EDUC41520 Children's Rights & Participation

Academic Year 2022/2023

This module provides students with a solid grounding in contemporary debates about children and young people – their rights, participation and well-being. It explores changing constructions of children and childhood and how these vary across time and space. It highlights paradigms in child research, including childhood as development and ‘becoming’ and childhood as socially constructed. It explores the concept of child well-being, drawing on the United Nations Convention on the Rights of the Child (UNCRC) and considers the implications for children’s positioning as rights bearers and citizens in society. Processes of globalization and the impact on children’s everyday lives are explored, identifying similarities and differences in children’s well-being across country contexts, as well as among different groups of children. The approach is multi-disciplinary, with an emphasis on perspectives drawn from anthropology, sociology, psychology, law, politics, geography and education.

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Curricular information is subject to change

Learning Outcomes:

By the end of this module, students will be able to:

1. Critically consider childhood as a social phenomenon and how constructs of a ‘good’ childhood are shaped in cultural and social context
2. Be familiar with key concepts related to time, space, generation, structure, agency and identities in shaping children’s everyday lives
3. Explore the concept of children’s well-being and be familiar with key indicators of child well-being
4. Critically consider the UNCRC and children’s rights to provision, protection and participation
5. Explore the links between children’s rights and well-being
6. Be familiar with national and global policy and practice in relation to children’s well-being
7. Critically consider and contrast professional practice with children across a range of children’s services from the perspective of children’s rights and well-being

Indicative Module Content:

Constructs and concepts of childhood in the context of national and international policy development related to children's rights and well-being.

Student Effort Hours: 
Student Effort Type Hours
Specified Learning Activities


Autonomous Student Learning






Approaches to Teaching and Learning:
Module is taught through a combination of lecture/seminar and workshops with small group activity, problem based learning and strong emphasis on critical based enquiry. 
Requirements, Exclusions and Recommendations

Not applicable to this module.

Module Requisites and Incompatibles
Not applicable to this module.
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Essay: 4,000 word essay Coursework (End of Trimester) n/a Graded Yes


Continuous Assessment: 1 summary of journal articles (500 words) Coursework (End of Trimester) n/a Graded No


Carry forward of passed components
Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Peer review activities

How will my Feedback be Delivered?

Not yet recorded.

Name Role
Dr Aimee Smith Lecturer / Co-Lecturer
Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Lecture Offering 1 Week(s) - 1, 2, 3, 4, 5, 8, 11, 12 Tues 16:00 - 17:50
Lecture Offering 1 Week(s) - 6, 7, 9, 10 Tues 16:00 - 17:50
Online Learning Offering 2 Week(s) - Autumn: All Weeks Tues 18:00 - 18:50