TEAC 7015 Children, Families, Communities
Credit Points 10
Legacy Code 102102
Coordinator Deborah Bennetts Opens in new window
Description From 2020 students should note that core units are now taught in semesters rather than half yearly sessions. The subject examines the implications of children’s early life experiences on their development, learning, health and wellbeing. Students will analyse cross-disciplinary research, policy and discourses associated with children and families living in communities experiencing disadvantage and the impact of adverse and positive childhood experiences on children’s life trajectories. An opportunity to learn from professionals working in community programs will be invaluable when students in groups design and present programs that strengthens communities' and families’ capacities to provide nurturant environments for children. Students will reflect on the complex interrelationship between collaboration, research and practice to identify their role as community leaders working in and with communities.
Discipline Teacher Education: Early Childhood
Student Contribution Band HECS Band 1 10cp
Check your fees via the Fees page.
Level Postgraduate Coursework Level 7 subject
Equivalent Subjects TEAC 7036 - Early Intervention and Prevention in Early Childhood Contexts
Students must be enrolled in one of the following programs:
1708 Bachelor of Arts (Pathway to Teaching Birth-5/Birth-12) or 6017 Diploma in Arts/Bachelor of Arts (Pathway to Teaching Birth-5/Birth-12) or 1929 Bachelor of Arts (Pathway to Teaching Early Childhood/Primary) or 1783 Master of Teaching (Birth-5 Years/Birth-12 Years) or 1784 Master of Teaching (Birth-12 Years) or 6048 Diploma in Arts/Bachelor of Arts (Pathway to Teaching Early Childhood/Primary).
Students enrolled in 1708 Bachelor of Arts (Pathway to Teaching Birth-5/Birth-12) or 1929 Bachelor of Arts (Pathway to Teaching Early Childhood/Primary) must have successfully completed 160 credit points before enrolling in this subject.
Students enrolled in 6017 Diploma in Arts/Bachelor of Arts (Pathway to Teaching Birth-5/Birth-12) or 6048 Diploma in Arts/Bachelor of Arts (Pathway to Teaching Early Childhood/Primary) must have successfully completed 190 credit points (160 at Level 1 or higher) before enrolling in this subject.
On successful completion of this subject, students should be able to:
- Analyse international and national research, policy and theoretical perspectives about the efficacy of early childhood, family and community support programs, and their relationship to children’s development, learning health and wellbeing outcomes.
- Critique the discourses associated with social inequity and perceptions of children, families and communities experiencing disadvantage and adversity.
- Discuss the factors influencing adverse and positive childhood experiences, the impact on children’s learning and life trajectories, and implications for the kind of knowledge and skills required to work in challenging contexts.
- Critically analyse the strengths and limitations of child, family and community programs so as to identify approaches that will enhance families’ and communities’ capacities to provide nurturant environments for children in the early years.
- Recommend community-based approaches and pedagogical practices that will promote positive childhood experiences, for children who are living in communities experiencing adversity or disadvantage.
- Work collaboratively to design and present a place-based program, that seeks to enhance outcomes for children, families and communities, within an early childhood context, demonstrating respect for socially and culturally diverse communities including Aboriginal and Torres Strait Islander families and communities.
- Critically reflect on the role of teachers, specialising in early childhood education, as community leaders and the implications for engaging with families and communities to support children’s development, learning, health and wellbeing.
- Use effective research skills to analyse child and family support programs and practices using current research to substantiate claims.
- Theoretical perspectives and research that informs early childhood and family policy, service design and implementation; socio-cultural influences on children’s development, learning health and wellbeing including the influence of Australian government policy; Social determinants of health; Global influences including UN SDGs
- Social Inequities and Social Justice Barriers to participation for children and families living in communities experiencing disadvantage; Deconstruction of discourses of risk and protective factors, exclusion and marginalisation, adversity, vulnerability, and disadvantage; Impacts on learning and education
- Children Neuroscience and early life experiences; the impact of adverse and positive childhood experiences on child outcomes and life trajectories;
- Families Acknowledging the multifaceted characteristics and changing nature of Australian families, their strengths and capabilities; factors that influence families’ capacities to provide nurturant environments for their children; engagement with families to achieve mutually responsive partnerships
- Communities and neighbourhoods influence on children’s experiences; unpacking expectations, bias, reality and resource distribution; statistics and measures such as Australian Early Development Census (AEDC); Local Government Area (LGA) social plans;
- Implications for practice – the importance of safe, equitable and stable environments, relationships with others, social and civic engagement to develop connectedness and belonging, play and responsive interactions with others to build emotional growth; creating opportunities for positive early childhood experiences and helping children grow into healthy, resilient adults; Building relationships with families and connecting with communities including Aboriginal and Torres Strait Islander families and communities
- Designing programs for change substantiate design decisions using research and practice based evidence; developing outcomes and monitoring methods, consider the range and continuum of universal to specialised services supporting families and children
- Working Together Place-based approaches - conceptualisation of responsive communities, capacity building and collective impact. Collaboration and communication strategies; Cross-disciplinary practices and partnerships with and within teams
- Critical Reflection the role of the teacher as community leaders; working across community and educational contexts and crossing professional boundaries; Implications of research and evidence-based practice on future practice when working with families and children who have experienced adversity or disadvantage.
- Research Skills locating international and national research, analysing literature, policy, frameworks and practice. Interview techniques.
The following table summarises the standard assessment tasks for this subject. Please note this is a guide only. Assessment tasks are regularly updated, where there is a difference your Learning Guide takes precedence.
|12 minutes group presentation and 500 word appendices
- Grace, R., Bowes, J., & Woodrow, C. (Eds.). (2022). Children, families and communities (6th ed.). Oxford University Press.
Subject Contact Deborah Bennetts Opens in new window
Parramatta - Victoria Rd
Subject Contact Deborah Bennetts Opens in new window