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The course provides an introduction to important theoretical perspectives, key concepts, and ongoing debates in the interdisciplinary field of Childhood studies. The course structure and literature are well suited for achieving the learning objectives. Student feedback highlights that the curriculum addresses topics and theoretical concepts through practical examples, and that there is a good correspondence between the course description and what students feel they have learned. Students also note that there is a good connection between the content of this course and other courses in the Mphil in childhood studies.

The learning activities in the course are weekly lectures and four colloquiums spread out over the semester. The students note that careful explanation of concepts, informative slides and discussions during lectures were helpful in making the content easier to comprehend and learning more effective. Students find some of the theoretical perspectives and concepts addressed in the course difficult to grasp, and some describe feeling overwhelmed at times. Some students also note that they struggled to cover all the required reading. This resonates with feedback from the first semester in the program in previous years. Our experience is that students often gain a stronger sense of mastery during the first semester. In response to reference group feedback, adjustments were continuously made to ensure good learning conditions. Some aspects were more practical. The room allocated for the lectures was not ideal, causing poor air circulation and headaches among some students. Changing rooms was not possible, but changes in duration of lectures and leaving the room in breaks was done to accommodate this concern. Other measures made in response to students concerns were posting lecture slides ahead of lectures, slowing the pace in lectures, as well as allocating time for discussions during lectures. More time was also spent on exam preparation this semester, providing examples and in class discussions, which made students feel prepared and less stressed in the exam preparatory period The reference group feedback indicates that the communication between students and lecturers was good, and that students felt that their concerns were taken seriously..    The colloquiums are a highly valuable learning activity that allow students to engage more actively with the course content and discuss with each other and a teaching assistant. Students note appreciation for these colloquiums, while the reference group report indicates that discussions during lectures are experienced as the most helpful learning activity, followed by listening to lectures. The timing of the colloquium was emphasized as problematic in the first reference group meeting, as students would have very long days (start lectures at 8:15 and have colloquiums 15:15-17:00). This concern was accommodated by changing the time and day for colloquiums.  The learning environment was experienced as positive by the students, who highlight a friendly atmosphere with opportunities for comments and questions.

The assessment form for BARN3101 is a four-hour written exam where students choose between two exam questions and write an essay. This exam form is well suited for demonstrating abilities for critical reflection and insight into the perspectives and concepts addressed in the course.

NTNU:TIA:REST

Institutt for pedagogikk og livslang læring

Department of Education and Lifelong Learning

Engelsk

Mer om vurdering

Students who have completed compulsory activities do not have to do these again before re-sitting the exam.

Forkunnskapskrav

Admittance to the course requires a bachelor's degree in social science or equivalent.Students in the master’s programme in Childhood studies will be prioritised.

Faglig innhold

Framed by Social Studies of Children and Childhood (Sociology of childhood), the course addresses theoretical perspectives, key concepts and ongoing debates in Childhood studies. This includes children and childhood as socially, culturally and historically constructed, children's perspectives and active contribution in defining and giving meaning to their lives. Further, this course addresses children's lived lives, generational relations, and the importance of context as well as issues at a structural and political level that have implications for children and childhood. This course addresses childhood as a social phenomenon in time and space, and how children are both shaped by and themselves shape their childhood experiences as these unfold within diverse societal and daily life conditions, practices, power and generational relations. Central issues to be explored in this course are images and understandings of children and childhood as well as children's meaning-making processes, and experiences in relation to peer activities and the adult organization of their lives. The course further attends to the interrelations of childhood and culture, power, gender, social class, and ethnicity.

Kursmateriell

Information will be given at the beginning of the semester.

Læringsutbytte

By the end of the course the student:Knowledge:<ul><li>Has obtained in-depth knowledge of theoretical perspectives, concepts and ongoing debates in the interdisciplinary Social Studies of Children and Childhood.</li><li>Has obtained an understanding of why Social Studies of Children and Childhood emerged as a research field, as a critical approach to mainstream theorizing of children and childhood.</li><li>Can critically examine childhood as a social, cultural and historical phenomenon, and obtain an understanding of how children's everyday lives and well-being are related to cultural, societal and political circumstances in changing societies.</li></ul>Skills:<ul><li>Has the ability to critically approach and deconstruct views, understandings, discourses and theorizations of children and childhood.</li></ul>General competence:<ul><li>Has developed the ability to question implicit and taken-for-granted assumptions.</li><li>Has developed skills in conceptualizing/theorizing childhood in different contexts.</li></ul>

Læringsformer og aktiviteter

Lectures and seminars.Attending lectures and other teaching activities is compulsory.A minimum of 80% attendance of lectures is required.Total lecture hours: Minimum 20 hours.

Obligatory attendance (80%)

Social Studies of Children and Childhood

Barndomsstudier

Samfunnsvitenskapelige fag

Childhood Studies (Master's Programme)

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The course provides a good introduction to a range of important theoretical perspectives, key concepts, and ongoing debates in the field of childhood studies. The course structure and literature have undergone significant revisions in recent years and are well suited for achieving the learning objectives. Student feedback highlights that the curriculum addresses various topics and presents theoretical concepts through practical examples, and that there is a good correspondence between the course description and what students feel they have learned. Students also note that there is a good connection between the content of this course and other courses in the program. The learning activities in the course are weekly lectures and colloquiums every other week. The students note that rich visual support and discussions during lectures were helpful in making the material easier to comprehend and learning more effective. Students find some of the theoretical perspectives and concepts addressed in the course difficult to grasp, and some describe feeling overwhelmed at times. Some students also note that they struggled to cover all the required reading. This resonates with feedback from the first semester in the program in previous years. In part, this can be due to the students having very different educational and geographical backgrounds and theoretical competences. Our experience is that students often gain a stronger sense of mastery during the first semester. In response to reference group feedback, adjustments were continuously made to ensure good learning conditions. This included posting lecture slides ahead of lectures, slowing the pace in lectures and increased use of examples, as well as allocating time for discussions during lectures. The reference group feedback indicates that the communication between students and lecturers was good, and that students felt that their concerns were taken seriously and addressed in a productive manner. The colloquiums are a highly valuable learning activity that allow students to engage more actively with the course content and discuss with each other and a teaching assistant (a second-year student). Students note appreciation for these colloquiums, while the reference group report indicates that discussions during lectures are experienced as the most helpful learning activity, followed by listening to lectures. The learning environment was experienced as positive by the students, who highlight a friendly atmosphere with opportunities for comments and questions, as well as seating arrangements that are well-suited for discussions. The assessment form for BARN3101 is a four-hour written exam where students choose between two exam questions and write an essay. This exam form is well suited for demonstrating abilities for critical reflection and insight into the perspectives and concepts addressed in the course.

Admittance to the course requires a bachelor's degree in social science or equivalent.

Framed by Social Studies of Children and Childhood (Sociology of childhood), the course addresses theoretical perspectives, key concepts and ongoing debates in Childhood studies. This includes children and childhood as socially, culturally and historically constructed, children's perspectives and active contribution in defining and giving meaning to their lives. Further, this course addresses children's lived lives, generational relations and the importance of context as well as issues at a structural and political level that have implications for children and childhood. This course addresses childhood as a social phenomenon in time and space, and how children are both shaped by and themselves shape their childhood experiences as these unfold within diverse societal and daily life conditions, practices, power and generational relations. Central issues to be explored in this course are images and understandings of children and childhood as well as children's meaning-making processes, and experiences in relation to peer activities and adult organization of their lives. The course further attends to interrelations of childhood and culture, power, gender, social class, ethnicity and disability.

By the end of the course the student:Knowledge:<ul><li>Has obtained in-depth knowledge of theoretical perspectives, concepts and ongoing debates in the interdisciplinary Social Studies of Children and Childhood.</li><li>Has obtained an understanding of why Social Studies of Children and Childhood emerged as a research field, as a critical approach to mainstream theorizing of children and childhood.</li><li>Can critically examine childhood as a social, cultural and historical phenomenon, and obtain an understanding of the ways children's everyday lives and wellbeing is related to cultural, societal and political circumstances in changing societies.</li></ul>Skills:<ul><li>Has the ability to critically approach and deconstruct views, understandings, discourses and theorizations of children and childhood.</li></ul>General competence:<ul><li>Has developed the ability to question implicit and taken-for-granted assumptions.</li><li>Has developed skills of conceptualizing/theorizing childhood in different contexts.</li></ul>

Lectures, seminars and group work.Attending lectures and other teaching activities are compulsory.Minimum 80% attendance of lectures is required.Total lecture hours: Minimum 20 hours.

Group assignment

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The students achievements were good, the exam results show that the learning outcomes were good.

There were several lecturers, which on one hand is good as the students are exposed to several experts in different theoretical fields of childhood studies, however, on the other hand, having fewer lecturers might contribute to a more stable learning environment. It might also be an idea to look for a more coherent introduction book as the students gave feedback that there were too many articles and would like a book for the curriculum.

Ordbok

Students who have completed compulsory activities do not have to do these again before re-sitting the exam. 

Admittance to the course requires a bachelors degree in a social science or humanities discipline, or equivalent. 

Framed by Social Studies of Children and Childhood (Sociology of childhood), the course addresses theoretical perspectives, key concepts and ongoing debates in Childhood studies. This includes: children and childhood as socially, culturally and historically constructed, childrens perspectives and active contribution in defining and giving meaning to their lives. Further, this course addresses childrens lived lives, generational relations and the importance of context as well as issues at a structural and political level that have implications for children and childhood. This course addresses childhood as a social phenomenon in time and space, and how children are both shaped by and themselves shape their childhood experiences as these unfold within diverse societal and daily life conditions, practices, power and generational relations. Central issues to be explored in this course are images and understandings of children and childhood as well as childrens meaning-making processes, and experiences in relation to peer activities and adult organization of their lives. The course further attends to interrelations of childhood and culture, power, gender, social class, ethnicity and disability.

Lectures, seminars and group work. Attending lectures and other teaching activities are compulsory. Minimum 80% attendance of lectures is required. Total lecture hours: Minimum 20 hours. 

By the end of the course the student: Knowledge: - Has obtained in-depth knowledge of theoretical perspectives, concepts and ongoing debates in the interdisciplinary Social Studies of Children and Childhood. - Has obtained an understanding of why Social Studies of Children and Childhood emerged as a research field, as a critical approach to mainstream theorizing of children and childhood. - Can critically examine childhood as a social, cultural and historical phenomenon, and obtain an understanding of the ways children's everyday lives and wellbeing is related to cultural, societal and political circumstances in changing societies. Skills: - Has the ability to critically approach and deconstruct views, understandings, discourses and theorizations of children and childhood. General competence: - Has developed the ability to question implicit and taken-for-granted assumptions. - Has developed skills of conceptualizing/theorizing childhood in different contexts. 

Attending lectures is compulsory (minimum 80%)

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YesWritten - on BlackboardYes

Lectures with dialogue, discussions, group-tasks and seminars are very relevant for this master course. Students progression varies greatly as this is an international and interdisciplinary course with students from 18 different countries, which includes different cultures and academic background. High motivation, and an impression of different, but relatively good student activity. Most students were actively participating in the interesting class discussions, but as always there are some who are not comfortable to speak in plenary situations.However, the responsibility for reading the curriculum might vary among the students. A few of the students do not meet the required standard of English for this master course, this is in particular a problem in the written exam, and will be an even bigger problem when they are going to write their master thesis next year. Very good learning environment.

OK.Students write an essay, 4 hours written exam where students can choose between two assignments.

Anbefalte forkunnskaper

This course addresses childhood as a social phenomenon in time and space, and how children are both shaped by and themselves shape their childhood experiences as these unfold within diverse societal and daily life conditions, practices, power and generational relations. Framed by Social Studies of Children and Childhood (Sociology of childhood), the course addresses theoretical perspectives and concepts. This includes: children and childhood as socially, culturally and historically constructed, childrens perspectives and active con¬tribution in defining and giving meaning to their lives. Further, this course addresses childrens lived lives, generational relations and the importance of context as well as issues at a structural and political level that have implications for children and childhood. Central issues to be explored in this course are images and understandings of children and childhood as well as childrens meaning-making processes, and experiences in relation to peer activities and adult organization of their lives. The course further attends to both the commonalities and diversities of childhood related to culture, power, gender, social class, ethnicity and disability. 

By the end of the course the candidate has obtained the following

Knowledge:
- Developed knowledge of theoretical perspectives, concepts and ongoing debates in the interdisciplinary Social Studies of Children and Childhood. 
- Obtained an understanding of why Social Studies of Children and Childhood emerged as a research field, as a critical approach to mainstream theorizing of children and childhood. 
- Can critically examine childhood as a social, cultural and historical phenomenon, and obtain an understanding of the ways childrens everyday lives and wellbeing is related to cultural, societal and political circumstances in changing societies.

Skills:
- The ability to critically approach and deconstruct views, understandings, discourses and theorizations of children and childhood. 

General competence:
- Developed the ability to question implicit and taken-for-granted assumptions.
- Developed skills of conceptualizing/theorizing childhood in different contexts.

Total lecture hours: approximately 20 hours. Compulsory assignments. Attending lectures and seminar is compulsory (minimum 80%).


Oral presentation. Attending lectures and seminar is compulsory (minimum 80%).

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Social Studies of Children and Childhood - BARN3101