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.

Your unit may be subject to government or third party COVID-19 vaccination requirements. Please consider this before enrolling in this unit, and speak with the unit coordinator if this raises any concerns.

  • Unit Title

    Child Rearing
  • Unit Code

    CHN3203
  • Year

    2022
  • Enrolment Period

    1
  • Version

    3
  • Credit Points

    15
  • Full Year Unit

    N
  • Mode of Delivery

    On Campus
    Online
  • Unit Coordinator

    Dr Lucy Madeleine HOPKINS

Description

In this unit students will consider the social, cultural and developmental factors that govern the behaviour of children and influence the development of self esteem, self control and self regulation in the child. The unit will examine a range of theoretical perspectives on guiding children’s behaviour in early and middle childhood and how these might be practically applied when working with families, communities and children in a range of contexts.

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. Deconstruct the underlying assumptions, goals and strategies applied in contemporary theoretical approaches to child guidance and their use within parenting programmes and with families and communities.
  2. Describe the different ways family structures within a range of social and cultural contexts in the Australian environment, influence child guidance approaches.
  3. Discuss the role of cultural competence in understanding, interpreting and guiding children's behaviour.
  4. Explain the influence of gender, social and cultural context and children’s development on children’s behaviour, and apply this to understanding, interpreting and guiding children’s behaviour from birth to twelve years of age
  5. Observe and interpret children's behaviour and plan strategies for use in guiding children’s behaviour.

Unit Content

  1. Contemporary child guidance theories, strategies and their application to working with families, communities and children and within parenting programmes.
  2. Exploration of how social, cultural contexts and family structures influence approaches to child guidance, and how to work with families. communities and children in guiding children’s behaviour in a variety of contexts.
  3. Examination of how social and cultural contexts, and children’s development shape children’s behaviour and the development of their self-esteem, self-regulation and self-control; application of this to understanding, interpreting and guiding children’s behaviour.
  4. The impact of cultural competence on working with families, communities and children in guiding children's behaviour.
  5. Objective observation and interpretation of children's behaviour; adopting strengths-based approaches to recommendations and planning; and strategies to facilitate prosocial behaviour.

Learning Experience

ON-CAMPUS

Students will attend on campus classes as well as engage in learning activities through ECU's LMS

JoondalupMount LawleySouth West (Bunbury)
Semester 212 x 2 hour lectureNot OfferedNot Offered
Semester 213 x 1 hour tutorialNot OfferedNot Offered

For more information see the Semester Timetable

ONLINE

Students will engage in learning experiences via ECU’s LMS as well as additional ECU learning technologies

Additional Learning Experience Information

Guest speakers from the field

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
ProjectChild observation project50%
Case StudyCase studies working with children, families and communities50%
ONLINE
TypeDescriptionValue
ProjectChild Observation project50%
Case StudyCase studies in working with children, families and communities50%

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 Integrity

Integrity is a core value at Edith Cowan University, and it is expected that ECU students complete their assessment tasks honestly and with acknowledgement of other people's work. This means that assessment tasks must be completed individually (unless it is an authorised group assessment task) and any sources used must be referenced.

Breaches of academic integrity can include:

Plagiarism

Copying the words, ideas or creative works of other people, without referencing in accordance with stated University requirements. Students need to seek approval from the Unit Coordinator within the first week of study if they intend to use some of their previous work in an assessment task (self-plagiarism).

Unauthorised collaboration (collusion)

Working with other students and submitting the same or substantially similar work or portions of work when an individual submission was required. This includes students knowingly providing others with copies of their own work to use in the same or similar assessment task(s).

Contract cheating

Organising a friend, a family member, another student or an external person or organisation (e.g. through an online website) to complete or substantially edit or refine part or all of an assessment task(s) on their behalf.

Cheating in an exam

Using or having access to unauthorised materials in an exam or test.

Serious outcomes may be imposed if a student is found to have committed one of these breaches, up to and including expulsion from the University for repeated or serious acts.

ECU's policies and more information about academic integrity can be found on the student academic integrity website.

All commencing ECU students are required to complete the Academic Integrity Module.

Assessment Extension

In some circumstances, Students may apply to their Unit Coordinator to extend the due date of their Assessment Task(s) in accordance with ECU's Assessment, Examination and Moderation Procedures - for more information visit https://askus2.ecu.edu.au/s/article/000001386.

Special Consideration

Students may apply for Special Consideration in respect of a final unit grade, where their achievement was affected by Exceptional Circumstances as set out in the Assessment, Examination and Moderation Procedures - for more information visit https://askus2.ecu.edu.au/s/article/000003318.

CHN3203|3|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.

Your unit may be subject to government or third party COVID-19 vaccination requirements. Please consider this before enrolling in this unit, and speak with the unit coordinator if this raises any concerns.

  • Unit Title

    Child Rearing
  • Unit Code

    CHN3203
  • Year

    2022
  • Enrolment Period

    2
  • Version

    3
  • Credit Points

    15
  • Full Year Unit

    N
  • Mode of Delivery

    On Campus
    Online
  • Unit Coordinator

    Dr Lucy Madeleine HOPKINS

Description

In this unit students will consider the social, cultural and developmental factors that govern the behaviour of children and influence the development of self esteem, self control and self regulation in the child. The unit will examine a range of theoretical perspectives on guiding children’s behaviour in early and middle childhood and how these might be practically applied when working with families, communities and children in a range of contexts.

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. Deconstruct the underlying assumptions, goals and strategies applied in contemporary theoretical approaches to child guidance and their use within parenting programmes and with families and communities.
  2. Describe the different ways family structures within a range of social and cultural contexts in the Australian environment, influence child guidance approaches.
  3. Discuss the role of cultural competence in understanding, interpreting and guiding children's behaviour.
  4. Explain the influence of gender, social and cultural context and children’s development on children’s behaviour, and apply this to understanding, interpreting and guiding children’s behaviour from birth to twelve years of age
  5. Observe and interpret children's behaviour and plan strategies for use in guiding children’s behaviour.

Unit Content

  1. Contemporary child guidance theories, strategies and their application to working with families, communities and children and within parenting programmes.
  2. Exploration of how social, cultural contexts and family structures influence approaches to child guidance, and how to work with families. communities and children in guiding children’s behaviour in a variety of contexts.
  3. Examination of how social and cultural contexts, and children’s development shape children’s behaviour and the development of their self-esteem, self-regulation and self-control; application of this to understanding, interpreting and guiding children’s behaviour.
  4. The impact of cultural competence on working with families, communities and children in guiding children's behaviour.
  5. Objective observation and interpretation of children's behaviour; adopting strengths-based approaches to recommendations and planning; and strategies to facilitate prosocial behaviour.

Learning Experience

ON-CAMPUS

Students will attend on campus classes as well as engage in learning activities through ECU's LMS

JoondalupMount LawleySouth West (Bunbury)
Semester 212 x 2 hour lectureNot OfferedNot Offered
Semester 213 x 1 hour tutorialNot OfferedNot Offered

For more information see the Semester Timetable

ONLINE

Students will engage in learning experiences via ECU’s LMS as well as additional ECU learning technologies

Additional Learning Experience Information

Guest speakers from the field

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
ProjectChild observation project50%
Case StudyCase studies working with children, families and communities50%
ONLINE
TypeDescriptionValue
ProjectChild Observation project50%
Case StudyCase studies in working with children, families and communities50%

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 Integrity

Integrity is a core value at Edith Cowan University, and it is expected that ECU students complete their assessment tasks honestly and with acknowledgement of other people's work. This means that assessment tasks must be completed individually (unless it is an authorised group assessment task) and any sources used must be referenced.

Breaches of academic integrity can include:

Plagiarism

Copying the words, ideas or creative works of other people, without referencing in accordance with stated University requirements. Students need to seek approval from the Unit Coordinator within the first week of study if they intend to use some of their previous work in an assessment task (self-plagiarism).

Unauthorised collaboration (collusion)

Working with other students and submitting the same or substantially similar work or portions of work when an individual submission was required. This includes students knowingly providing others with copies of their own work to use in the same or similar assessment task(s).

Contract cheating

Organising a friend, a family member, another student or an external person or organisation (e.g. through an online website) to complete or substantially edit or refine part or all of an assessment task(s) on their behalf.

Cheating in an exam

Using or having access to unauthorised materials in an exam or test.

Serious outcomes may be imposed if a student is found to have committed one of these breaches, up to and including expulsion from the University for repeated or serious acts.

ECU's policies and more information about academic integrity can be found on the student academic integrity website.

All commencing ECU students are required to complete the Academic Integrity Module.

Assessment Extension

In some circumstances, Students may apply to their Unit Coordinator to extend the due date of their Assessment Task(s) in accordance with ECU's Assessment, Examination and Moderation Procedures - for more information visit https://askus2.ecu.edu.au/s/article/000001386.

Special Consideration

Students may apply for Special Consideration in respect of a final unit grade, where their achievement was affected by Exceptional Circumstances as set out in the Assessment, Examination and Moderation Procedures - for more information visit https://askus2.ecu.edu.au/s/article/000003318.

CHN3203|3|2