This minor explores international views of childhood and perspectives on child rearing from a global and societal standpoint. Students analyse how children are viewed and raised in different countries and cultures, and how children’s rights and societal circumstances shape childhood worldwide. They use relevant theoretical literature to provide a solid conceptual foundation for these perspectives.

Throughout the minor, students reflect on their own pedagogical view of the child and their upbringing, and relate these to international perspectives. This contributes to the development of a sensitive and reflective attitude towards international issues.

In addition, students collaborate with an organisation on international challenges, conducting research and analysis and translating their findings into professional advice and concrete recommendations.

The three learning outcomes of this minor are:

1.     Learning Outcome 1 – Conceptual analysis (international views of childhood and child rearing)
 The student analyses international views of childhood and perspectives on child rearing and children’s rights in diverse societal and cultural contexts, and supports this analysis with relevant theoretical literature.

2.     Learning Outcome 2 – Professional reflection (personal perspective & awareness)
 The student reflects on their own pedagogical view of the child and their personal beliefs about child development in relation to their own upbringing. The student compares this reflection with international perspectives on child rearing and demonstrates how this contributes to the development of awareness and professional sensitivity.

3.     Learning Outcome 3 – Advising and communicating (global & inclusive practice)
 The student advises and communicates professionally about child rearing in inclusive and global contexts, based on analysis, collaboration and practice-oriented research.

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.

First semester, block 2

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) 

The minor Global Perspectives on Child Rearing & Family Support is assessed through three coherent assessment components, aligned with the learning outcomes.

·         Conceptual Analysis (40%)
 Oral or written analysis of a global child rearing or family support case.
 Minimum grade: 5.5

·         Practice-Oriented Advisory Assignment (40%)
 Collaborative project resulting in an advisory product with a presentation.
 Minimum grade: 5.5

·         Professional Reflection (20%)
 Individual reflection on personal development and collaboration.
 Assessment: Pass / Fail

To successfully complete the minor, all assessment components must be passed. The weighted average of the graded assessments must be at least 5.5. Upon successful completion, the student is awarded 15 ECTS credits.

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.