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

  Building Partnerships in Early Childhood Settings

• Unit Code

  ECS4315

• Year

  2016

• Enrolment Period

  2

• Version

  1

• Credit Points

  15

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  

Description

This unit examines a framework for interdisciplinary practice and service coordination to build a Team Around the Child. An integral part of the Team Around the Child is family centred practice, in which family is empowered to participate as equal members of the child's team. Pre-service teachers will formulate strategies for connecting, communicating and working with diverse families, community and other stakeholders to improve outcomes for children with complex needs. They will explore notions of cultural competence when considering diversity in parenting, families and issues of social justice.

Learning Outcomes

On completion of this unit students should be able to:

1. Justify the importance of forming partnerships with families and communities in establishing a Team Around the Child.
2. Determine varied approaches, strategies, benefits and barriers in establishing and maintaining collaborative partnerships in early childhood settings.
3. Examine the role of cultural competence in supporting the multiple roles of parents, their parenting beliefs, and cultural constructions of families and communities.
4. Use knowledge of cultural competence as a lens to critically examine own values, prejudices and perspectives on the roles of families and working with diverse groups.
5. Formulate ways to support families with diverse needs at times of stress, including families with children with special needs.
6. Examine collaborative/integrated care and education models as integral to the Team Around the Child.

Unit Content

1. Importance of establishing a Team Around the Child.
2. Strategies for engaging families and communities in establishing a Team Around the Child.
3. Cultural competence and roles of parents, diversity of parenting beliefs, and cultural constructions of families and communities.
4. Early Years Learning Framework; National Quality Standard and Early Childhood Australia Code of Ethics and social policy documents

Additional Learning Experience Information

Lectures, Workshops, Online and video.

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

• Barbour, C., Barbour, N.H., & Scully, P.A. (2011). Families, schools, and communities: Building partnerships for educating children. (5th ed.). Boston, MA: Pearson.
• Bowes, J., Grace, R., & Hodge, K. (2012). Children, families & communities: Contexts and consequences. (4th ed.). South Melbourne, Australia: Oxford University Press.
• Couchenour, D., & Chrisman, K. (2011). Families, schools, and communities: Together for young children. (4th ed.). USA: Wadsworth, Cengage Learning.
• Ewing, R., Lowrie, T., & Higgs, J. (Eds.). (2004). Teaching and communicating: Rethinking professional experiences. Victoria, Australia: Oxford University Press.
• Gestwicki, C. (2010). Home, school & community relations. (7th ed.). USA: Wadsworth Cengage Learning.
• Gonzalez-Mena, J. (2012). Child, family and community: Family centred early education and care (6^th ed.). Upper Saddle River, NJ: Merrill.
• Rockwell, R.E., Andre, L C., & Hawley, M.K. (1996). Parents and teachers as partners: Issues and challenges. USA: Harcourt Brace & Company.

• Bowes, J., Grace, R., & Hayes, A. (2009). Contexts and consequences: Impacts on children, families and communities. In J. Bowes & R. Grace (Eds.), Children, families & communities: Contexts and consequences (3^rd ed.). Victoria, Australia: Oxford University Press.

• Henniger, M.L. (2013). Teaching young children: An introduction (5^th ed.). Upper Saddle River, NJ: Pearson Education Inc.

Journal References

• King, G., Strachan, D., Tucker, M., Duwyn, B., Desserud, S., & Shillington, M. (2009). The application of a transdisciplinary model for early intervention services. Infants and Young Children, 22(3), 211-223.

• Rogoff, B. (1994). Developing the understanding of communities of learners. Mind, culture and activity, 1(4), 209-229.

• Deans, J., Liang, R., & Frydenberg, E. (2016). Giving voices and providing skills to families in culturally and linguistically diverse communities through a productive parenting program. Australasian Journal of Early Childhood, 41(1), 13-18.

• Gibson, H., Harman, B., & Guilfoyle, A. (2015). Social capital in metropolitan playgroups: A qualitative analysis of early parental interactions. Australasian Journal of Early Childhood, 40(2), 4-11.

Website References

• 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, Graduate Attributes 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 Student Equity, Diversity and Disability Service website:

  http://intranet.ecu.edu.au/student/support/student-equity" target="_blank">http://intranet.ecu.edu.au/student/support/student-equity