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

  Child Rearing

• Unit Code

  CHN3203

• 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

In this unit students will examine the relationship between changing social, cultural and family structures and approaches to child rearing. Attention will be placed on examining the goals, assumptions and strategies underpinning a variety of approaches to child rearing and the application of these approaches to both the home and external environment. Students will also examine issues related to the teaching of child rearing to parents. This unit is linked to CHN4211. Students who have completed CHN2201 or CHN4211 are not eligible to enrol in CHN3203.

Non Standard Timetable Requirements

On-campus, Off-campus and Off-shore

Prerequisite Rule

Students must pass 1 unit from CHN1101, CHN1102

Equivalent Rule

Unit was previously coded CHN2201, CHN4211

Learning Outcomes

On completion of this unit students should be able to:

1. Describe the relationship between changing social, cultural and family structures and approaches to child rearing in the Australian and international context.
2. Discuss a range of approaches in parenting education programs.
3. Discuss the role of cultural competence in understanding, interpreting and managing children's behaviour.
4. Explain the influence of culture and gender in the Australian and international context in the determination of what is deemed socially acceptable behaviour for children from birth to twelve years of age.
5. Identify factors in the human and physical environments that influence childrens behaviour from birth to twelve years of age.
6. Identify the underlying assumptions, goals and strategies applied in humanist, behavioural and cognitive behavioural approaches to child rearing.
7. Observe, interpret and evaluate childrens behaviour using a range of recording techniques.
8. Plan strategies aimed at facilitating the development of pro-social behaviour that are suited to the individual needs of children from birth to twelve years of age and their families.

Unit Content

1. Examination of the link between autocratic and democratic social, cultural and family structures and approaches to child rearing and management in the Australian and international context.
2. Influence of authoritarian, authoritative and permissive child rearing styles on the development of prosocial behaviour and the effects of the mass media, peer pressure and bullying on the behaviour of children in early and middle childhood.
3. The impact of context, setting, cultural mores and gender on the perception of socially acceptable behaviour for children between four and twelve years of age.
4. The impact of cultural competence on managing children's behaviour in children and family services.
5. Approaches to parenting; humanist, behaviourist and cognitive behavioural principles and related strategies and their application to group care settings and parenting programs.
6. Objective observation, interpretation and evaluation of children's behaviour; adopting strength based approach to recommendations and planning; strategies to facilitate prosocial behaviour.

Additional Learning Experience Information

Lectures, tutorials and e-learning.

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

• ^ Marion, M. (2011). Guidance of young children. (8th ed.). Upper Saddle River, NJ: Prentice Hall.
• ^ Bentzen, W.R. (2009). Seeing young children: A guide to observing and recording behaviour. (6th ed.). NY: Delmar.
• Fields, M., & Fields, D. (2006). Constructive guidance and discipline. (4th ed.). Upper Saddle River, NJ: Prentice Hall.
• Adams, S.K. (2005). Promoting positive behaviour. Upper Saddle River, NJ: Prentice Hall.
• Rigby, K. (2002). New perspectives on bullying. London: Jessica Kingsley. Note: Seminal Reference.
• Porter, L. (2006). Children are people too: A parents' guide to young children's behaviour. (4th ed.). Bowden, SA: East Street Publications.
• Hearron, P.F., & Hildrebranbd, V. (2005). Guiding young children. (7th ed.). Upper Saddle River, NJ: Prentice Hall.
• Graham, P. (2005). Cognitive-behaviour therapy for children and families. (2nd ed.). Cambridge, NY: Cambridge University Press.

Journal References

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

^ Mandatory reference

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