ECE 2001 Early Childhood Services

SubjectCat-NbrClassTermModeDescriptionUnitsCampus
ECE2001107261, 2002EXTEarly Childhood Services1.00TWMBA
Academic Group:FOEDU
Academic Org:FOE004
HECS Band:1
ASCED Code:070101

Contents


STAFFING:

Examiner: Anne Petriwskyj
Moderator: Lyn Bower



RATIONALE:

Early childhood education is made up of a complex and diverse array of programs and services. Recently, economic, political and sociological changes stemming from equal opportunity and women's issues have resulted in early education, particularly the provision of day care, being an important community concern. Updated regulations to guide early childhood standards, and in turn the quality of education and care received by the children, have been established as a result of these social changes. Early childhood educators must be competent in the skills required in child-care centres and be able to understand the nature of political and social change affecting the provision of services.


SYNOPSIS:

This course provides an introduction to the many early childhood services available to children birth-8 years, with a specific focus on child care. It will provide a brief overview of the history of early education in Australia, and review the more recent developments in the child-care field. The major focus will be in the development of programs and environments for young children with an emphasis on children birth to 3 years.


OBJECTIVES:


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

  • be equipped to identify and discuss the early childhood services

  • be familiar with the history of early childhood services in Australia

  • be aware of the socio-economic and political parameters of day care

  • be familiar with a variety of different ways to organise and develop learning environments for young children

  • be equipped to create interesting and developmentally sound and socially responsive environments for young children

  • develop programs for young children which are developmentally sound and socially interactive

  • use appropriate interpersonal and teaching skills for nursery and toddler groups



    • TOPICS:


    DescriptionWeighting (%)
    1. Overview of early childhood services
    		 10.00
    2. History of early childhood Services in Australia
    		 10.00
    3. Recent developments in the field of child care (political, economic, social)
    		 20.00
    4. Management of child-care centres
    		 10.00
    5. Creating responsive and aesthetic environments in child care
    		 20.00
    6. Creating individually appropriate and socially responsive programs for children in child care
    		 30.00

    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.

    Hutchins, T. & Sims, M. (1999). Program planning for infants and toddlers: An ecological approach., Sydney: Prentice Hall.




    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.

    Arthur, L., Beecher, B., Dockett, S., Farmer, S. & Death, E. (1996). Programming and planning in early childhood settings, (2nd ed.). Sydney: Harcourt Brace.

    Beaty, J. (1998). Observing development of the young child, (4th ed.). NJ: Prentice-Hall.

    Broinowski, I. (1994). Managing child care centres, Abbotsford, Victoria: TAFE Publications.

    Clarke, J. & Aray, M. (1997). 52 steps to quality care: A manual for assisting staff in early childhood centres to achieve and maintain quality care using the principles of accreditation., Castle Hill: Pademelon.{ }.

    Dahlberg, G., Moss, P. & Pence, A. (2000). Beyond quality in early childhood education and care: Postmodern perspectives., London: Routledge Falmer.

    Decker, C.A. & Decker, J.R. (1997). Planning and administrating early childhood programs, (6th ed.). Merrill/MacMillan.

    Eliason, C.F. & Jenkins, L.T. (1999). A practical guide to early childhood curriculum, (6th ed.). Merrill/MacMillan.

    Faragher, J. & MacNaughton, G. (1998). Working with young children, (2nd ed.). TAFE Publications.

    Fleet, A. & Clyde, M. (1993). What's in a day: Working in early childhood, Wnetworth Falls, NSW: Social Science Press.

    Gonzales-Mena, J. & Eyer, D. (2001). Infants, toddlers and caregivers, (5th ed.). Mayfield.

    Greenman, J. & Stonehouse, A. (1996). Prime times: A handbook for excellence in infant and toddler programs, South Melbourne: Longman.

    Hayden, J. (1996). Management of early childhood services: An Australian perspective, Wentworth Falls, NSW: Social Science Press.

    Hendrick, J. (1996). The whole child: Developmental education for the early years, (6th ed.). N.J.: Merrill.

    Hendrick, J. (1998). Total learning: Developmental curriculum for the young child, (5th ed.). N. J.: Merrill/Macmillan.

    Hildebrand, V. (1994). Guiding young children, (5th ed.). Maxwell/MacMillan.

    Hildebrand, V. (1997). Management of child development centres, (4th ed.). N.J.: Merrill.

    Hughes, F.P. (1995). Children, play and development, (2nd ed.). Boston: Allyn & Bacon.

    Hutchins, T. (1995). Babies need more than minding, Canberr, : Australian Early Childhood Association.

    Mellor, E.J. (1990). Stepping stones: The development of early childhood in Australia, Harcourt Brace Jovanovich, Publishers.

    Stonehouse, A. (1988). Trusting toddlers, AECA.

    Stonehouse, A. (1994). Not just nice ladies: A book of readings on early childhood care and education, NSW: Pademelon Press.

    Taylor, B.J. (1997). Early childhood program management: People and procedures, (3rd ed.). N.J.: Merrill.

    Turner, P.H. & Hamner, T.J. (1994). Child development and early education: Infancy through preschool, Allyn & Bacon.

    Wortham, S.C. (1998). Early childhood curriculum: Developmental bases for learning and teaching, (2nd ed.). Merrill/MacMillan.




    STUDENT WORKLOAD REQUIREMENTS:

    ACTIVITYHOURS
    Assessment30
    Directed Study60
    Private Study70


    ASSESSMENT DETAILS:

    DescriptionMarks Out ofWtg(%)RequiredDue Date
    FACTORS INFLUENCE.THE EST.OF E50.0050.00Y04 Mar 2002 (see note 1)
    PROGRAMS50.0050.00Y04 Mar 2002 (see note 2)
    NOTES:
    1.
    Further details about the due dates are detailed in the assessment section of the Course Specifications.
    2.
    Further details about the due dates are detailed in the assessment section of the Course Specifications.

    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.