Introductory description

During this module we will explore the notion of safety and risk for a child in the 21st century. We will consider different perspectives and investigate how safety and risk is interpreted by parents and practitioners and the influences that have an impact on their behaviour as carers. Policy legislation, frameworks and guidance will be explored to investigate the challenges of safeguarding children. We will research a range of contemporary and historic judicial and serious case reviews to understand the process of safeguarding children in the UK. We will also explore international and cross cultural approaches to safe play, practice and learning spaces, to consider health and safety, risk assessments and safe use of ICT and virtual learning spaces.

Module web page

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

• Theoretical, cultural, historical and political perspectives on a safe and risk averse childhood
• Signs, symptoms and definitions of types of abuse and how to respond to and report concerns
• Multi-professional case studies and reviews
• Legal procedures and requirements in relation to safeguarding children.
• Protective learning and enabling environments
• Children's rights, particularly in relation to managing risk

Learning outcomes

By the end of the module, students should be able to:

• Plan ways to promote children's health, well-being, protection and safety.
• Apply principles of early childhood development to argue why children should or should not be allowed to experience danger and take risks.
• Critically review the current literature and theory relating to issues of safety and risk in early childhood.
• Assign specific roles to different professionals in order to keep children safe and offer a rationale for choices made.
• Critically evaluate national and local policy in relation to safeguarding children in an early childhood context.

Indicative reading list

Beckley, P. (2019) Supporting Vulnerable Children in the Early Years: Practical Guidance and Strategies for Working with Children at Risk. London. Jessica Kingsley Publishers.
Horwath, J & Platt, D (2018) The Child's World, Third Edition: The Essential Guide to Assessing Vulnerable Children, Young People and their Families. London. Jessica Kingsley Publishers.
Lindon J & Webb, J. (2016) Safeguarding and Child Protection. 5th Edition. Linking theory and Practice.
Lumsden, E. (2018) Child Protection in the Early Years: A Practical Guide. Jessica Kingsley Publishers.
Lord Laming Report (2009) The Protection of Children in England: a progress report. House of Commons Paper.
Maynard, T. & Water, J. (2014) Exploring outdoor play in the early years, Maidenhead: Open University Press.
McShane, J. (2009) It must never happen again, London, John Blake Publishing.
Palmer, S. (2015) Toxic Childhood. How the modern world is damaging our children and what we can do about it. Orion Publishing.
Sackville-Ford, M. & Davenport, H. (2019) Critical Issues in Forest Schools. London. Routledge.
Solly, K. (2014) Risk, Challenge and Adventure in the Early Years. London. Routledge
Walker, G. (2018) Working Together for Children. Bloomsbury Academic.

View reading list on Talis Aspire

Subject specific skills

Plan for, and where appropriate implement, meeting and promoting children's health, well-being, protection and safety.
Apply underlying concepts and principles of early childhood development to setting up appropriate education systems that enable very young children to flourish.
Critically review the current literature relating to issues of safety and risk in early childhood.
Critically evaluate the appropriateness of different conceptions of childhood and approaches to education, particularly as they relate to issues of safety and risk.
Present a reasoned argument for teaching children about danger and allowing them to experience different forms of risk.
Locate, assess, select and review literature in the field of Early Childhood.
Present and develop an argument, drawing upon appropriate evidence, literature and theory.
Analyse and synthesize research, theories and ideas from multiple sources.
Plan and conduct a research project on a chosen aspect of Early Childhood.
Reflect upon a range of psychological, sociological, educational, health, historical and philosophical perspectives and consider how these underpin different approaches to working with babies and young children.
Apply multiple perspectives to early childhood issues, recognising that early childhood involves a range of research methods, theories, evidence and applications.
Evaluate and critique different historical and cultural constructions of babies and young children and argue why particular approaches are appropriate in specific contexts.
Demonstrate an understanding of how to plan for, and where appropriate implement, meeting and promoting children's health, well-being, protection and safety and the conditions that enable them to flourish.
Produce critical arguments for engaging in inter-professional practices for babies and young children.

Transferable skills

Written communication skills
Oral communication skills
Working with others
Problem solving
Information technology
Numeracy