Handbook : Unit informationEdith Cowan University

School: Education

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

  Investigating Young Children's Holistic Learning and Development

• Unit Code

  ECE6140

• Year

  2017

• Enrolment Period

  1

• Version

  1

• Credit Points

  15

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  Online

• Unit Coordinator

  Dr Pauline Kim ROBERTS

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Description

This unit investigates the construction of childhood in society and draws from biology, sociology, psychology, cultural and childhood studies. At an advanced and critical level, theories and perspectives of attachment, development, growth of young children from birth to age 8 are examined with sensitivity to the familial, community, cultural and linguistic contexts, which shape these. Through a holistic lens, children's physical, language, social-emotional, cognitive and moral developmental domains will be explored in relation to aspects of early childhood education that promote positive learning, development, health, safety and wellbeing for all children. Students will examine diversity in development and develop skills and knowledge to identify that which requires early intervention. Further, the unit will examine how young children learn through engagement with their environment, the importance of relationships, effective transitions and how educators use varied opportunities to promote learning and development across the curriculum. This unit incorporates a 10 day practicum in a birth to two setting that will allow students to apply knowledge and skills in communicating and collaborating with families and colleagues in order to plan and organise appropriate care and educational opportunities for very young children. Students will explore the National Quality Standard and the Early Years Learning Framework and how they are used in their practicum setting.

Learning Outcomes

On completion of this unit students should be able to:

1. Critically analyse constructions of childhood and synthesise early childhood learning and development theories as well as attachment theory.
2. Describe children's patterns of growth including brain development, cognitive, physical, language, social and emotional and moral development and the factors that influence them, their interrelatedness and influence on learning.
3. Identify and describe diversity in development, child rearing and family practices and anlayse student's own cultural competence.
4. Analyse concepts of evidence based early intervention, and investigate diversity, disability and the effect on children's growth and development.
5. Demonstrate knowledge of the National Quality Standard and the Early Years Learning Framework and their application to the development of effective curriculum experiences and care routines that promote the health, safety and wellbeing of infant and toddlers.
6. Demonstrate effective practice for the education of very young children as a shared practice with colleagues and families and manage effective transitions across and within settings.

Unit Content

1. Children's cognitive, physical, language, moral, social and emotional growth and development.
2. Constructions of childhood and theories and perspectives of growth, development, attachment and learning of young children and the diverse factors that influence them.
3. Aspects of early childhood education that promote positive growth, wellbeing, safety, development and learning.
4. Evidenced based early intervention, diagnostic tools, disability and diversity.
5. Cultural competence, different child rearing practices, working with children and families and engaging families.
6. The National Quality Standard and the Early Years Learning Framework.
7. Effective practice for the education of very young children as a shared practice including effective transitions across settings.

Additional Learning Experience Information

A combination of lectures, workshops, videos, required readings and group and individually assigned work are used to achieve the unit outcomes. Students are required to become independent learners, contributors in workshops and competent team members.

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.

^ Mandatory to Pass

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