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.

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

  Physical Education, Health and Wellbeing for Young Children (Healthy, Active and Safe Children)

• Unit Code

  ECE6320

• Year

  2022

• Enrolment Period

  1

• Version

  2

• Credit Points

  10

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  Online

• Unit Coordinator

  Dr Eibhlish Maire O'HARA

Description

This unit explores current research and issues in the promotion of well-being through health, movement and physical education in early childhood, including a review of health issues affecting Indigenous children. It aims to develop in students a comprehensive knowledge base with which to critically examine theory and practice and understand the rationale that underpins current curriculum and regulatory frameworks related to well-being, health and physical education. Students will become familiar with Australian regulations and processes designed to protect children and ensure their optimal wellbeing. Students will be equipped to plan, deliver and evaluate high quality programs that enhance the social, physical and emotional health and well-being of children in the early years. This unit also provides students with the opportunity to develop pedagogical knowledge and skills that will assist young children to stay healthy, active and safe.

Equivalent Rule

Unit was previously coded ECE6220

Learning Outcomes

On completion of this unit students should be able to:

1. Synthesise and articulate current research and issues in the promotion of well-being through health, movement and physical education in early childhood for children from birth to age 8.
2. Identify implications for teaching and learning from current research which reveals the factors affecting the status of young children's social, emotional and physical health and well-being, including diet, movement and the effects of digital technology use.
3. Critique current curriculum and regulatory frameworks that outline principles concerning young children's physical health, well-being and safety, including those of the Health and Physical Education Learning Area.
4. Expertly plan, implement and evaluate a range of strategies, including designing learning environments, which will promote the development of young children's social, emotional and physical health.
5. Teach, analyse and assess fundamental movement skills and movement concepts.

Unit Content

1. Current research, theory and practice in the promotion of well-being including emotional and physical health for children from birth to age 8.
2. Current research in health issues facing children and families, including health issues affecting Indigenous children.
3. Evidence-based implications, principles and practices.
4. Current curriculum and regulatory frameworks relevant to designing and delivering high quality environments and programs concerning young children's health, well-being and safety.
5. Planning skills, instructional skills and teaching strategies applicable to promoting young children's emotional well-being and physical health knowledge, skills, attitudes and values.
6. Fundamental movement skills.

Learning Experience

ON-CAMPUS

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

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

A combination of lectures, workshops, guest speakers, videos, required readings and group and individually assigned work are used to achieve the unit outcomes. Students are required to become independent learners, who can adapt to the roles of practitioner or learner as they contribute to workshops as 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 School Progression Panel.