Key knowledge, theory, and frameworks for working with 0 to 5s
| Module title | Key knowledge, theory, and frameworks for working with 0 to 5s |
|---|---|
| Module code | PYC3035 |
| Academic year | 2025/6 |
| Credits | 15 |
| Module staff | Dr Ann Hockaday (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 8 | 11 | 4 |
| Number students taking module (anticipated) | 2 |
|---|
Module description
Applying evidence-based psychological therapies to children, young people and their families requires fundamental academic knowledge and clinical skills together with a reflective approach to practice. This module delivers the Department of Health’s Children and Young People’s Psychological Training (CYP PT) national curriculum of specific knowledge and skills you will need in order to practice effectively as an Infant and Early Years Practitioner (IEYP).
This module will provide you with a broad foundation of knowledge, across the full age range of 0–5 years, of the core principles of early child development, context, theory, and ethical frameworks.
Workshops in the module will include teaching using a range of techniques that are aimed at developing an understanding of early years development, including emotional, social and behavioural development, a clear understanding of the key theories that influence early years development, including attachment theory, social learning, and behavioural theory, and an understanding of the diagnoses that can affect children in the early years. This will include learning about the contextual influences on early years development and parenting, including common parental mental health problems, issues such as domestic abuse/substance dependency, wider factors such as stress and poverty, understanding of diversity and cultural influences on parenting, and understanding of the legal frameworks that are important in the early years.
An explicit focus will be placed on the relational context for early development and in particular the contribution of early parenting (e.g. parental sensitivity; parent-infant/child interaction; parental reflective functioning etc.) to optimal outcomes, and the type of early parent-infant/child interactions that can lead to non-optimal outcomes. The module will also examine evidence-based practice as it applies to the early years.
Module aims - intentions of the module
The module aims for you to:
- Develop knowledge about social, emotional, physical, cognitive, motor and language development in infants and young children.
- Develop critical knowledge of the core theories and approaches underpinning early years working.
- Understand the key frameworks that are used in diagnosis and assessment in an early years population.
- Understand the relational and contextual factors within which such development occurs, and the factors that contribute to both risk and resilience and their impact on parenting.
This module will provide opportunities for trainees to develop and demonstrate the following areas of knowledge:
- Infant and child development in the context of significant caregiver–child relationships, as well as a broader context
- Age-appropriate developmental milestones during infancy and early childhood in the domains of social, emotional, physical, cognitive, motor and language development
- Early (pre- and post-natal) brain and physiological development, with a specific focus on social and emotional development
- The impact of trauma and maltreatment on child development
- Attachment theory and the relevance of this to development, with a focus on the impact of emotional, relational, regulatory, and behavioural aspects. The behaviours associated with secure and insecure attachment towards a caregiver, and the implications for a developing child of a secure and insecure attachment relationship
- The role of social learning and behavioural theory in the reinforcement and shaping of children’s behaviour
- Mentalisation, primary and secondary intersubjectivity, parental sensitivity and responsiveness, and attunement
- Early childhood difficulties (sleep problems, crying, toileting difficulties, anxiety)
- The presentation of behavioural difficulties in the early years, including the behaviours associated with a diagnosis of oppositional defiant disorder (odd); autism spectrum disorder and attention deficit hyperactivity disorder (ADHD), alongside an understanding of typical and atypical behaviours and competencies at different ages, ensuring that diagnoses are not confused with traits that are typical for a given stage of child development.
- Factors that may influence caregiving capacity and sensitivity.
- The evidence base for interventions to promote attachment and the parent–child relationship, and to prevent or treat behavioural and regulatory difficulties and anxiety in early childhood
- Recognition of cultural impacts on parenting and awareness of diversity in parenting practices.
- Consideration of the diversity of family relationships and circumstances in which children live and are supported. Diverse family forms, such as single-parent families, kinship care and LGBTQI+ families, the discrimination or marginalisation they may face, and their outcomes.
- The importance of working collaboratively and in partnership with the parent/carer/family
- The importance of clear communication in multidisciplinary and multi-agency working with families, including relating to safeguarding issues
- Legal frameworks relating to working with children and families, including the children act (1989), local and national consent and confidentiality frameworks (including the NHS code of practice) and the general data protection regulation
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Synthesise theory and practice in planning, delivering and reflecting on key knowledge, theory and frameworks for working with 0-5s and their families
- 2. Apply the core competencies for working with 0-5s and their families
- 3. Identify how you meet the relevant specific competency standards in 0-5 therapy for children, young people and families
- 4. Evaluate the use of routine outcome monitoring in 0-5 therapy practice
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 5. Critically evaluate the critical theoretical foundations and relevant legislation that inform approaches to working with infants and children, including an awareness and understanding of the cultural aspects of parenting.
- 6. Critique the wider ethical and professional issues encountered within psychological therapy practice
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. Appraise your personal strengths and weaknesses in training and experience, and reflect upon the implications for your further training needs
- 8. Function independently and reflectively as a learner and practitioner
Syllabus plan
This module is taught through weekly whole day workshops and half-day small group tutorials in terms one, two and three. Topics derived from Attachment Theory, Social Learning Theory, and Behavioural Theory will form the core content of the workshops, alongside contextual factors and wider frameworks. There will be plenty of opportunities for skills practice and discussion of clinical issues through simulation and problem-based learning.
Learning and teaching will be through lectures, role-plays, and small group discussions. In addition, these will be supplemented by e-learning material and experience of assessment and treatment of clients within the workplace.
Teaching will be provided by module tutors, with some experts where appropriate. The reflective personal and professional portfolio encourages you to use reflective practice. Reflective practice will be integrated as part of training throughout the module.
In addition, video supervision will enable you to learn to fine tune new techniques and develop a reflective style to your therapy. Feedback and outcome measures from the therapy session will guide discussion in therapy.
Research for case reports and reading will provide you with further academic knowledge and critical appraisal skills.
Furthermore, you will receive written feedback from supervisors each term regarding your strengths and areas for further development.
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Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 70 | 50 | 30 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching | 52 | Lectures and workshops |
| Scheduled Learning and Teaching | 8 | Clinical supervision at UoE |
| Scheduled Learning and Teaching | 10 | Clinical skills tutorials |
| Guided Independent Study | 50 | Guided independent study and clinical preparation |
| Placement | 30 | Clinical practice |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Formative experiences are provided through discussion and role-play throughout workshops and supervision, focusing on assessment, formulation and intervention, including informal discussion of themes. | Participation is required throughout formal teaching and supervision | 1-8 | Oral feedback on contributions within workshops and tutorials, supervision and in a one-to-one sessions with individual tutors |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Extended case report (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme) | 100 | 5500 words | 1-8 | Written |
| Practice portfolio ? this is an assessment of competency and is pass/fail only (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme) | 0 | 6000 words | 1-3, 5, 7 | Written |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Extended case report (100%) | Extended case report | 1-8 | Four weeks after written feedback |
| Practice portfolio (0%) | Practice portfolio | 1-3, 5, 7 | Nine weeks after written feedback |
Re-assessment notes
Two assessments are required for this module. In all cases re-assessment will be the same as the original assessment. Where you have been referred/deferred for any form of assessment detailed above you will have the opportunity to resubmit within the period specified above from the date that feedback was provided.
If you pass re-assessments taken as a result of deferral, your re-assessment will be treated as it would be if it were your first attempt at the assessment and the overall module mark will not be capped.
If you pass re-assessments taken as a result of referral (i.e. following initial failure in the assessment), the overall module mark will be capped at 40%.
If you fail re-assessments taken as a result of referral (i.e. following initial failure in the assessment), you will be failed in the module and as a consequence you will be failed in the programme and your registration as a student of the University will be terminated.
Indicative learning resources - Basic reading
National Institute for Health and Care Excellence (NICE) (2012). ‘Social and emotional wellbeing: early years’, PH40 https://www.nice.org.uk/Guidance/PH40
NICE (2015). ‘Children’s attachment: attachment in children and young people who are adopted from care, in care or at high risk of going into care’, NG26 https://www.nice.org.uk/guidance/ng26
Early Intervention Foundation (2015). ‘The best start at home: What works to improve the quality of parent–child interactions from conception to age 5 years? A rapid review of interventions’
https://www.eif.org.uk/report/the-best-start-at-home
Scott, S., & Dadds, M. R. (2009). Practitioner review: when parent training doesn’t work: theory?driven clinical strategies. Journal of Child Psychology and Psychiatry, 50(12), 1441-1450.
Webster-Stratton, C. (2008). Collaborating with Parents to Reduce Children's Behavior Problems: A book for Therapists Using the Incredible Years Programs. IY Press.
Brazelton, T. B., & Cramer, B. G. (2018). The earliest relationship: Parents, infants and the drama of early attachment. Routledge.
Crittenden, P. (2013). Raising parents: Attachment, parenting and child safety. Routledge.
Gerhardt, S. (2014). Why love matters: How affection shapes a baby's brain. Routledge.
Lieberman, A. F. (2017). The emotional life of the toddler. Simon and Schuster.
Murray, L. (2014). The psychology of babies: How relationships support development from birth to two. Hachette UK.
Music, G. (2024). Nurturing natures: Attachment and children's emotional, sociocultural and brain development. Routledge.
Stern, D. N. (1990). Diary of a baby: What your child sees, feels, and experiences. Basic Books.
Zeedyk, S., Robertson, J., & British Psychological Society. (2011). The Connected baby?: a film conversation. British Psychological Society.
Indicative learning resources - Web based and electronic resources
All resources will be made available on ELE. This includes additional material covered in the tutorials, the required readings, information about assessment and additional material (e.g., videos).
Indicative learning resources - Other resources
DVD/audio competency clips from PT and University of 蘑菇短视频 teaching team
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 6 |
| Available as distance learning? | No |
| Origin date | 22/12/2025 |