Year No. Offer Mode Description Cred. Pts 97 80129 S2 D EARLY CHILDHOOD EDUCAT II 1.00
Parents, the community, teachers and educare workers all contribute to the development of responsive and creative environments and programmes for young children. This partnership is particularly evident in the kindergarten settings throughout Australia, where communication skills are essential for enhancing this partnership. It is important that early childhood professionals are able to articulate clearly the goals of their programmes and justify those elements in their programmes, which they perceive as essential and which contribute to appropriate curricula for young children. The strong influence of parents and community in the educative process must be understood and this understanding reflected in kindergarten programmes.
This unit will introduce students to the important way parents, the community and early childhood professional interact during the educative process of young children. It will develop communication skills for early childhood professionals and focus on developing educational environments for early childhood programmes. Students will develop clear aims and objectives for programme planning and idenfity essential elements and content which contribute to early childhood programmes.
On successful completion of this unit students will:
Description Weighting(%)
- The role of parents and the community in Early Childhood 20.00 Centres
- Developing communication skills as Early Childhood 20.00 Professionals (including code of ethics for Early Childhood professionals)
- Selecting and creating appropriate resource materials for 20.00 children 0-5
- Programme planning for 3-5 year olds, including writing 40.00 aims and objectives in a variety of ways; and planning music, art, and tabletop experiences
Barclay, K. Benelli, C & Curtis, A. (1995). Literacy Begins at Birth:
What caregivers can learn from parents of children who read early.
Young Children, May, pp24-28
Bauer, C. (1977). Handbook for Storytellers. Chicago: American
Library Association.
Bauer, C. (1993). New Handbook for Storytellers. Chicago: American
Library Association.
Beaty, J. (1996). Preschool Appropriate Practices. (2nd Ed.) USA:
Harcourt Brace College Publishers.
Bridges, D. (1994). Music Young Children & You: A parent guide to
music for 0-5 year olds. Sydney: Hale & Iremonger.
Champlin, C. & Renfro, N. (1985). Storytelling with Puppets.
Chicago: American Library Association.
Chenfeld, M. B. (1995). Creative Experiences for Young Children.
USA: Harcourt Brace College Publishers.
Creaser, B. & Dau, E. (1995). The Anti-Bias Approach in Early
Childhood. Sydney: Harper Educational.
Diener, P. (1993). Resources for Teaching Children with Diverse
Abilities. New York: Harcourt Brace Jonanovich College Publishers.
Feeney, C.M. (1991). Who am I in the lives of Children? Australia:
Maxwell Macmillan Publishing.
Gestwicki, C. (1988) Home, School and Community Relations. USA:
Delmar Publications.
Goffin, S. (1994). Curriculum Models and Early Childhood Education.
New York: Macmillan College Press.
Harris, V. (1996). Musical Expression; Its Nurturance in Young
Children. Brisbane: Lady Gowrie Child Centre.
Harris, V. Building Partnerships with Parents. Brisbane: Lady Gowrie
Child Centre.
Hendrick, J. (1992). The Whole Child. (7th Ed.) New York: Macmillan
International.
Jalongo, M. (1991). Early Childhood Language Arts. Boston: Allyn &
Bacon.
Machado, J. (1990). Early Childhood Experiences in Language Arts.
USA: Delmar.
Mallan, K. (1991). Children as Storytellers. NSW: Primary English
Teaching Association.
McDonald, D. (1979). Music in our Lives: The Early Years.
Washington: NAEYC.
McFee, D. & Leong, D. (1994). Assessing and Guiding Young Children's
Development and Learning. USA: Allyn & Bacon.
McKenzie, S. (1994) "Parents of Young Children with Disabilities:
Their Perceptions of Generic Children's Services and Service
Professionals." Australian Journal of Early Childhood, Vol. 19, No.
4 pp. 12.
Page, J. (1994). "Curriculum Priorities in the next century: Future
studies and the national curriculum", Australian Journal of Early
Childhood. Vol.19, No.1, pp.34.
Parkes, K. (1993). Something Old, Something New. Hawthorne: Mimisa
Publications.
Pellowski, J. (1984). The Story Vine: A source book of unusual and
easy-to-tell stories from around the world. New York: Collier Books.
Roberts, L. (1985). Mitt Magic: Fingerplays for Finger Puppets.
Gryphon House Inc.
Rockwell, R., Andre, L., & Hawley, M. (1995). Parents and Teachers as
Partners: Issues and Challenges. USA: Harcourt Brace College
Publishers.
Rottman. F. (1995) Easy-to-Make Puppets: and how to use them. USA:
Gospel Light.
Rountree, B., Shuprtrine, M., Gordon. J., & Taylor N. (1981).
Creative Teaching with Puppets. Alabama: The Learning Line Inc.
Schimmel, N. (1982). Just Enough to Make a Story: a sourcebook for
storytelling. USA: Sisters' Choice Press.
Shipley, C.D. (1993). Empowering Children: Play-based Curriculum for
Lifelong Learning. Canada: Nelson.
Stangl, J. (1981), Paper Stories. California: Fearon Teacher Aids.
Van Hoorn, J., Nourot, P., Scales, B. and Alward, K., (1993) Play at
the Centre of the Curriculum. New York: Merril Publishing.
Winch, G & Poston-Anderson, B. (1993) Now for a story: Sharing
Stories with children. USA: Phoenix Education.
Worthan, S., (1994).Early Childhood Curriculum. New York: Macmillan
College Press.
No *F/S Marks Due Description Wtg(%) LBL 1 S T.B.A. PROGRAMME PLANNING 60.00 N 2 S T.B.A. ANAL OF ROLE OF PAR & COM CNTR-ESSAY 40.00 N
1 80% attendance is compulsory at all workshops.
2 Late assignments will carry a penalty as determined by University
Regulations.
3 Students are to use APA or Harvard format for referencing. Style
sheets are available from the Library.
4 A University cover sheet must be attached to the front of the
assignments.
5 Students must complete a programme book during their practicum.