ECE 1002 Child Studies II

SubjectCat-NbrClassTermModeDescriptionUnitsCampus
ECE1002147712, 2002EXTChild Studies II1.00TWMBA
Academic Group:FOEDU
Academic Org:FOE004
HECS Band:1
ASCED Code:070101

Contents


STAFFING:

Examiner: Lyn Bower
Moderator: Kari Winer



RATIONALE:

Children's development and behaviour do not occur in isolation but in response to the context of each situation. The learning environment influences children's ability to benefit from experiences, and their individual background modifies their perception and interpretation of events. These issues are highlighted in the work of Bronfenbrenner on the importance of the range of ecological contexts within which the child develops.


SYNOPSIS:

This course will focus on many aspects of early childhood environments in which children find themselves. It will investigate human interactive processes, organisation of space and time and the context of physical environments and the influence of these factors on the planning of appropriate programs within social and cultural contexts.


OBJECTIVES:


On successful completion of this course students will be able to:

  • consider the wide range of ecological contexts within which a child develops

  • identify and organise important learning areas in early childhood settings

  • create learning environments which are responsive to the children's needs, and which consider their social and cultural background

  • demonstrate their knowledge of the overall interplay between the way in which play spaces are organised and the effect of interpersonal relationships

  • design environments which are safe, aesthetic and responsive.



    • TOPICS:


    DescriptionWeighting (%)
    1. Introduction to a range of ecological contexts in which young children are exposed
    		 10.00
    2. Identification of important learning areas
    		 10.00
    3. Consideration of Government regulations on physical environments
    		 10.00
    4. Creation of indoor learning environments and selection of equipment and materials
    		 25.00
    5. Creation of outdoor learning environment and selection of equipment and materials
    		 25.00
    6. Aesthetics and the creation of responsive environments
    		 10.00
    7. An introduction to programming
    		 10.00

    TEXT and MATERIALS required to be PURCHASED or accessed:

    Books can be ordered by fax or telephone. For costs and further details use the 'Book Search' facility at http://bookshop.usq.edu.au by entering the author or title of the text.

    Greenman, J 1988, Caring Spaces, Learning Places: Children's Environments That Work, Exchange Press, Redmond USA.




    REFERENCE MATERIALS:

    Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.

    1999, In the Park, [picture]. Scholastic Publications, Leamington Spa, England.

    1980, Innovation in Play Environments., St Martin's Press, New York.

    1995, Plan it!: Guidelines for Planning Early Childhood Outdoor Supervised Play Environments in New South Wales, The Working Party, Sydney.

    Arthur, L., Beecher, B., Docket, S. & Death, E 1996, Programming and Planning in Early Childhood Settings, 2nd edition, Harcourt Brace, Sydney.

    Berry, P 2001, Playgrounds That Work: Creating Outdoor Play Environments for Children Birth to Eight Years., Pademelon Press, Sydney.

    Derman-Sparks, L 1989, The Anti-bias Curriculum, NAEYC, Washington, DC.

    Faragher, J. & Macnaughton, G 1998, Working with Young Children: Guidelines for Good Practice, TAFE Publications, Collingwood.

    Feeney, S., Christensen, D. & Moravcik, E 2001, Who am I in the Lives of Children: An Introduction to Teaching Young Children, 6th edition, Englewood Cliffs, NJ.

    Frost, J 1992, Play and Playscapes, Delmar.

    Gordon, A. & Browne. K 2000, Beginnings and Beyond, 5th edition, Delmar, New York.

    Harrison, L 1989, Planning Appropriate Learning Environments for Children Under Three, Australian Early Childhood Association, Watson, ACT.

    Hendrick, J 1998, Total Learning: Developmental Curriculum for the Young Child, 5th edition, Merrill. New York.

    Isbell, R.T 2001, Early Learning Environments that Work, Gryphon House, Beltsville, MD.

    Isbell, R.T 1995, The Complete Learning Center Book: An Illustrated Guide for 32 Different Early Childhood Learning Centers., Gryphon House, Beltsville, MD.

    Jolley, J 1995, Developmentally Appropriate Outdoor Play Environments for Infants and Toddlers, Bernard van Leer Foundation, The Hague.

    Morrison, G.S 2001, Early Childhood Education Today, 8th edition, Merrill. Upper Saddle River, N.J.

    Seefeldt, C 2000, Active Experiences for Active Children: Social Studies, Merrill, Upper Saddle River, N.J.

    Taylor, B 1997, Early Childhood Program Management: People and Procedures, 3rd edition, Merrill, New York.

    Vergeront, J 1987, Places and Spaces for Preschool and Primary (Indoors), NAEYC, Washington.

    Vergeront, J 1988, Places and Spaces for Preschool and Primary (Outdoors), NAEYC, Washington.

    Walsh, P 1988, Early Childhood Playgrounds: Planning an Outside Learning Environment., Martin Educational, Albert Park, VIC.

    Wortham, S 1988, Early Childhood Curricumum: Developmental Bases for Learning and Teaching, 2nd edition, Merrill, New York.




    STUDENT WORKLOAD REQUIREMENTS:

    ACTIVITYHOURS
    Assessment25
    Directed Study90
    Private Study45


    ASSESSMENT DETAILS:

    DescriptionMarks Out ofWtg(%)RequiredDue Date
    ASSIGNMENT100.0040.00Y30 Aug 2002
    ASSIGNMENT100.0060.00Y18 Oct 2002

    OTHER REQUIREMENTS:

    1. When there is more than one marker for a single item of assessment, the distribution patterns and means for the different markers will be compared and marks adjusted if necessary.
    2. Marking criteria are provided in course material as mark sheets/guides or as part of assignment specifications.
    3. Summative assessment items will be given a numerical score.
    4. Course Grades will be calculated by aggregating the weighted result or numerical score for each summative assessment item.
    5. All assessment items must be submitted and passed overall.
    6. If assignments are submitted after the due date without an approved extension of time, University penalties will apply.