Global Perspectives on Child Rearing and Family Support
The minor ‘Global Perspectives on Child Rearing and Family Support’ consists of lectures, work groups, a project and training sessions. The actual layout of this is as follows:
During the lectures various themes will be presented. The first theme is that of the image of a child and child rearing practices. Here the student will be introduced to various types of child images and child rearing practices existing worldwide. This also introduces the topic of the influence of globalization on children/youth and child rearing. Finally, the subject of adoption will be addressed along with a number of issues addressing children growing up under very difficult circumstances.
The rights of children are the second theme of this minor. We will see when discussing children growing up under very difficult circumstances, that children have a number of rights. We will discuss the UN Convention on the Rights of the Child and see how this treaty is implemented in a number of different countries and what the effects are for children in these countries.
The minor includes both standard lectures and work groups. During the lectures, theory will be presented and during the work groups, students will actively apply these theories by means of assignments, debates and film. In addition, there will be a guest lecture given by an expert in a given field corresponding to the subject matter that given week.
There is required literature for both the lectures and work groups. During the course students are expected to complete assignments in preparation. The minor will finish with a case study.
Students will research and write a project on a subject matter of their own choosing. The student will make clear correlations between the views on child rearing and the rights of the child linking to sustainable development goals (SDG’s). By means of this project, students will develop a deeper understanding of worldwide child rearing practices. Students will receive coaching from their instructors and peers during the project meetings of which there are ten in total.
Training ‘My view on worldwide child rearing’
During these trainings, we will take a step back, reflect and apply the theories and information presented during the lectures and work groups. We will start by looking at ourselves and (hopefully) gain more insight and understanding about our own backgrounds, our personal experiences as children, our views regarding child rearing and our (sub)culture as well as other (sub)cultures within that of our own. From here we will explore different (sub)cultures based on a number of cultural dimensions while always focusing on children, youth, families and child rearing. By doing so, we will discover their similarities and differences. We will finish up the trainings by reflecting on what we have learned about ourselves and others. Also, reflecting on what impact this has had upon us. We will share this information with each other both verbally in class as well as in a short final written assignment. The trainings will be completed with a final assignment.
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
- Sustainable development goals
Upon completion of this minor students will have acquired knowledge and experience of:
The meaning of parenting and child rearing in theory and practice on a basic level.
- Dealing with barriers in intercultural communication
- Intercultural collaboration
- The rights of a child
This minor is for (International) students who are interested in global perspectives on child rearing and family support and education. This minor is also recommended for all the students of faculty Social Work and Education.
We will be collaborating with organizations whose main activities have to do with children’s rights to survival, protection, development and participation. In this minor we’ll have guest lecturers . We will also collaborate with organization: Defense for children.
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.
The course language will be English, therefore the student must have a sufficient spoken and written proficiency of the English language to actively participate in class.
Completion of the minor
Students will receive a passing grade for the minor ‘Global Perspectives on Child Rearing and Family Support’ when successfully completing all three of the assessments listed below:
- The lectures and work groups are assessed by means of a case study examination during week 9/10. In this examination the theories and concepts presented during the lectures and work groups will be assessed by applying this information in a case study (case studies). A minimum grade of 5.5 must be achieved for successful completion of this assessment.
- The project will be assessed by the written rapport in which the student completes the various sub-assignments. 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.
- Finally, the trainings will be assessed by a final assignment. A minimum grade of 5.5 must be achieved for successful completion of this assessment.
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)
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:
- 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:
- 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.
Week Intro Lectures classes Project Training Total
1 2 x 1,5 hour 1 x 1,5 uur 1 x 1,5 uur 1 x 1,5 uur 7,5 uur
2 2 x 1,5 uur 2 x 1,5 uur 1 x 1,5 uur 7,5 uur
3 1 x 1,5 uur 1x 1,5 uur 3 x 1,5 uur 7,5 uur
4 2 x 1,5 uur 1 x 1,5 uur 1 x 1,5 uur 1x 1,5 uur 7,5 uur
5 1 x 1,5 uur 1x 1,5 uur 3 x 1,5 uur 7,5 uur
6 2 x 1,5 uur 1x 1,5 uur 1 x 1,5 uur 1 x 1,5 uur 7,5 uur
7 2 x 1,5 uur 1x 1,5 uur 1 x 1,5 uur 1 x 1,5 uur 7,5 uur
8 1x 1,5 uur 1 x 1,5 uur 2 x 1,5 uur 1 x 1,5 uur 7,5 uur