ECE 3003 Independent Study in Child and Family Services

SubjectCat-NbrClassTermModeDescriptionUnitsCampus
ECE3003148252, 2002EXTIndependent Study in Child and Family Services1.00TWMBA
Academic Group:FOEDU
Academic Org:FOE004
HECS Band:1
ASCED Code:070101

Contents


STAFFING:

Examiner: Kari Winer
Moderator: Lyn Bower



RATIONALE:

It is recognised that many final year students need the opportunity to explore or investigate a topic of their own choosing in order to more closely link their professional interests or needs to their course of studies. This early childhood independent studies course is designed to provide such an opportunity within a guiding framework.


SYNOPSIS:

Students will pursue an in-depth study of a topic relevant to the field of early education, and in particular to the student's own context. This context may be an international context. The study may be a literature review, case study, or action research project, and should include a substantial investigating component leading to the submission of a written report. The study will address policies and practices. Topics will be selected from five focused content areas including: child and family care services in local, state and federal domains for children birth - 15 years, ethical dilemmas, professionalism and leadership in child care services, antibias, multicultural or indigenous education in child care settings, issues in the provision of child care in rural and remote regions, partnerships with parents and the community.


OBJECTIVES:


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

  • demonstrate the ability to plan, conduct, and report on an investigation focused on an issue or topic of significance in the field of early education

  • demonstrate awareness of professional and ethical issues related to research in education

  • demonstrate ability to critically analyse information from a variety of sources

  • demonstrate understanding of the social, environmental and cultural context of the chosen topic of research

  • undertake independent learning

  • demonstrate competence in the use of appropriate technology.



    • TOPICS:


    DescriptionWeighting (%)
    1. Anti-bias education in early childhood. (This covers multi-cultural and indigenous issues)
    		 15.00
    2. Child and Family Services (birth -15 years); (this covers Partnerships and Rural and Remote)
    		 15.00
    3. Ethical dilemmas in early childhood services
    		 15.00
    4. Professionalism and leadership in child care services
    		 15.00
    5. Research methods and proposal writing
    		 20.00
    6. Data collection and report writing
    		 20.00

    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.

    Book of selected readings pertaining to research methods,

    Bell, J Doing your research project: A guide for first time researchers in education and social science, 3rd edition, Open University Press, Buckingham.




    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.

    Alloway, N 1995, Foundation Stones: The Construction of Gender in Early Childhood, Curriculum Corporation, VIC.

    Australian Early Childhood Association 1990, (Available: http://www.aeca.org.au) .

    (Australian Early Childhood Association. Code of ethics (AECA 1990) web site http://www.aeca.org.au>)

    Brennan, D 1994, The Politics of Child Care: From Philanthropy to Feminism, Cambridge University Press.

    Burns, R 1996, Introduction toResearch Methods, 3rd edition, Longman, Australia.

    Derman-Sparks, L. & the ABC Task Force 1989, Anti-bias Curriculum: Tools for Empowering Young Children, National Assoc for the Education of Young Childen, Washington, DC.

    Hatch, J.A. (ed) 1995, Qualitative Research in Early Childhood Settings, Prager Publishers, USA.

    Human Rights Commission (Available: ) .

    Rodd, J. 1988, Leadership in Early Childhood, 2nd edition, Allen & Unwin, St Leonards.

    USQ Library Homepage (Available: http://www.usq.edu.au) .

    (USQ Library Home Page http://www.usq.edu.au)




    STUDENT WORKLOAD REQUIREMENTS:

    ACTIVITYHOURS
    Assessment55
    Directed Study50
    Private Study60


    ASSESSMENT DETAILS:

    DescriptionMarks Out ofWtg(%)RequiredDue Date
    PROJECT REPORT100.0010.00Y09 Aug 2002
    FIRST REPORT100.0025.00Y20 Sep 2002
    FINAL REPORT100.0065.00Y25 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. Any ungraded assessment requirement will receive a Pass, Fail or Incomplete.
    5. All assessment items must be submitted and passed.
    6. If assignments are submitted after the due date without an approved extension of time, University penalties will apply. Assignment Extension Requests must be completed and submitted for approval.