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  2. Leading Family and Community in the Early Years (0-8 years) [EPA6175]

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

    Leading Family and Community in the Early Years (0-8 years)

  • Unit Code

    EPA6175

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit examines current research on the nature of leadership, the role of integrated services and the importance of professional identity. It views leadership as encompassing both a pedagogical focus on young children and a sociological focus on family and the community. The unit explores the interconnectedness of services for children, families and communities and positive life trajectories. Theory is merged with practice as students demonstrate their capacity to lead change and build family and community capacity through action research, relationship building, communication, team work and self-reflection.

Equivalent Rule

Unit was previously coded EPA5175

Learning Outcomes

On completion of this unit students should be able to:

  1. Connect leadership within family and community contexts to promote positive outcomes for children.
  2. Critique common educational leadership strategies and practices in the field in light of current evidence-based research.
  3. Demonstrate knowledge ofleadership, integrated services and the importance of professional identity.
  4. Lead and sustain change through action research, relationship building, communication, team work and self-reflection.
  5. Reconceptualise leadership as both pedagogically and sociologically focused on children, family and community needs.

Unit Content

  1. Module Three: Developing and sustaining leadership across learning communities Models of leadership: Leading in context with families and communities. Community-based learning: Development of integrated teams and partnerships with the community. Advocating for the early childhood profession: Building professional image and reputation.
  2. Module Two: Leading, supporting and empowering families and communities Development of a sense of community in and beyond education and care settings. Shared vision, strategic directions, mentoring and networking. Sustaining positive relationships through self-reflection, communication and team work.
  3. Module One: Examining integrated services Models of integrated services: Building family and community capacity. Integrated services: Child focused, professionally informed, family and community driven. Leading integrated services: New possibilities, different challenges.

Additional Learning Experience Information

Lectures, workshops, practical experience, online support and digital 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.

ON CAMPUS
TypeDescriptionValue
AssignmentLeading family and community40%
ReportAction Research60%
ONLINE
TypeDescriptionValue
AssignmentLeading family and community40%
ReportAction Research60%

Text References

  • Bowes, J., Grace, R., & Hodge, K. (2012). Children, families and communities: Contexts and consequences. (4th ed.). Australia: Oxford.
  • Rodd, J. (2006). Leadership in early childhood. (3rd ed.). Crows Nest, Australia: Allen & Unwin.
  • Raban, B., Nolan, A., Waniganayake, M., Ure, C., Brown, R. & Deans, J. (2007). Building capacity: Strategic professional development for early childhood practitioners. Victoria: Thomson, Social Science Press.
  • Morrison, G.S. (2011). Fundamentals of early childhood education. (6th ed.). Upper Saddle River, NJ: Pearson.
  • Kieff, J. (2009). Informed advocacy in early childhood care and education: Making a difference for young children and families. Upper Saddle River, NJ: Pearson.
  • Hill, L.T., Stremmel, A.J., & Fu, V.R. (2005). Teaching as inquiry: Rethinking curriculum in early childhood education. Boston, MA: Pearson Education, Inc.
  • Australian Government Department of Education Employment and Workplace Relations (2009). Belonging, being & becoming: The early years learning framework for Australia. Canberra, Australia: Author.
  • Daft, L., & Pirola-Merlo, A. (2009). The leadership experience. Australia: Cengage Learning Australia Pty Ltd.

Journal References

  • Woodrow, C. (2008). Discourses of professional identity in early childhood: Movements in Australia. European Early Childhood Education Research Journal, 16(2), 269-280.
  • Woodrow, C., & Bursch, G. (2008). Repositioning early childhood leadership as action and activism. European Early Childhood Education Research Journal, 16(1), 83-93.
  • Whitehead, K. (2008). The construction of early childhood teachers' professional identities, then and now. Australian Journal of Early Childhood, 33(3), 34-41.
  • Whalley, M. (2006). Leadership in integrated centres and services for children and families: A community development approach: Engaging with the struggle. Children's Issues: Journal of the Children's Issues Centre. 10(2), 8-13.
  • Schomburg, R.L. (1999). Leadership development in early childhood education. Journal of Early childhood Teacher Education, 20(2), 215-219.
  • Nupponen, H. (2006). Leadership concepts and theories: Reflections for practice for early childhood directors. Australian Journal of Early Childhood, 31(1), 43-50.
  • Couse, L.J., & Russo, L. (2006). Service-learning: Mentoring leadership skills in the experienced teacher. Mentoring & Tutoring: Partnership in Learning, 14(1), 33-48.
  • Dana, N.F., & Yendol-Hoppey, D. (2005). Becoming an early childhood teacher leader and an advocate for social justice: A phenomenological interview study. Journal of Early Childhood Teacher Education, 26(3), 191-206.
  • De Gioia, K. (2009). Parent and staff expectations for continuity of home practices in the child care setting for families with diverse cultural backgrounds. Australasian Journey of Early Childhood, 34(3), 9-17.
  • Hujala, E. (2004). Dimensions of leadership in the childcare context. Scandinavian Journal of Educational Research, 48(1), 53-71.

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 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 Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

EPA6175|1|1

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

    Leading Family and Community in the Early Years (0-8 years)

  • Unit Code

    EPA6175

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit examines current research on the nature of leadership, the role of integrated services and the importance of professional identity. It views leadership as encompassing both a pedagogical focus on young children and a sociological focus on family and the community. The unit explores the interconnectedness of services for children, families and communities and positive life trajectories. Theory is merged with practice as students demonstrate their capacity to lead change and build family and community capacity through action research, relationship building, communication, team work and self-reflection.

Equivalent Rule

Unit was previously coded EPA5175

Learning Outcomes

On completion of this unit students should be able to:

  1. Connect leadership within family and community contexts to promote positive outcomes for children.
  2. Critique common educational leadership strategies and practices in the field in light of current evidence-based research.
  3. Demonstrate knowledge ofleadership, integrated services and the importance of professional identity.
  4. Lead and sustain change through action research, relationship building, communication, team work and self-reflection.
  5. Reconceptualise leadership as both pedagogically and sociologically focused on children, family and community needs.

Unit Content

  1. Module Three: Developing and sustaining leadership across learning communities Models of leadership: Leading in context with families and communities. Community-based learning: Development of integrated teams and partnerships with the community. Advocating for the early childhood profession: Building professional image and reputation.
  2. Module Two: Leading, supporting and empowering families and communities Development of a sense of community in and beyond education and care settings. Shared vision, strategic directions, mentoring and networking. Sustaining positive relationships through self-reflection, communication and team work.
  3. Module One: Examining integrated services Models of integrated services: Building family and community capacity. Integrated services: Child focused, professionally informed, family and community driven. Leading integrated services: New possibilities, different challenges.

Additional Learning Experience Information

Lectures, workshops, practical experience, online support and digital 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.

ON CAMPUS
TypeDescriptionValue
AssignmentLeading family and community40%
ReportAction Research60%
ONLINE
TypeDescriptionValue
AssignmentLeading family and community40%
ReportAction Research60%

Text References

  • Bowes, J., Grace, R., & Hodge, K. (2012). Children, families and communities: Contexts and consequences. (4th ed.). Australia: Oxford.
  • Rodd, J. (2006). Leadership in early childhood. (3rd ed.). Crows Nest, Australia: Allen & Unwin.
  • Raban, B., Nolan, A., Waniganayake, M., Ure, C., Brown, R. & Deans, J. (2007). Building capacity: Strategic professional development for early childhood practitioners. Victoria: Thomson, Social Science Press.
  • Morrison, G.S. (2011). Fundamentals of early childhood education. (6th ed.). Upper Saddle River, NJ: Pearson.
  • Kieff, J. (2009). Informed advocacy in early childhood care and education: Making a difference for young children and families. Upper Saddle River, NJ: Pearson.
  • Hill, L.T., Stremmel, A.J., & Fu, V.R. (2005). Teaching as inquiry: Rethinking curriculum in early childhood education. Boston, MA: Pearson Education, Inc.
  • Daft, L., & Pirola-Merlo, A. (2009). The leadership experience. Australia: Cengage Learning Australia Pty Ltd.
  • Australian Government Department of Education Employment and Workplace Relations (2009). Belonging, being & becoming: The early years learning framework for Australia. Canberra, Australia: Author.

Journal References

  • Woodrow, C. (2008). Discourses of professional identity in early childhood: Movements in Australia. European Early Childhood Education Research Journal, 16(2), 269-280.
  • Woodrow, C., & Bursch, G. (2008). Repositioning early childhood leadership as action and activism. European Early Childhood Education Research Journal, 16(1), 83-93.
  • Whitehead, K. (2008). The construction of early childhood teachers' professional identities, then and now. Australian Journal of Early Childhood, 33(3), 34-41.
  • Whalley, M. (2006). Leadership in integrated centres and services for children and families: A community development approach: Engaging with the struggle. Children's Issues: Journal of the Children's Issues Centre. 10(2), 8-13.
  • Schomburg, R.L. (1999). Leadership development in early childhood education. Journal of Early childhood Teacher Education, 20(2), 215-219.
  • Nupponen, H. (2006). Leadership concepts and theories: Reflections for practice for early childhood directors. Australian Journal of Early Childhood, 31(1), 43-50.
  • Couse, L.J., & Russo, L. (2006). Service-learning: Mentoring leadership skills in the experienced teacher. Mentoring & Tutoring: Partnership in Learning, 14(1), 33-48.
  • Dana, N.F., & Yendol-Hoppey, D. (2005). Becoming an early childhood teacher leader and an advocate for social justice: A phenomenological interview study. Journal of Early Childhood Teacher Education, 26(3), 191-206.
  • De Gioia, K. (2009). Parent and staff expectations for continuity of home practices in the child care setting for families with diverse cultural backgrounds. Australasian Journey of Early Childhood, 34(3), 9-17.
  • Hujala, E. (2004). Dimensions of leadership in the childcare context. Scandinavian Journal of Educational Research, 48(1), 53-71.

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 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 Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

EPA6175|1|2