Description
This subject examines early influences on language and literacy by considering the role of developmental theory in explaining language acquisition and early reading. It considers both the cognitive /linguistic processes underpinning language/literacy development and the structural and interactional factors within families which contribute to literacy outcomes. It also examines research on early childhood curriculum practices which support children's emerging literacy. Students are expected to evaluate different explanations of how children acquire language and become literate by reference to current research. They are also
required to review early childhood curriculum practices and evaluate their effectiveness in achieving literacy outcomes. The subject will evaluate national and state early literacy policies and early intervention
strategies.
Assessment
Two 4,000 word essays (50 per cent each)
466-620 ETHICS AND RESEARCH ON THE YOUNG Available in these courses DEd, MEd
Offered Either Parkville Campus or external (correspondence) mode, Semester 2 Credit points 25
Staff Margaret Coady
Contact 36 hours for internal mode students. External mode students can expect a total workload of approximately 240 hours.
Description
A study of ethical implications of using persons under 18 years of age as research subjects. Relevant ethical frameworks, including frameworks using feminist perspectives, are considered. Examples are taken from a large range of research, including both quantitative and qualitative research. Particular topics to be covered include the extent and limits of parental consent; questions raised by surrogate decision making by parents, guardians or professionals; developmental differences in children's understanding of the research process and ability to consent; ethical questions in the use of particular theories of child development; the use of deception in research with children; ethical problems in using institutional and organizational codes of ethics in regulating ethics; moral mis-education of children using the research process; ethical issues raised by particular vulnerabilities such as illness, homelessness, family dysfunction.
Assessment
A seminar paper of 2,500 words (25 per cent) and an assignment of 5,500 words (75 per cent) 466-678 RECONCEPTUALIZING EARLY CHILDHOOD DEVELOPMENT
Credit points 25
Staff Kevin Fell, Shame Rolfe
Contact 36 hours for internal mode students. External mode students can expect a total workload of approximately 240 hours.
Description
This subject involves an in-depth study of the process of development during the early childhood period. It emphasises the significance of a cross-cultural perspective in understanding contexts of development. It involves a critical appraisal of current theory, research and debates about the effects of experience on development and detailed study of the diverse contexts of contemporary childhood. Comparisons of home- care and daycare environments as contexts of development serve as the focus point from which these central themes are explored. Depending upon student interest, specific topics may include: current interpretations of the role of hereditary and experience on development; the relationship between social and cognitive
competence in determining life outcomes; analysis of differing goals of early childhood caregiving and the complexity and diversity of contemporary contexts of childhood; concepts of resilience and vulnerability.
Assessment
One major assignment of 4, 000 words (50 per cent) and a research proposal and project of 4,000 words (50 per cent)
466-679 THE POLITICS OF EARLY CHILDHOOD This subject is not offered in 2005
Available in these courses DEd, MEd Offered Parkville Campus
Credit points 25
Staff Manjula Waniganayake, Kevin Fell Contact 36 hours
Description
This subject aims to identify, describe and analyse key political assumptions underlying current policy directions in early childhood. It reviews the socio-political changes in Australian society which have impacted on early childhood policy, development and delivery. Students are expected to critically evaluate links between early childhood policy and practice in service design, delivery and evaluation and assess the usefulness and limitations of early childhood research on policy development and delivery. The subject emphasises the universality of the ideas which inform the debate about human and social services in the post-welfare state, particularly concepts such as the free market, user pays and contractual models of service delivery. Both national and international perspectives on the issues are explored. Topics may include:
implications of social diversity and family change and its relevance for public policy; changing forms of state regulation and quality assurance; the changing role of the early childhood professional; parent participation and governance in early childhood services; private and public sector involvement in early childhood services.
Assessment
Assignments totalling 8,000 words.
466-680 NEGOTIATED PROJECT IN EARLY CHILDHOOD Available in these courses MEd, PGDipEdStud, PGCertEdStud
Offered Either Parkville Campus or external (correspondence) mode, Semester 1 or 2 Credit points 25
Co-Ordinator Bridie Raban
Contact To be arranged with the supervisor. Student is responsible for obtaining a supervisor.
Description
An individually negotiated project in which the student undertakes a theoretical study, a professional study such as a special teaching program, a research or development study taken within or outside the Faculty. The
study must relate to the area of early childhood development or education, and must demonstrate an in-depth understanding of the issue identified and of the relevant literature, and an ability to examine critically the issues involved and to express these issues in a clear, coherent and logical manner.
Assessment
The type of work submitted for assessment depends on the type of negotiated project undertaken. It may take the form of an essay, report, reflective journal or extensive literature review of 8,000 words or equivalent (100 per cent).
466-681 EARLY CHILDHOOD CURRICULUM Available in these courses DEd, MEd
Offered External (correspondence) mode, Semester 2 Credit points 25
Staff Glenda MacNaughton
Contact A total workload of approximately 288 hours.
Description
A study of a number of curriculum issues of current importance to the field of early childhood education (0-8 years). The study of these issues involves a critical examination of current policy developments in early childhood curriculum and the educational, socio-political and developmental assumptions embedded within these developments using current research literature concerning early childhood curriculum, child
development and learning and teaching and educational policy. Issues to be studied may include: the changing foci of developmental curriculum, early literacy, multiculturalism, gender equity, parent
involvement in learning, early intervention and evaluating exemplary curriculum models. At the completion of this study students should be able to critically analyse the nexus between research in early childhood curriculum, learning and teaching and relevant policy developments and their relationship to broader educational strategies being implemented in Australia and internationally.
Assessment
A 5,200-word assignment (65 per cent); a research paper of 2,000 words (25 per cent); an 800-word abstract (10 per cent).
466-682 FACILITATING FAMILY FUNCTIONING This subject is not offered in 2005
Available in these courses MEd, PGDipEdStud, PGCertEdStud Offered Parkville Campus or external (correspondence) mode Credit points 25
Staff Erica Frydenberg Contact 36 hours Description
The subject focuses on family functioning. It considers stresses in family life, their impact on children in educational settings and addresses ways in which families can be assisted to function effectively.
Assessment
A 8, 000 word project (100 per cent).
466-846 CURRENT PERSPECTIVES ON DEVELOPMENT Available in these courses MEd, PGDipEdStud, PGCertEdStud
Offered Parkville Campus or external (correspondence) mode, Semester 2 Singapore only Credit points 25
Description
An in-depth and critical appraisal of selected key theories of child development from an interdisciplinary perspective, in particular examining the relationship between the brain and development of complex behaviours including language, cognition, memory and spatial and emotional aspects of behaviour. Current research is used to provide a contemporary understanding of the effects of constitutional and environmental factors affecting early childhood development.
Assessment
Written work equivalent to 8,000 words (100 per cent).
Prescribed text
Berndt, T. Child Development. Madison :Brown & Benchmark. 1997 466-847 LEARNING ENVIRONMENTS IN THE EARLY YEARS Available in these courses MEd, PGDipEdStud, PGCertED Stud Offered External (correspondence) mode, Semester 1 Singapore only Credit points 12.5
Staff Kay Margetts
Contact A total workload of approximately 120 hours Description
This subject analyses the role of the learning environment as a reflection of educational beliefs and a determinant of instruction and curriculum. The relationship between classroom environments and
educational outcomes is examined through the study of set topics including place identity, the components of environments: physical space, time, social groupings, and organizational features. Students are introduced to a range of environmental assessment procedures and are expected to critically assess early childhood environments and evaluate the effect of the environment on children's learning. A range of structured and unstructured classrooms and outdoor settings for children aged 0-8 years is considered. Students are given the opportunity to apply principles of classroom environmental design and learning theory to plan
appropriate learning environments for young children.
Assessment
Assignments and case study analysis totalling 4,000 words or equivalent (100 per cent).
466-848 MANAGEMENT LN EARLY CHILDHOOD SERVICES This subject is not offered in 2005
Available in these courses MEd, PGDipEdStud, PGCertEdStud Offered External (correspondence) mode
Credit points 12.5
Staff Glenda Mac Naughton.
Contact External mode students can expect a total workload of approximately 120 hours Description
A case-study approach is used to examine selected feminist and postmodernist theoretical perspectives on management in early childhood services. Specific case studies are chosen in the light of student experiences and expertise and set in the context of current government policies, but may include: managing formal meetings, group decision-making, team management in culturally diverse settings, electronic workplace communications and managing interviews. These case studies help students to understand how management communication derives from and contributes to workplace relationships and to critically apply a range of theoretical perspectives to decision-making and communication practices in early childhood services.
Assessment
Written assignments totalling 4,000 words (100 per cent).
466-849 SOCIAL CONTEXTS AND EARLY CHILDHOOD Available in these courses MEd, PGDipEdStud, PGCertEdStud Offered External (correspondence) mode, Semester 2
Credit points 12.5
Staff Glenda MacNaughton
Contact External mode students can expect a total workload of approximately 120 hours.
Description
An exploration of sociological dimensions of early childhood with particular emphasis on young children's constructions of their social world and the influence of early childhood settings, families and the cultural and communications industries on these constructions. An analysis of the policy implications for government and non-government bodies of the empirical data on these influences. Students learn how to critically analyse the changing nature of young children's family contexts and to appreciate the social and cultural influences on young children's understandings of their social world with particular reference to the family.
They also learn to identify and critically apply selected sociological perspectives to the analysis of children's constructions of their social world.
Assessment
An essay of approximately 4,000 words (100 per cent) or equivalent to be negotiated with the lecturer.
466-850 THEORIES OF PARENTING AND THE FAMILY This subject is not offered in 2005
Available in these courses MEd, PGDipEdStud, PGCertEdStud Offered Parkville Campus or external (correspondence) mode Credit points 12.5
Staff Margaret Coady
Contact External mode students can expect a total workload of approximately 120 hours.
Description
A study of the changing nature of childhood and families and of the consequent changes in the role of parents. Topics to be considered include: an analysis of the social forces influencing the nature of childhood and of parenting; a study of the relationship between parents and the professionals affecting the upbringing of their children; a study of the relationship of both social theories and child development theories to the provision of advice by professionals and in parenting manuals; an evaluation of sources of parental advice;
an analysis of the use of parenting programs in attempts to prevent child abuse; a consideration of the role of the law in families; a study of the role of culture in parental behaviour; an analysis of the bases of social and political controversies about the role of both male and female parents; an assessment of the effects of these controversies on the kinds of support to be given to parents.
Assessment
Written assignments totalling 4,000 words (100 per cent).
466-851 INFANCY AND TIIE FIRST YEARS OF LIFE
Available in these courses MEd, PGDipEdStud, PGCertEdStud
Offered Parkville Campus or external (correspondence) mode, Semester 2 Credit points 12.5
Staff Shame Rolfe
Contact External mode students can expect a total workload of approximately 120 hours.
Description
emotion-centred curricula and how early childhood professionals can develop learning environments that nurture all aspects of psychological development in the first years of life. Students are expected to lead and contribute to class discussions and debate in formal seminars and demonstrate an in depth knowledge of infant development in the social, emotional or cognitive domains. Psychological, sociological and/or anthropological perspectives on infancy are considered. Topics may include: the development and significance of attachment relationships; the nature of emotional control and regulation; empathy and emotional development in at-risk groups such as maltreated children; the interdependence of cognition and affect.
Assessment
A review of a research article based on a class presentation, equivalent 1,300 words, (33 per cent) and a personal vision paper equivalent 2,700 words (66 per cent), or other written assignments totalling 4,000 words.
Prescribed texts
Hyson, M.C. (1994) The emotional development of young children: Building an emotion-centred curriculum. N.Y.: Teachers College Press. Lally, J. R. (Ed.) (1990) Infant/toddler caregiving: A guide to social-emotional growth and development. Sacramento, Calif: California Department of Education. Sroufe, L.A. (1996) Emotional development: The organisation of emotional life in the early years. Cambridge: CUP.
468-601 MANAGEMENT LEARNING This subject is not offered in 2005
Available in these courses DEd, MEd, MTrng&Dvt Offered Parkville Campus
Credit points 25 Staff David Beckett Contact 36 hours Description
Workplace learning needs and opportunities in the light of growing expectations that managers will be proficient in sophisticated human resources development. Topics include: adult learning principles, group formation and leadership, learning environments (as shaped by local and international policies), relationships between management education and training and work, and the emergence of knowledge productivity in organisation settings.
Assessment
A literature review of 3,000 words (40 per cent) and major assignment of 5,000 words (60 per cent).
468-603 ADULT EDUCATION AND PROFESSIONAL PRACTICE Available in these courses DEd, MEd, MTrng&Dvt
Offered Parkville Campus, Semester 1 Credit points 25
Staff David Beckett Contact 36 hours Description
An analysis of debates in adult education as they are engaged by life long learning, looking, for example,.
generic skills, facilitation, competence-based training, quality assurance, case-mix funding, enterprise-driven professional development and the like; connecting these debates with broader implications drawing upon, respectively, liberal, socially-critical and postmodern scholarship; focussing on specific workplaces where practice deals in these implications; clarifying appropriate professionalism given the above.
Assessment
A literature review of 4,000 words (50 per cent) and a case study of 4,000 words (50 per cent).
/168-605 VOCATIONAL LEARNING
Available in these courses MEd, MTrng&Dvt, PGDipEdStud, PGCertEdStud Offered Parkville Campus, Semester 2
Credit points 25 Staff Dianne Mulcahy Contact 36 hours Description
An exploration and critique of learning theories and pedagogical and curriculum practices relevant to VET contexts in the light of current trends such as the notion of lifelong learning. Topics include: current arrangements for learning, for example, problem-based learning, on- and off-the-job learning, action learning, competency-based training, self-paced learning and vocational learning in schools; particular categories of learning, for example, adult learning, transformative learning and skill learning; and processes associated with learning, for example identity change and learning transfer. Recently published papers written from a number of different theoretical perspectives are selected for study, giving particular emphasis to those from cognitive, critical, and socio-cultural frameworks. Reflection is expected on professional practices in workplaces or organisations with which students are familiar and narrative and action learning methods for exploring the development of new practices are studied and enacted.
Assessment
A seminar paper of 4,000 words (50 per cent) and an assignment of 4,000 words or an equivalent individually negotiated project (50 per cent).
• x/468-621 SPECIAL PROJECT (VOCATIONAL EDUCATION AND TRAINING) Available in these courses MEd, PGDipEdStud, PGCertEdStud
Offered Either Parkville Campus or external (correspondence) mode, Semester 1 or 2 Credit points 25
Co-ordinator Ian Roos; student is responsible for obtaining a supervisor.
Contact To be negotiated with supervisor.
Description
An individually negotiated project in which the student undertakes a theoretical study (for example, a substantial critical review of a particular body of literature), a professional study (for example, a mentored internship in industry of at least three months duration), a research or development project, or an approved relevant educational course or experience conducted outside the Faculty of Education.
Assessment
Depending on the type of project undertaken: either a literature review, research report or project report of 8,000 words (100 per cent); or a detailed report of the project activity of 8,000 words, or equivalent, together with a report from the project mentors (100 per cent).
• v 468-811 LEADERS AND AGENTS OF CHANGE
Available in these courses MEd, MTrng&Dvt, PGDipEdStud, PGCertEdStud Offered Parkville Campus, Semester 1
Credit points 25 Staff Ian Roos Contact 36 hours Description
The influence of education and training in individual, group and organizational change; leadership theories,
Assessment
A class paper of 3,200 words (40 per cent) in which students critically analyse journal articles related to issues of leadership and/or change and an assignment of 4,800 words, or an individually negotiated project, in which students demonstrate sound knowledge and critical understanding of issues related to leadership and change (60 per cent)
v468-812 DEVELOPMENT AND CHANGE IN ORGANISATIONS Available in these courses DEd, MEd, MTrng&Dvt
Offered Parkville Campus, Semester 2 Credit points 25
Staff Paul Hanrahan Contact 36 hours Description
The political, economic and social context of VET in Australia; current forces for and against change in organisations; formal and informal processes and practices which influence organisations; the assumptions and principles of technological, political and normative re-educative models of change; contemporary strategies for change, including team-based structures, re-engineering and quality approaches; and different perspectives on change.
Assessment
A case study of 3,000 words (40 per cent) and a critical analysis of 5,000 words (60 per cent).
ç468-827 HUMAN RESOURCE STRATEGIES
Available in these courses MEd, MTrng&Dvt, PGDipEdStud, PGCertEdStud Offered Parkville Campus, Semester 2
Credit points 25 points Staff Paul Hanrahan Contact 36 hours Description
The eclectic concept of human resource management (HRM) and its strategic contribution to individual and organizational performance; mapping the field of human resource management and a specific exploration and analysis of its conceptual relationships with management, rewarding and development of personnel;
examination of contemporary developments in human resource management and their strategic influence upon corporate, and individual performance in the changing world of work.
Assessment
An analytical essay (topic negotiable) of 3,000 words (30 per cent) and the compilation of a corporate human resource management strategic plan that addresses a human resource development issue within a workplace (5,000 words) (70 per cent).
X468-840 STRATEGIC THINKING
Available in these courses DEd, MEd, MTrng&Dvt Offered Parkville Campus, Semester 1
Credit points 25
Staff Carol Lewis-Shaw Contact 36 hours Description
The broad context of philosophical, planning and political processes associated with administrative activity at policy level; the influence of political, economic and organizational theory at this level and the emerging influence of developments in vocational education, technology, leadership and values theory; focus on the development of the cognitive skills of analysis, synthesis and evaluation required for strategic thinking
within this context using selected frameworks, methods and techniques of conceptual analysis, rational analysis and values analysis.
Assessment
An essay of 4,000 words (50 per cent) and the development of a strategic plan, or equivalent individually negotiated assignment of 4,000 words (50 per cent).
,468-854 TRAINING AND DEVELOPMENT IN COMMUNITIES OF PRACTICE Available in these courses MTrng&Dvt
Offered Parkville Campus, Semester 2 and Summer Credit points 25
Staff Ian Roos Contact 36 hours
Three seminar sessions throughout the semester to allow participants to report on the progress of the project.
Additional individual to be negotiated with the lecturer.
Prerequisite and/ or co-requisite 468-123 The Practising Professional Description
This is a workplace-based individual project. It provides an ordered, reflective, critical exposition of
workplace practice that firmly situates it in a particular community and evaluates such practice in the light of current theories, policies or strategies of professional training and development. This is not a research project or minor thesis, but is a professional practice assignment. The specific focus/topic is negotiable depending on the context of practice available to the student.
Assessment
A major project equivalent to 8,000 words and focused on training and development in the workplace (100 per cent)
472-601 WORKING WITH CHALLENGING BEHAVIOUR
Available in these courses MEd, PGDipEdStud, PGCertEdStud, PGDipEdStud(SpecEd), PGDipEdStud(ECI)
Offered Parkville Campus, Semester 1 Credit points 12.5 points
Staff Anna Bortoli Contact 24 hours Description
Students should understand and compare typical and atypical socioemotional development of children and students; observe and assess challenging behaviour and its impact on learning, self-esteem and social interaction in specialist and inclusive settings; understand the different theories and research in behaviour management and their application to different populations of disability; examine controversial practices and the ethical practices; modes of data collecting; develop critical skills in evaluating and designing
individualized behaviour support plans; the design of more appropriate intervention and strategies using whole school approach which will support teachers and the students.
Assessment
Assignments equivalent to 4,000 words (100 per cent).
Generic Skills
• Apply contemporary theories of socioemotional development
• Address the impact of disability on the socioemotional development of the student
• Apply contemporary theories on behaviour management and their application to different populations of disability in both specialist and inclusive settings