The subject specific skill of supporting children’s learning and development with consideration of health and to support holistic wellbeing is the primary rationale for this course as it explores how individual needs and the wider context influence of lived experiences and how nannies can help children develop healthy lifestyles. This course aims to equip students with a critical insight into the health needs of children, as well as an understanding of authentic inclusion of children with long term health conditions and the role of the nanny in promoting holistic wellbeing. The social and medical models of health will be explored with opportunities to apply these in a variety of contexts. Factors affecting physical health are considered within the context of wider health issues and multi-agency working. The assessment will ask students to respond to a case study so that theory can be applied to practice, and students will be equipped with the knowledge on how to support children and families in their future career to adopt healthy lifestyles.

Learning Objectives:

1. Understand Holistic Child Health: To understand the principles of holistic health and well-being in relation to children's learning and development.
2. Recognize Individual Health Needs: To identify and assess the individual health needs of children within the context of their lived experiences.
3. Incorporate Inclusive Practices: To learn inclusive practices for children with long-term health conditions and integrate these practices into daily nanny responsibilities.
4. Differentiate Health Models: To distinguish between social and medical models of health and apply these models to support children’s well-being.
5. Apply Health Theories: To apply theoretical health concepts to practical scenarios, enhancing the support provided to children.
6. Navigate Multi-Agency Collaboration: To navigate multi-agency environments effectively to support the physical health of children.
7. Respond to Health Case Studies: To analyze and respond to case studies, demonstrating the application of health theories in real-world contexts.
8. Promote Healthy Lifestyles: To develop strategies for promoting healthy lifestyle choices among children and their families.
9. Assess Health Influences: To evaluate the broader influences on a child's health, including environmental, social, and cultural factors.
10. Prepare for Professional Practice: To prepare students for professional practice by equipping them with the knowledge and skills to support children and families in adopting and maintaining healthy lifestyles.

Incorporating the dynamic classroom of the outdoors, this undergraduate course enriches the traditional learning environment by exploring the concept of 'forest school' and the pivotal role nature plays in child development. Recognizing that even the smallest spaces can be transformed into rich learning habitats, the course provides strategies for utilizing gardens, courtyards, and even window ledges to foster growth and learning. The curriculum is designed to foster an appreciation for the natural world and to emphasize the importance of outdoor and nature-based experiences in promoting sustainability, health, and well-being. It will guide students through the development of gross and fine motor skills through hands-on gardening and cultivation activities. Through critical analysis and discussion, students will delve into the principles and practices of forest schooling and how it complements and enhances traditional educational models. The course will highlight the multifaceted benefits of engaging with the natural environment, from fostering ecological awareness to enhancing emotional resilience and physical health. Key to this course is the aim to equip students with practical methods for integrating gardening and nature exploration into their professional practice. By weaving in the ethos of forest schools, students will learn to create inclusive and engaging outdoor learning experiences that align with contemporary movements towards sustainable living and environmental stewardship. This course is not only an invitation to step outside the confines of indoor teaching but also a call to cultivate the seeds of environmental consciousness in the next generation.

Learning Objectives:

1. Explore Forest School Principles: To understand the principles and methodologies of forest schools and their importance in child development and education.
2. Utilize Outdoor Environments: To learn how to effectively use various outdoor environments, including gardens, courtyards, and even limited spaces, for educational purposes.
3. Foster Environmental Stewardship: To instill a sense of environmental stewardship and sustainability in children through practical gardening activities.
4. Promote Holistic Development: To recognize and promote the holistic development benefits of outdoor and nature-based learning, including physical health, emotional well-being, and cognitive skills.
5. Develop Motor Skills through Gardening: To facilitate the development of both gross and fine motor skills in children through hands-on gardening experiences.
6. Incorporate Gardening into Curriculum: To integrate gardening into the curriculum, creating engaging and educational activities that teach children about the natural world.
7. Advocate for Outdoor Learning: To advocate for the inclusion of regular outdoor learning experiences in early childhood education settings.
8. Cultivate Sustainable Practices: To educate students on the contemporary movement towards sustainability and how to incorporate these values into teaching practices.
9. Create Inclusive Outdoor Activities: To design and implement inclusive outdoor learning activities that cater to diverse learning styles and needs.
10. Apply Critical Thinking: To engage in critical thinking and discussion about the role of nature in education and the ways in which outdoor learning can be aligned with broader educational goals.

Trauma can be experienced by any child, and thus it is important that a nanny is equipped with the skills to respond and support children and families. This course will provide an opportunity to look more closely at what constitutes trauma and the impact of trauma on families. Students will also consider how they might – within a nanny role – support children who may have experienced trauma. In addition, loss is something likely to be experienced by families through many life transitions. This course will provide an opportunity for students to explore how theory can be applied to their professional skills in understanding and supporting families dealing with loss. Concerning multiple childhoods, Childhood is constructed by society and, as such, is a changing notion. Children are connected to and develop understanding of their community and the world through their experiences, so it is essential to gain an insight into children’s lived lives and to consider diverse childhood experiences at both a global and local level. This course will enable you to understand and examine the notion of multiple childhoods. You will examine how childhood is constructed across space and place through an historic, social, and political context.

Learning Objectives:

1. Identify Trauma in Children: To learn to identify signs of trauma in children and understand its various forms and sources.
2. Support Trauma-Affected Families: To develop strategies to support children and their families who are affected by trauma, considering the nanny's role in their recovery and ongoing support.
3. Understand Trauma's Impact: To examine the short-term and long-term impacts of trauma on a child's development and on family dynamics.
4. Apply Trauma-Informed Care: To apply trauma-informed care principles in everyday nanny practices to create a safe and nurturing environment.
5. Navigate Family Loss: To understand the stages of grief and loss in the context of family transitions and how to support children and families through these periods.
6. Theorize Loss within Childcare: To explore theoretical approaches to understanding and supporting families dealing with loss and how these theories can be applied professionally.
7. Acknowledge Multiple Childhoods: To recognize and appreciate the diversity of childhood experiences shaped by social, cultural, and individual factors.
8. Examine Childhood Construction: To examine how societal norms, history, and politics construct and influence the notion of childhood globally and locally.
9. Critically Analyze Childhood Concepts: To critically analyze the changing concepts of childhood and how they affect children's roles within their communities and the wider world.
10. Integrate Global Childhood Perspectives: To integrate an understanding of multiple childhoods into practical nanny care, respecting the varied backgrounds and experiences of children.

This placement-based course focuses on consolidating theory into practice. Whilst working in employment as a Nanny in Residence (NIR), the NIR collates the necessary evidence to demonstrate best practice when working within a family home or other childcare setting. Building on learning from semesters, NIRs will compile a portfolio of evidence, demonstrating their ability to execute the professional nanny skills. The aims of this course are for NIRs to accumulate the necessary paperwork and evidence to demonstrate the skills required of a Mayflower Nanny. NIRs will be guided, coached, and assessed throughout their NIR placement.