Handbook : Unit informationEdith Cowan University

Faculty of Health, Engineering and Science

School: Psychology and Social Science

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 2

• Unit Code

  CHN1102

• Year

  2015

• Enrolment Period

  1

• Version

  1

• Credit Points

  15

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  Online

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Description

This unit adopts an ecological perspective to examining the development of children between four and twelve years of age. This includes an examination of relationships between child development, family, community and culture. This unit aims to provide students with the sound knowledge base from which they will be able to plan, deliver and evaluate high quality programs for children aged between four and twelve years of age. This unit is linked with CHN4112. Students who have completed CHN1102 are not eligible to enrol in CHN4112.

Equivalent Rule

Unit was previously coded CHN1123, CHN4112

Learning Outcomes

On completion of this unit students should be able to:

1. Describe the effect of nutrition and health on children's development between four and twelve years.
2. Describe the impact of families, community and culture on child development between four and twelve years.
3. Describe the range of theories of child development between four and twelve years.
4. Generate and communicate ideas in relation to cultural competence in children and family settings.
5. Identify cross-cultural differences in child development between four and twelve years and the systems that impact on this development.
6. Outline the developmental sequence in the age range between four and twelve years in the context of social systems in which that development occurs.

Unit Content

1. Impact of community variables on childrens development between four and twelve years.
2. Impact of cultural competence in education and community settings on children and families' developmental opportunities.
3. Impact of cultural variables (such as bilingualism, development of prejudice, beliefs about the role of parenting and perceptions of health) on childrens development between four and twelve years.
4. Impact of family variables on childrens development between four and twelve years.
5. Impact of variations in nutrition and health on childrens development between four and twelve years.
6. Relationships between systems (such as home, school/peer group and culture) and the impact these relationships have on childrens development between four and twelve years.
7. Sequences of development between four and twelve years across all domains: physical, social, emotional, cognitive, language and moral.
8. Theories of child development.

Additional Learning Experience Information

Lectures will provide opportunities for discussion of the unit content. Occasional guest speakers from children and family services field. An academic skills adviser will provide students with information about available learning support in the first lecture. Tutorials will provide opportunities for small group discussions and practical exercises. Students will be encouraged to use creative and innovative ways to communicate ideas during tutorial presentations and to engage a range of audiovisual resources (e.g. short videos; Power Point; audio recordings). Students will be encouraged to communicate with each other and to share ideas via disussion board.

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 Board of Examiners.

Text References

• ^ CHN1102_4112 E - Readings available through e-reserve.
• ^ Berk, L. (2012). Infants, children and adolescents (7th ed.). Boston, MA: Allyn & Bacon.
• Healey, J. (Ed.). (2006). Australian identity and values. Thirroul, NSW: Spinney Press.
• Poole, M. (Ed.). (2005). Family: Changing families, changing times. Crows Nest, NSW: Allen & Unwin.
• Driscoll, A., & Nagel, N.G. (2005). Early childhood education: Birth - 8. The world of children, families and educators (3rd ed.). Boston, MA: Allyn & Bacon.
• Derman-Sparks, L., & Edwards, J.O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children.
• Bronfenbrenner, U. (1979). The ecology of human development. Cambridge: Harvard University Press.
• Bronfenbrenner, U. (1974). Two worlds of childhood. Hamondsworth: Penguin.
• Berns, R. (2013). Child, family, school, community: Socialisation and support (9th ed.). Belmont, CA: Wadsworth Cengage Learning.

Journal References

• Journal of Child and Youth Care
• Australian Journal of Early Childhood
• Monographs of the Society for Research in Child Development
• Children Australia
• Young Children
• Child Development
• Child Care Information Exchange
• Child and Youth Care Quarterly
• Child Study Journal

^ Mandatory reference

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