories in psychology, public health, ecology and sociocultural theories relate to children’s health and family well-being
- In-depth knowledge of ethical philosophical traditions and positions related to social research and cross-cultural professional practice.
- In-depth knowledge of how adverse childhood experiences might affect development, health and well-being across the life-span
- Substantial insight into the international frameworks and agendas to promote a safe and sound childhood, family well-being, and sustainable development.
- Advanced knowledge of promotion of early childhood development and prevention of childhood adversity based on best available evidence
- Has the ability to identify childhood needs, rights, and risks in various settings, and initiate action to enhance child and family well-being.
- Manages to transform and communicate professional and scientific knowledge to influence stakeholders and decision makers in society.
- Can recognize the importance interdisciplinary and multisector collaboration in interventions targeted at early childhood and family well-being.
- Understands and respects the role of culture, spirituality, and traditions in child and family life and well-being
- Can differentiate and combine professional and moral and ethical argumentation related to child and family well-being and distributional justice
- Has the ability to reflect on ethical, methodological, and practical issues related to social research and cross-cultural professional practice
- Can work effectively in concert with other health and social professionals, families and communities in promoting and protecting child and family well-being.
- Has, through intercultural exchange and collaboration, learned respect, openness and tolerance for people of plural and distinct knowledge, cultures and social positions
- Can apply philosophical argumentation to the substantial focus of childhood adversity, health and sustainable development.
Teaching Methods and Extent of Organized Teaching
Blended and flexible learning methods, i.e., a combination of online and in class locations with lectures, teacher and peer supervision, and group work. Canvas is used as an electronic learning platform with addition of unique.
Compulsory Assignments and Attendance
Students are required to attend minimum 80% of the scheduled lectures and seminars. Compulsory activities must be completed and approved before the student can proceed to the assessment.
Compulsory assignments are:
- Reflection note(s)
- Group presentation – written and oral
- Blog post (s)
Forms of assessment & Grading Scale
Grading scale of passed/not passed
Recommended reading of about 800 pages. The reading list will be available from beginning of June.