| Semester 1, 2020 Online | |
| Short Description: | Childhood Resilience&Wellbeing |
| Units : | 1 |
| Faculty or Section : | Faculty of Business, Education, Law and Arts |
| School or Department : | School of Education |
| Student contribution band : | National Priority - Teaching |
| ASCED code : | 070101 - Teacher Education: Early Child |
| Grading basis : | Graded |
Staffing
Examiner:
Requisites
Enrolment is not permitted in ECP2200 if EDE4010 has been previously completed
Other requisites
Students enrolling in courses which do not follow the recommended enrolment pattern cannot be assured of a developmental learning experience or program completion within their preferred timeframe.
Rationale
A resilient child that has positive mental health, is social and emotionally well-adjusted and able to self-regulate, is better equipped in negotiating through their learning environments and daily lives. Along with parents, schools, and the early learning environment, the early childhood professional plays a critical role in creating safe spaces within which explicit learning opportunities for emotional regulation skills and positive relationships can be developed and modelled. There are many factors which impact on the resilience of today鈥檚 child. Authentic partnerships, relationships and interactions that occur with the child and key adults in a child鈥檚 life help shape their development, mental health and wellbeing.
Synopsis
This course assists early year's educators in developing a deeper awareness of the importance of resilient and self-regulated children. Early years educators will develop skills to identify the impact that ecological factors (eg risk and protective factors) have on a child's resiliency, social-emotional wellbeing and mental health. Contemporary literature, evidenced based research, and examples of early childhood pedagogy, and health promotion programs will be investigated to deepen students' knowledge of innovative strategies to support the social and emotional wellbeing and learning of young children.
Objectives
The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership鈥檚 (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service educators should be able to:
- explain and justify the importance of resilient and self-regulated learners in contemporary society drawing upon relevant literature (APST 1.1, 1.2);
- identify and explain contextual factors that present challenges to children鈥檚 resilience, wellbeing and safety across a range of diverse cultural backgrounds using a social-ecological framework (including Aboriginal and Torres Strait Islander and remote communities) (APST 1.1, 1.2, 1.3, 1.4);
- describe a response framework, that includes practical strategies, organised activities and relevant clear directions that support children鈥檚 resilience, wellbeing, positive behaviour and safety within centre/school and legislative requirements (4.2, 4.3, 4.4);
- explain and justify a response framework within centre/school and legislative requirements that supports resilience, wellbeing, learning, and participation of young children, including collaboration and working with parents/carers and other key stakeholders (4.1, 4.4, 7.3, 7.4).
Topics
| Description | Weighting(%) | |
|---|---|---|
| 1. | The current state of mental health, resiliency and wellbeing locally, nationally and globally (with particular reference to children) | 20.00 |
| 2. | Rationale for taking action and childhood resilience and wellbeing | 20.00 |
| 3. | Contextual factors and challenges to children鈥檚 resilience, wellbeing, behaviour and safety, including a focused examination of domestic and family violence | 20.00 |
| 4. | Connecting theory with practices - frameworks, programs, skills, practices, strategies for resilience, wellbeing and safety of young children | 30.00 |
| 5. | Collaboration and working with parents, carers and other key stakeholders | 10.00 |
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2020&sem=01&subject1=ECP2200)
Please for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Reference materials
Student workload expectations
| Activity | Hours |
|---|---|
| Directed Study | 80.00 |
| Private Study | 85.00 |
Assessment details
| Description | Marks out of | Wtg (%) | Due Date | Notes |
|---|---|---|---|---|
| ASSIGNMENT 1 | 40 | 40 | 30 Mar 2020 | |
| ASSIGNMENT 2 | 60 | 60 | 08 Jun 2020 |
Important assessment information
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Attendance requirements:
It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them, to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration. -
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks. -
Penalties for late submission of required work:
Students should refer to the Assessment Procedure (point 4.2.4) -
Requirements for student to be awarded a passing grade in the course:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course. -
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course. -
Examination information:
There is no examination in this course. -
Examination period when Deferred/Supplementary examinations will be held:
There is no examination in this course, there will be no deferred or supplementary examinations. -
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at .
Assessment notes
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Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at .
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Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.
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Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).
Evaluation and benchmarking
In meeting the University鈥檚 aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement
2. forms part of the Bachelor of Education and is benchmarked against the:
- internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review
- Queensland College of Teachers
- Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).
Other requirements
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Participation: Students can expect it will be necessary to participate in and contribute to a range of learning opportunities in this course including online study activities, lectures, tutorials, seminar presentations, group discussions and self-directed study activities in order to apply the coursework that will enable quality assessment tasks to be submitted as evidence of professional development.