80177 OBSERVING AND CREATING EARLY CHILDHOOD ENVIRON

Year	No.	Offer	Mode	Description			Cred. Pts
99	80177 	S1  	X 	OBSERVING & CRT E/CHILD EN	1.00

Contents

• Staffing
• Rationale
• Synopsis
• Objectives
• Topics
• Texts
• Recommended References
• Assessment Details
• Other Requirements

STAFFING:

RATIONALE:

Children's development and behaviour do not occur in isolation, but in
response  to  their  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 (1989)  on
the  importance of the range of ecological contexts within  which  the
child develops.

SYNOPSIS:

This  unit  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 unit students will be able
to:

1. consider the wide range of ecological contexts within which a
   child develops;
   
2. identify and organise important learning areas in early
   childhood centres;
   
3. create learning areas which are responsive to the children's
   needs, and which consider their social and cultural
   background;
   
4. demonstrate their knowledge of the overall interplay between
   the way in which play spaces are organised and the effect of
   interpersonal relationships;
   
5. design environments which are safe, aesthetic and responsive.
   

TOPICS:

 Description                                                    Weighting(%)

Introduction to a range of ecological contexts  in  which             10.00
young children learn

Identification of important learning areas                            10.00

Consideration  of  government  regulations  on   physical             10.00
environments

Creation of indoor learning environments and selection of             25.00
equipment and materials

Creation of outdoor learning environment and selection of             25.00
equipment and materials

Aesthetics and the creation of responsive environments                10.00

An introduction to programming                                        10.00

TEXT and MATERIALS to be PURCHASED:

RECOMMENDED REFERENCE MATERIALS:

Arthur, L., Beecher, B., Farmer, S. & Richards, E. 1993, Programming
and Planning in Early childhood Settings, Harcourt Brace, New York.

Faragher, J. & MacNaughton, G. 1992, Working with Young Children:
Guidelines for good practice TAFE. Publications, Collingwood,
Victoria Australia.

Feeney, S., Christensen, D. & Moravcik, E. 1996, Who am I in the
Lives of Children, 5th edn, Englewood Cliffs, NJ.

Frost, J. 1992, Play and Playscape, Delmar, New York.

Gordon, A. & Browne, K. 1993, Beginnings and Beyond, Delmar, New
York.

Harrison, L. 1990, Planning appropriate Learning Environments for
Children Under Three, AECA, Watson, NSW, Australia.

Hendrick, J. 1994, Total Learning: Development Curriculum for the
Young child, Merrill, New York.

Taylor, B. (1993) Early Childhood Management: People and procedures,
Merrill, New York.

Vergeront, J. 1988, Places and Spaces for Preschool and Primary
(Outdoors), 2 (Indoors), NAEYC, Washington.

Wortham, S. 1994, Early Childhood Curriculum: Developmental bases for
learning, Merrill, New York.

ASSESSMENT DETAILS:

No  *F/S Marks     Due        Description                              Wtg(%)    LBL WWW
1   S              03/05/99  ESSAY                                     30.00     Y   N
2   S              25/06/99  PROJECT                                   70.00     Y   N

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  unit  material   as   mark
     sheets/guides or as part of assignment specifications.
3    Summative  assessment  items will be  given  a  numerical  score.
     Ungraded summative assessment will be given either Pass, Fail  or
     Incomplete.
4    Unit 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. Assessment items must  be
     passed  overall.  Ungraded  summative assessment  will  be  given
     either Pass, Fail or Incomplete.