Year No. Offer Mode Description Cred. Pts 00 80129 S1 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. Partnership is particularly significant in early childhood settings, 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 early childhood 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 identify essential elements and content which contribute to early childhood programmes.
On successful completion of this unit students will be able
to:
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 other learning 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. 1993, New Handbook for Storytellers, American Library
Association, Chicago.
Beaty, J. 1996, Preschool Appropriate Practices, 2nd edn, Harcourt
Brace College Publishers, USA.
Bridges, D. 1994, Music Young Children & You: A parent/teacher guide
to music for 0-5 year olds, Hale & Iremonger, Sydney.
Champlin, C. & Renfro, N. 1985, Storytelling with Puppets, American
Library Association, Chicago.
Chenfeld, M.B. 1995, Creative Experiences for Young Children, 2nd
edn, Harcourt Brace College Publishers, USA.
Creaser, B. & Dau, E. 1995, The Anti-Bias Approach in Early
Childhood, Harper Educational, Sydney.
Deiner, P. 1993, Resources for Teaching Children with Diverse
Abilities, 2nd edn, Harcourt Brace Jonanovich College Publishers, New
York.
Feeney, S. 1996, Who am I in the Lives of Children?, 5th edn,
Merrill: N.J.
Gestwicki, C. 1996, Home, School and Community Relations, 3rd edn,
Delmar Publications, USA.
Goffin, S. 1994, Curriculum Models and Early Childhood Education,
Macmillan College Press, New York.
Harris, V. 1996, Musical Expression: Its nurturance in young
children, Lady Gowrie Child Centre, Brisbane.
Harris, V. 1995, Building Partnerships with Parents, Lady Gowrie
Child Centre, Brisbane.
Hendrick, J. 1996, The Whole Child, 6th edn, Macmillan
International, New York.
Jalongo, M. 1991, Early Childhood Language Arts, Allyn & Bacon,
Boston.
Machado, J. 1995, Early Childhood Experiences in Language Arts, 5th
edn, Delmar, USA.
Mallan, K. 1991, Children as Storytellers, Primary English Teaching
Association, NSW.
McDonald, D. 1979, Music in our Lives: The early years, NAEYC,
Washington.
McAfee, D. & Leong, D. 1997, Assessing and Guiding Young Children's
Development and Learning, 2nd edn, Allyn & Bacon, USA.
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, Mimisa Publications,
Hawthorne.
Pellowski, A. 1984, The Story Vine: A source book of unusual and easy-
to-tell stories from around the world, Collier Books, New York.
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, Harcourt Brace College Publishers,
USA. Rottman. F. 1995, Easy-to-Make Puppets: And how to use them,
Gospel Light, USA.
Rountree, B., Shuprtrine, M., Gordon. J. & Taylor N. 1981, Creative
Teaching with Puppets, The Learning Line Inc., Alabama.
Schimmel, N. 1992, Just Enough to Make a Story: A sourcebook for
storytelling, 3rd edn, Sisters' Choice Press, USA.
Shipley, C.D. 1998, Empowering Children: Play-based curriculum for
lifelong learning, 2nd edn, Nelson, Canada.
Van Hoorn, J., Nourot, P., Scales, B. & Alward, K. 1999, Play at the
Centre of the Curriculum, 2nd edn, Merril Publishing, New York.
Winch, G & Poston-Anderson, B. 1993, Now for a Story: Sharing stories
with young children, Phoenix Education, USA.
Wortham, S. 1994, Early Childhood Curriculum, Macmillan College
Press, New York.
No *F/S Marks Due Description Wtg(%) LBL WWW 1 S WK 7 ASSIGNMENT 50.00 N N 2 S WK 16 ASSIGNMENT 50.00 N N
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 attempted/submitted. Assessment
items must by passed overall.
6 If assignments are submitted after the due date without an
approved extension of time, a penalty of 10% of the mark for the
assessment item will apply for each day late. Assignment
Extension Requests must be completed and submitted for approval.
7 Full participation in all scheduled classes is needed to fulfil
the requirements of this unit. Attendance sheets must be signed
at each workshop or tutorial. Failure to reach an 80% level of
attendance in workshops and tutorials without appropriate
documentary evidence may result in failure of the unit.
8 Results for this unit will not be released until field experience
and/or CFS/AFE have been completed and documentation processed.
9 APA Referencing must be used for referencing in assignments.
10 A field experience or program book must be submitted after the
practicum.