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  2. Ecology of Children and Families 1 [CHN1101]

School: Arts and Humanities

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Ecology of Children and Families 1

  • Unit Code

    CHN1101

  • Year

    2021

  • Enrolment Period

    1

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

  • Unit Coordinator

    Ms Rosa Maria NAPOLITANO-LINCOLN

Description

This unit uses an ecological perspective to examine the development of children aged between birth and four years. This includes an examination of relationships between child development, family, community and culture. The unique needs of very young children are addressed in the context of family, community and culture.

Equivalent Rule

Unit was previously coded CHN4111

Learning Outcomes

On completion of this unit students should be able to:

  1. Explain a range of theories of child development for birth to four years.
  2. Describe developmental sequences in the age range birth to four years in the context of social systems in which that development occurs.
  3. Describe the unique social, emotional, physical, cognitive, language, health and nutritional needs of very young children.
  4. Discuss the impact of families, community and culture on child development between birth and four years.
  5. Discuss cross-cultural differences in child development between birth and four years and the systems which impact on children's development.
  6. Describe the relationship between changing social contexts and the evolution of child and family services for infants and toddlers.

Unit Content

  1. Theories of child development.
  2. Sequences of development between birth and four years taking a holistic approach.
  3. The unique world of very young children: attachment, trust, autonomy, self esteem, impact of non-parental care.
  4. Impact of family variables on childrens development between birth and four years.
  5. Impact of community variables on childrens development between birth and four years.
  6. Impact of cultural variables on childrens development between birth and four years.
  7. Relationships between systems and the impact these relationships have on childrens development between birth and four years.

Learning Experience

ON-CAMPUS

Students will attend on campus classes as well as engage in learning activities through ECUs LMS

JoondalupMount LawleySouth West (Bunbury)
Semester 113 x 2 hour lectureNot OfferedNot Offered
Semester 113 x 1 hour tutorialNot OfferedNot Offered
Summer6 x 7 hour lectureNot OfferedNot Offered

For more information see the Semester Timetable

ONLINE

Students will engage in learning experiences through ECUs LMS as well as additional ECU l

Additional Learning Experience Information

Guest Speakers

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant School Progression Panel.

ON CAMPUS
TypeDescriptionValue
EssayAcademic Essay 50%
Test ^Test50%
ONLINE
TypeDescriptionValue
EssayAcademic Essay50%
Test ^Test50%

^ Mandatory to Pass

Core Reading(s)

  • Berk, L. E., & Meyers, A. B. (2016). Infants, children and adolescents. (8th ed.). Boston, MA: Allyn & Bacon. Retrieved from https://ecu.on.worldcat.org/oclc/900684615
  • Berk, L. E., & Meyers, A. B. (2016). Infants, children, and adolescents (Eighth ed.). Retrieved from https://ecu.on.worldcat.org/oclc/900684615
  • Berk, L. E., & Meyers, A. B. (2016). Infants, children, and adolescents (Eighth ed.). Retrieved from https://ecu.on.worldcat.org/oclc/900684615

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

CHN1101|2|1

School: Arts and Humanities

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Ecology of Children and Families 1

  • Unit Code

    CHN1101

  • Year

    2021

  • Enrolment Period

    2

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

  • Unit Coordinator

    Ms Rosa Maria NAPOLITANO-LINCOLN

Description

This unit uses an ecological perspective to examine the development of children aged between birth and four years. This includes an examination of relationships between child development, family, community and culture. The unique needs of very young children are addressed in the context of family, community and culture.

Equivalent Rule

Unit was previously coded CHN4111

Learning Outcomes

On completion of this unit students should be able to:

  1. Explain a range of theories of child development for birth to four years.
  2. Describe developmental sequences in the age range birth to four years in the context of social systems in which that development occurs.
  3. Describe the unique social, emotional, physical, cognitive, language, health and nutritional needs of very young children.
  4. Discuss the impact of families, community and culture on child development between birth and four years.
  5. Discuss cross-cultural differences in child development between birth and four years and the systems which impact on children's development.
  6. Describe the relationship between changing social contexts and the evolution of child and family services for infants and toddlers.

Unit Content

  1. Theories of child development.
  2. Sequences of development between birth and four years taking a holistic approach.
  3. The unique world of very young children: attachment, trust, autonomy, self esteem, impact of non-parental care.
  4. Impact of family variables on childrens development between birth and four years.
  5. Impact of community variables on childrens development between birth and four years.
  6. Impact of cultural variables on childrens development between birth and four years.
  7. Relationships between systems and the impact these relationships have on childrens development between birth and four years.

Learning Experience

ON-CAMPUS

Students will attend on campus classes as well as engage in learning activities through ECUs LMS

JoondalupMount LawleySouth West (Bunbury)
Semester 113 x 2 hour lectureNot OfferedNot Offered
Semester 113 x 1 hour tutorialNot OfferedNot Offered
Summer6 x 7 hour lectureNot OfferedNot Offered

For more information see the Semester Timetable

ONLINE

Students will engage in learning experiences through ECUs LMS as well as additional ECU l

Additional Learning Experience Information

Guest Speakers

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant School Progression Panel.

ON CAMPUS
TypeDescriptionValue
EssayAcademic Essay 50%
Test ^Test50%
ONLINE
TypeDescriptionValue
EssayAcademic Essay50%
Test ^Test50%

^ Mandatory to Pass

Core Reading(s)

  • Berk, L. E., & Meyers, A. B. (2016). Infants, children and adolescents. (8th ed.). Boston, MA: Allyn & Bacon. Retrieved from https://ecu.on.worldcat.org/oclc/900684615
  • Berk, L. E., & Meyers, A. B. (2016). Infants, children, and adolescents (Eighth ed.). Retrieved from https://ecu.on.worldcat.org/oclc/900684615

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

CHN1101|2|2