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

  Child Development for the Early Years

• Unit Code

  ECE6240

• Year

  2024

• Enrolment Period

  1

• Version

  1

• Credit Points

  15

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  Online

• Unit Coordinator

  Ms Wendy Anne HARMON

Description

This unit draws from biology, sociology, psychology, cultural and childhood studies to investigate the construction of childhood in society. 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 professional experience in a birth to three 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. Designated unit: This professional experience unit is deemed to be a fundamental course requirement and may only be attempted once unless otherwise determined by Board of Examiners. Failure to pass these units may result in exclusion from the course.

Non Standard Timetable Requirements

Generally, Centres require that the Pre-Service Teachers attend the professional experience on a full-time basis and otherwise meet their specific attendance requirements of the particular professional experience. There is limited scope for ECU to negotiate any deviations from these requirements.

Equivalent Rule

Equivalent to ECE6140

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 analyse 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. Through Professional Experience and Case Study assignment, 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.

Learning Experience

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

Additional Learning Experience Information

The teaching and learning processes in this unit model participatory and co-operative learning strategies used by effective learners. Pre-Service Teachers are expected to participate in all lectures, workshops, tutorials and/or online teaching and learning processes. During the professional experience, it is imperative that Pre-Service Teachers demonstrate professionalism and respect for industry partners at all times. Pre-Service Teachers must abide by the professional standards set out in the ECU Student Code of Conduct and comply with the applicable University policies and rules. All Pre-Service Teachers 18 years of age and over will be required to have a current Nationally Coordinated Criminal History Check (NCCHC) and a current Working with Children Check, or the equivalent clearance issued by the relevant State authority before commencing this Professional Practice. The Centre has absolute discretion to terminate the Pre-Service Teacher’s professional experience prior to completion of the placement. Situations where this discretion has been exercised are typically where the Centre has had concerns about Pre-Service Teacher's conduct or performance. ECU may also withdraw a Pre-Service Teacher from professional experience in certain circumstances. Early termination or withdrawal from the professional experience may result in a Fail grade for this unit.

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.

Due to the professional competency skill development associated with this Unit, student attendance/participation within listed in-class activities and/or online activities including discussion boards is compulsory. Students failing to meet participation standards as outlined in the unit information may be awarded an I Grade (Fail - incomplete). Students who are unable to meet this requirement for medical or other reasons must seek the approval of the unit coordinator.

^ Mandatory to Pass