Year No. Offer Mode Description Cred. Pts 00 80129 S2 D EARLY CHILDHOOD EDUCAT II 1.00
Parents, the community, teachers and educate 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 professionals 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:
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
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Young Children, May, 24-28
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Association, Chicago.
Beaty, J. 1996, Preschool Appropriate Practices, 2nd edn, Harcourt
Brace College Publishers, USA.
Beaty, J., 2000, Skills for Preschool Teachers, Prentice Hall, USA.
Berger, E., 2000, Parents as Partners in Education: families and
schools working together 5th edition, Prentice Hall, 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.
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Curricula for Children in Exclusive Settings, 5th edn, Prentice Hall,
USA.
Creaser, B. & Dau, E. 1995, The Anti-Bias Approach in Early
Childhood, Harper Educational, Sydney.
Diener, P. 1993, Resources for Teaching Children with Diverse
Abilities, 2nd edn., Harcourt Brace Jonanovich College Publishers,
Fort Worth, Texas.
Diller, L., 1998, Running on Ritalin: a physician reflects on
children, society, and performance in a pill, Batam Doubleday Sell
Pub. USA.
Drury, 2000, Looking at Early Years Education and Care, David Fulton
Publishers.
Farber, B, & Wolkoff, S., 1998, Guiding Young Children's Behaviour:
helpful ideas for parents and teachers from 28 early childhood
experts, Preschool Pubs. USA.
Feeney, S., Christensen, D. & Moravcik, E., 1996, Who am I in the
Lives of Children?, 5th edn., Merrill: N.J. Macmillan Publishing,
Australia.
Fields, M., & Spangler, K., 2000, Let's Begin Reading Right: a
developmental approach to emergent literacy 4th edition, Prentice
Hall, USA.
Gestwicki, C. 1996, Home, School and Community Relations: A guide to
working with parents, 3rd edn., Delmar Publications, USA.
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Appraising the relationship, Maxwell Macmillan International, New
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Centre, Brisbane.
Hendrick, J. 1996, The Whole Child: Developmental Education for the
Early Years, 6th edn, Merrill: Englewood Cliffs, N.J.
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Serving Diverse Families 2nd edition, Prentice Hall, USA.
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Childhood, Cambridge University Press, Cambridge.
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Association, Newtown, Australia.
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Development and Learning, 2nd edn, Allyn & Bacon, USA.
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perceptions of generic children's services and service professionals,
Australian Journal of Early Childhood, 19 (4) 12.
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USA.
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Gryphon House Inc.
Robertson, C., 1998, Safety, Nutrition and health in Early
Education, Delmar, USA.
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Partners: Issues and challenges, Harcourt Brace College Publishers,
USA.
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Education, 3rd edn, Prentice Hall, USA.
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Light, Ventura, California.
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Teaching with Puppets: Resources for 6 integrated units, The Learning
Line Inc., Alabama.
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storytelling, 3rd edn., Sisters' Choice Press, USA.
Shipley, C.D. 1998, Empowering Children: Play-based curriculum for
lifelong learning, 2nd edn., Nelson, Canada.
Trawick-Smith, J., 2000, Early Childhood Development: a multicultural
perspective, 2nd edn, Prentice Hall, USA.
Van Hoorn, J., Nourot, P., Scales, B. & Alward, K. 1999, Play at the
Centre of the Curriculum, 2nd edn., Merrill Publishing, N.J.
White, C., & Coleman, M., 2000, Early Childhood Education: building a
philosophy for teaching, Prentice Hall, USA.
Winch, G. & Poston-Anderson, B. 1993, Now for a Story: Sharing
stories with children, Phoenix Education, Albert Park, Vic.
Wortham, S. 1998, Early Childhood Curriculum; Developmental bases for
learning and teaching, Upper Saddle R, N.J.: Merrill.
ACTIVITY HOURS Directed Study 90 Private Study 45 Assessments 30
No *F/S Marks Due Description Wtg(%) LBL WWW 1 S WK 7 ESSAY 1 50.00 N N 2 S WK 16 ESSAY 2 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 be 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 associated field
experience has been successfully 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.