At the end of the minor ‘Global Perspectives on child rearing and family support’ you are able to:  

• Apply theoretical insights on global perspectives of child development and child rearing to relevant case studies.  
• Analyze your own cultural identity, points of reference and identity using theoretical insights.  
• Compare your own upbringing, behavior and attitudes in conversations and interactions with clients/individuals from diverse backgrounds. 
• Illustrate that you are culturally aware of the similarities and differences between various perspectives on child rearing and family support

The general objective of this minor is to provide the students with knowledge and insight on the following topics:

• Global Perspectives on Child Rearing practices
• Sustainable development goals (SDG’S) on child rearing practices
• The rights of the child
• Topics and target groups regarding he worldwide developmental aid
• Existing debates and dilemma’s on the implementation of developmental aid from the modern (western-) prospective on child rearing at global scale
• Intercultural collaboration
• Globalization

The course language will be English and Dutch, therefore the student must have a sufficient spoken and written proficiency of the English language to actively participate in class. 

Reader  

Professional expériences  

Lectures 

 

List of literature:  

• Lancy, David F. (2015). The Anthropology of Childhoord. Cherubs, Chattel, Challenging. New York : Cambridge University Press 
• Ansell, N. (2005). Children, youth, and development. London: Routledge. · Berents, Helen (2009) No child’s play: Recognising the agency of former child soldiers in peace building processes. Dialogue E-Journal, 6(2). 
• Browne, K. (2009). The risk of harm to young children in institutional care. London: Save the Children. · IJzendoorn, M. H. Van, Palacios, J., Sonuga-Barke, E. J. S., Gunnar, M. R., Vorria, P., McCall, R. B., Le Mare, L., Bakermans-Kranenburg, M. J., Dobrova-Krol, N. A., & Juffer, F. (2011). Children in institutional care: delayed development and resilience. Monographs of the Society for Research in Child Development, 76 (4), 8-30. 
• Pollock, D. C., & van Reken, R. E. (2009). Third Culture Kids. Growing up amongst worlds. London: Nicholas Brealey Publishing. · United Nations (2011) Protection and promotion of the rights of children working and/or living on the street. Report of the United Nations High Commissioner for Human Rights on the protection and promotion of the rights of children working and/or living on the street. Retrieved from: http://www.ohchr.org/Documents/Issues/Children/Study/OHCHR BrochureStreetChildren.pdf · Unicef (2009) Handbook on the optional protocol on the sale of children, child prostitution and child pornography. The United Nations Children’s Fund. Retrieved from: https://www.unicef-irc.org/publications/547 · UNICEF (2014) 25 Years of the Convention on the Rights of the Child: Is the World a better place for children? Retrieved from: · http://www.unicef.org/publications/files/CRC_at_25_Anniversary_ Publication_compilation_5Nov2014.pdf · War Child Holland (2013) Laura Miller: Evidence from the field. Retrieved from: https://www.warchildholland.org/sites/default/files/bijlagen/node_14/2-2014/salzburg_booklet_nov2013.pdf · Zamostny, K. P., O’Brien, K. M., Baden, A., & O’Leary Wiley, M. (2003). The practice of adoption. History, trends, and social context. The counseling psychologist, 1-28.

In this minor different teaching methods are used and will be tested separately.  

Lectures and small group sessions (case study)  

Training (Individual) reflection report  

Project (recommendation report) 

This minor is assessed with a satisfactory grade when the student successfully completes all three of the assessments listed below.  

 

1) lectures & work groups - case studies exam 

The lectures and work groups are assessed by means of a written exam. The exam exist out of open ended questions/ case studies about the themes and theories you learned in the lectures and practiced in the work groups.  A minimum grade of 5.5 must be achieved for successful completion of this assessment.    

 

2) project - final paper  

The project will be assessed by the written rapport in which the student completes the various subassignments. This project must comply with both form and content criteria. A minimum grade of 5.5 must be achieved for successful completion of the project.  

 

3) training - final assignment 'personal reflection'  

The assessment for the training sessions is based on: 

• Attendance and participation 
• Presentation training week 6 
• Final assignment/ personal reflection  

English and Dutch minor. This minor is part of the International Classroom of ‘The faculty of Social Work and Education’ For international students who need to finish the program earlier, we offer an alternative date for all examinations and/or final papers.