Credit Points 10

Legacy Code 102645

Coordinator Deborah Bennetts Opens in new window

Description This subject explores the importance of engaging with children, families, colleagues and communities of diverse backgrounds to foster a child's learning, health and well-being. Preservice educators will reflect on complex interrelationships between theories, research, policies and practices and the importance of positive relationships and partnerships with children, families, colleagues, and communities. Students will explore discourses associated with disadvantage through the analysis of children's life experiences and contexts. In this way, preservice educators will gain an understanding of the nuances of working collaboratively and in partnership with children, families, colleagues, and communities, including strategies to work ethically, sensitively and confidentially. This subject is included in the Development Phase of the Bachelor of Education.

School Education

Discipline Teacher Education, Not Elsewhere Classified.

Student Contribution Band HECS Band 1 10cp

Check your fees via the Fees page.

Level Undergraduate Level 2 subject

Restrictions

Students must be enrolled in 1876 B Education (Primary) or 1926 Bachelor of Education (Early Childhood) and have successfully completed 40 credit points to enrol in this subject.

Learning Outcomes

On successful completion of this subject, students should be able to:

1. Demonstrate understanding of children and families within an ecological context and the influence on learning, health and well-being;
2. Discuss the complex interrelationships between learning, children, family, community contexts and policies;
3. Reflect on theoretical principles and current research on changing practices of collaborating with children, families, colleagues and communities, and specialist professionals, including community liaison officers;
4. Evaluate the application of a broad a range of strategies to effectively partner with children, families, colleagues and community in learning contexts;
5. Reflect on ethical, sensitive and confidential approaches to working collaboratively;
6. Analyse contemporary approaches to strengthen engaging with children, families, colleagues and community;
7. Work collaboratively to design a responsive community program that enhances outcomes for children, families and communities.

Subject Content

• Theories, principles, practices and Philosophical frameworks that inform partnerships with children, families of diverse backgrounds and communities
• Role of teachers in developing strategies for strengthening relationships with children, family, colleagues and community
• Aboriginal and Torres Strait Islander and culturally and Linguistically diverse backgrounds
• Ecological contexts and their influence on learning, health and well-being
• Polices and frameworks relevant to children, family, colleagues and community engagement
• Strategies and Ethical approaches to effectively collaborate with children, family, colleagues and community
• Engagement with children, family, colleagues and community