Undergraduate - UnitEDF2033 - Learning with children, their families and communities

This unit entry is for students who completed this unit in 2014 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

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6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Level	Undergraduate
Faculty	Faculty of Education
Offered	Berwick Second semester 2014 (Day) Peninsula Second semester 2014 (Day) City (Melbourne) Term 3 2014 (Flexible)
Coordinator(s)	Dr Susanne Garvis (Berwick); Ms Robyn Babaeff (City)

Synopsis

This unit explores children's learning development within the context of their family and communities. The theoretical and practical context of how children learn from birth to eight years of age is explored. The focus is on the implications of development for learning and teaching in relation to contemporary issues impacting on children's learning with their family and communities. All aspects of learning and teaching in these early years is examined through participation in problem-based learning scenarios and observed case studies where students analyse and apply knowledge of children, family and communities to understand both theoretical and contemporary real-life issues related to the development of children's learning.

Outcomes

Upon successful completion of this unit students should be able to:

develop a critical understanding of theoretical and practical interrelationships of diverse children's learning development and their broader family and social context, including children from different socio-economic, cultural and language backgrounds
assess the impact of contemporary real-life issues on children's learning development in the context of multicultural families and communities
observe sensitively and analyse general and specific children's learning behaviours and skills that can be used in planning and evaluation of support/learning strategies
exhibit knowledge of teaching and learning strategies that are responsive to the learning strengths and needs of children from a range of linguistic, cultural, religious and socio-economic backgrounds.

Assessment

Problem-based learning written analysis of young children's learning in family and community contexts (1600 words, 40%)
Report on critical observation of examples of two diverse young children's learning in different family and community contexts (2400 words, 60%)

Chief examiner(s)

Ms Robyn Babaeff

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

2 hours per week

(b.) Additional requirements:

independent study to make up the minimum required hours per week

This unit applies to the following area(s) of study

Education - Early childhood and early childhood-primary