• Students should be aware of and apply the University policy on academic honesty (see: https://policies.mq.edu.au/document/view.php?id=3)

• Unless a Special Consideration (see: https://students.mq.edu.au/study/assessment-exams/special-consideration) request has been submitted and approved, a 5% penalty (of the total possible mark) will be applied each day a written assessment is not submitted, up until the 7th day (including weekends). After the 7th day, a mark of‚ 0 (zero) will be awarded even if the assessment is submitted. Submission time for all written assessments is set at 11.55pm. A 1-hour grace period is provided to students who experience a technical issue.

• This late penalty will apply to non-timed sensitive assessment (incl essays, reports, posters, portfolios, journals, recordings etc). Late submission of time sensitive tasks (such as tests/exams, performance assessments/presentations, scheduled practical assessments/labs etc) will only be addressed by the unit convenor in a Special consideration application. Special Consideration outcome may result in a new question or topic.

• Please format assessments using 12-point font and 1.5 spacing. 

• All assessments are submitted electronically. Turnitin plagiarism detection software is used to check all written assessments. 

• Students can use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit. 

• Students should carefully check that they submit the correct file for an assessment as no re-submissions will be accepted after the due date and time, including instances where students upload an incorrect file in error. 

• Word limits are strictly applied. Work above the word limit will not be marked.  

• All assessments are marked using a rubric. 

• Marking of all assessments is moderated by the Unit Convenor. 

• Applications for extensions must be made via AskMQ (https://ask.mq.edu.au/).  

• It is not the responsibility of unit staff to contact students who have failed to submit assessments.  If you have any missing items of assessment, it is your responsibility to make contact with the unit convenor. 

University policy on grading 

Criteria for awarding grades for assessment tasks 

Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University's Grading Policy. For Professional Experience units the PE Report is marked as satisfactory or unsatisfactory and the Teaching Performance Assessment (in final PE units) is marked as not meets, meets or exceeds. The following descriptive criteria are included for your information. 

Descriptive Criteria for awarding grades in the unit 

In order to meet the unit outcomes and successfully pass this unit, students must make a genuine attempt at all assessment tasks. Where any submitted assessment task is considered to be unsatisfactory in this regard, the highest possible final grade that can be awarded for the unit will be 45. 

Grade	Descriptor
HD  (High Distinction)	Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem-solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline.
D  (Distinction)	Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience.
Cr  (Credit)	Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline.
P  (Pass).	Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes
F  (Fail)	Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline.

Note: If you fail a unit with a professional experience component, the fail grade will be on your transcript irrespective of the timing of the placement. 

Withdrawing from this unit 

If you are considering withdrawing from this unit, please seek academic advice via https://ask.mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following sessions and may impact on your course progression. 

Results 

Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au. 

Required and recommended texts and/or materials

There is an expectation that you complete the scholarly reading in this unit. It is an integral part of your study. 

Prescribed Texts:

Rouse, E (2020). Partnerships in the Early Years. Australia: Oxford University Press. 

 

Recommended Reading, References and Resources.

Further Professional reading and references:

Australian Family and Society Abstracts

This is a collection of articles and conference papers collected by the Australian Institute of Family Studies in Melbourne.  It is available on OZLINE, accessible via the Internet, and on AUSTROM, a CD-ROM available in Macquarie University Library.

Other databases of references relevant to this unit are:

ERIC                                       A collection of education references

Sociology of Education           A collection of sociology references

PsycINFO                               A collection of psychology references.

AUSTHealth                            A collection of references on health issues in Australia, including child and family wellbeing

ATSIhealth                              A collection of references on indigenous issues including information about Aboriginal children and families

Expanded Academic ASAP   Multi-subject indexing (social science, humanities, arts economics), abstract and full-text database

Family                                     Produced by Australian Institute of Family Studies

Additional suggestions:

Brown, A (2019). Respectful research with and about young families.  Forging frontiers and methodological considerations. Switzerland: Palgrove Macmillan.

Cassells, R., Toohey, M., Keegan, M., & Mohanty, I. (2013). Modern Family: The changing shape of Australian families, AMP.NATSEM Income and Wealth Report Issue 34, October.

Chen, A., & Ritchie, J. (2016). Parents, participation, partnership: Problematising New Zealand early childhood education. Contemporary Issues in Early Childhood, 17(3) 289–303, DOI: 10.1177/1463949116660954

Closing the Gap Report 2020: The annual report to Parliament on progress in Closing the Gap. see: https://ctgreport.niaa.gov.au/

Cloughessy, K. & Waniganayake. M. (2019). Lesbian parents’ perceptions of children’s picture books featuring same-sex parented families. Early Years, 39(2), p. 118-131.

Cloughessy, K. & Waniganayake. M. (2013). Early childhood educators working with children who have lesbian, gay, bisexual and transgender parents: what does the literature tell us? Early Child Development and Care. DOI: 10.1080/03004430.2013.862529

De Gioia, K. (2015). Immigrant and refugee mothers' experiences of the transition into childcare: a case study. European Early Childhood Education Research Journal, 23(5), 662-672. doi: 10.1080/1350293X.2014.970854

Dempsey, D. (2013). Same-sex parented families in Australia. CFCA Paper, No.18

Dym Bartlett,J., and Smith, S. (2019). The role of early care and education in addressing early childhood trauma. American Journal of Community Psychology, 64(3-4), p 359-372. DOI 10.1002/ajcp.12380

Grace, R., Bowes, J., & Woodrow, C. (2022). Children, families and communities: Contexts and consequences. (6th Edition) Melbourne: Oxford University Press.

Klocker, N. (2014). Ethnic diversity within Australian homes: Has television caught up to social reality? Journal of Intercultural Studies, 35 (1), 34-52.

Leske, R., Sarmardin, D., Woods, A., & Thorpe, K. (2015). What works and why? Early childhood professionals' perspectives on effective early childhood education and care services for Indigenous families. Australasian Journal of Early Childhood, 40(2), 109-118.

OECD. (2019). Changing the Odds for Vulnerable Children: Building Opportunities and Resilience, OECD Publishing, Paris. https://www.oecd.org/social/changing-the-odds-for-vulnerable-children-a2e8796c-en.htm

Parson, L. (2019). Considering positionality: The ethics of conducting research with marginalized groups. In K. Strunk and L. Locke (Eds.). Research methods for social justice and equity in education (15-32). Palgrave Macmillan. 

Roberts, W. (2017). Trust, empathy and time: Relationship building with families experiencing vulnerability and disadvantage in early childhood education and care services Australasian Journal of Early Childhood, 42 (4 ), p. 4-12 

Sammons, P., Hall, J., Smees, R., Goff, J., Sylva, K., Smith, T., Evangelou, M., Eisenstadt, N., & Smith, G. (2015). The impact of children’s centres: studying the effects of children's centres in promoting better outcomes for young children and their families. Evaluation of Children’s Centres in England (ECCE, Strand 4) Research report. UK: University of Oxford

Wise, S. (2013). Improving the early life outcomes of Indigenous children: implementing early childhood development at the local level. Issues paper no.6 produced for Closing the Gap Clearinghouse.

Youjung L., Blitz, L.V. and Srnka, M. (2015). Trauma and resiliency in grandparent-headed multigenerational families. Families in Society, 96(2), p116-124. DOI: 10.1606/1044-3894.2015.96.13

Key Australian website references:

Australian Centre for Grief and Bereavement http://www.grief.org.au

Australian Early Development Census http://www.aedc.gov.au/

Australian Human Rights Commission (Same sex entitlements) http://www.humanrights.gov.au/human_rights/samesex/index.html

The Australian Institute of Family Studies: Child Family Community Australia (CFCA) https://aifs.gov.au/cfca/

The Australian Institute of Family Studies https://aifs.gov.au/publications

The Australian Institute of Aboriginal and Torres Strait Islander Studies http://www.aiatsis.gov.au

Grandparents as Parents http://www.grandparentsasparents.com.au/

Homelessness in Australia www.homelessnessaustralia.org.au/

Making Multicultural Society for the 21^st Century http://www.multiculturalaustralia.edu.au/

National Child Protection Clearinghouse publications http://www.aifs.org.au/nch/pubs.html

The Human Rights and Equal Opportunities Commission web site has some useful articles. http://www.hreoc.gov.au

The NSW Commission for children and young people web site. http://www.kids.nsw.gov.au/

Reconciliation Australia http://www.shareourpride.org.au/

Information about the unit iLearn site    

This unit has a full web presence through iLearn.   

Students will need regular access to a computer and the Internet to complete this unit.  

Weekly access to iLearn is compulsory for all students. Important assessment information will be posted here, as will other relevant unit notices and materials, including a reading template and guide to lecture note taking to assist your studies. 

Various activities and materials for discussion and critical reflection are included and all students are encouraged to use this web component. Electronic links and suggested references will be included in the Resources section. Please check the iLearn unit regularly.  

Lectures  

Weekly lectures are available on the web through the ECHO360 lecture component. There are no ‘live’ lectures.  PowerPoint slides are available in the Active Learning Tool in ECHO360. You need to listen and engage with all lectures. 

Access and technical assistance  

Information for students about access to the online component of this unit is available at https://ilearn.mq.edu.au/login/index.php. You will need to enter your student username and password. 

Please do NOT contact the Unit Convenor regarding iLearn technical help.  

Assistance is available from IT Helpdesk  

Ph: 9850 4357 or 1800 67 4357  

Email: help.mq.edu.au. 

On Campus: Ground floor at 18 Wally’s Walk 

Structure 

The unit structure can be found in the university timetable https://timetables.mq.edu.au/2023/  In the tutorial students will discuss issues and questions arising from the lectures and prescribed readings. They are expected to base their arguments/discussions on evidence from published research and other relevant material. There will be a supporting iLearn site for the unit providing additional readings, links and materials.  

The weekly program for the course with the accompanying readings/ preparation is available on the following pages or on the unit iLearn site

OVERVIEW OF THE WEEKLY CONTENT AND PROGRAM FOR UNIT ECHE3260

Week/Date	Module Topic	Lecturer	Readings - available through Leganto - see  ILearn
Part 1:  Approaches to the Study of Families and Communities
1. Feb 20	Research and study of families: Multi-disciplinary perspectives and Family Systems theory	Assoc Prof Fay Hadley	Rouse, E. (2020). Partnerships in the Early Years. Australia: Oxford University Press: Chapters 3 & 4 Brown, A (2019). Respectful research with and about young families.  Forging frontiers and methodological considerations. Chapter 1, pp 1-32, Palgrove Macmillan. Brown, A (2019). Respectful research with and about young families.  Forging frontiers and methodological considerations. Chapter 4, pp 111-148, Palgrove Macmillan.
2. Feb 27	Children with parents who identify as LGBTQI +	Meg Liang	Rouse, E. (2020). Partnerships in the Early Years. Australia: Oxford University Press: Chapter 2 Liang, M., & Cohrssen, C. (2020). Towards creating inclusive environments for LGBTIQ-parented families in early childhood education and care settings: A review of the literature. Australasian Journal of Early Childhood, 45(1), p. 43-55. DOI: 10.1177/1836939119885304 Cloughessy, K. & Waniganayake. M. (2019). Lesbian parents’ perceptions of children’s picture books featuring same-sex parented families. Early Years, 39(2), p. 118-131.
Part 2:  Family Diversity and Educational Implications
3. March 6	Families of Children with Disabilities: Issues of Family and Community	Dr Loraine Fordham	Cologon, K. (2016). "What is disability? It depends whose shoes you are wearing": Parent understandings of the concept of disability. Disability Studies Quarterly, 36(1), 1-20 Rouse, E. (2020). Partnerships in the Early Years. Oxford University Press: Chapter 8 Assessment Task 1A due Sunday 12th March 23.55
4. March 13	Cultural Diversity Amongst Australian Families	Assoc Prof Fay Hadley	Hadley,F., & Rouse, E. (2021). Educator Partnerships with Parents and Families with a Focus on the Early Years. In Oxford Bibliographies in Education. Ed. Anne Hynds. New York: Oxford University Press​. DOI: 10.1093/OBO/9780199756810-0272  Whyte, K.L. & Karabon, A. (2016). Transforming teacher–family relationships: Shifting roles and perceptions of home visits through the Funds of Knowledge approach. Early Years, 36(2), 207-221, DOI: 10.1080/09575146.2016.1139546
5. March 20	Indigenous Families and Community Connections	Online Module – see iLearn	Australian Government (2022). Closing the Gap: Annual  report 2022. Canberra: Commonwealth of Australia.  see: https://www.niaa.gov.au/sites/default/files/publications/niaa-closing-the-gap-annual-report-2022.pdf Sinclair, K. (2021). Disrupting normalised discourses: ways of knowing, being and doing cultural competence. The Australian Journal of Indigenous Education, 50(1), pp.203-211. DOI: https://doi.org/10.1017/jie.2018.23
Part 3: Family and Community Interconnections, Stressors and Supports
6. March 2: EDST3020 Professional Experience Placement - NO CLASSES or LECTURES for ECHE3260
7. April 3	Family Isolation: Rural, Remote and Other Isolated Families	Assoc Prof Fay Hadley	Camberis & McMahon (2017). Challenging Contexts for Contemporary Australian Families. In R. Grace, K. Hodge, & C. McMahon (Eds). Children, families and communities: Contexts and consequences. (5th Edition) (pp.144-159). Oxford University Press. Rouse, E. (2020). Partnerships in the Early Years. Oxford University Press: Chapter 6
Mid semester April 10- April 21 Complete interview with family by the end of semester break
8. April 24	Community Violence and impacts on Children and Families	Dr Catherine Jones	Dym Bartlett,J., & Smith, S. (2019). The role of early care and education in addressing early childhood trauma. American Journal of Community Psychology, 64(3-4), p 359-372. DOI 10.1002/ajcp.12380 Youjung L., Blitz, L.V. & Srnka, M. (2015). Trauma and resiliency in grandparent-headed multigenerational families. Families in Society, 96(2), p116-124. DOI: 10.1606/1044-3894.2015.96.13
9. May 1	Out-of-Home Care of Children – state care, grandparent, kinship care	Dr Loraine Fordham	Cashmore, J. (2017). Child Protection and Out-of-Home Care. In R. Grace, K. Hodge, & C. McMahon (Eds). Children, families and communities: Contexts and consequences. (5th Edition) (pp.267-284). Oxford University Press. Australian Institute of Family Studies (2020). Mandatory reporting of child abuse and neglect. CFCA Resource Sheet June 2020. See: https://aifs.gov.au/cfca/publications/mandatory-reporting-child-abuse-and-neglect Assessment 2 due Monday 1st May 23.55
10-12. May 8 – May 26: EDST3020 PE Placement NO CLASSES or LECTURES
Part 4:  Resource Systems: Connecting children, families and communities
13. May 29	Key Policies: Implications for Teachers, Children, Families and Communities	Assoc Prof Fay Hadley	Rouse, E. (2020). Partnerships in the Early Years. Australia: Oxford University Press: Chapter 1, 10 & 12 Hadley, F., & Rouse, E. (2023). Parent-centred partnerships: Early childhood educators addressing barriers to building reciprocal partnerships with parents. In J. Lehrer, K. Van Laere, F. Hadley & Rouse, E. (Eds.).  Relationships with families in early childhood education and care: Beyond instrumentalization in international contexts of diversity and social inequality (pp.17-28). Routledge Waniganayake, M. Cheeseman, S., Fenech, M., Hadley, F., & Shepherd, W. (2017). Leadership. Contexts and complexities in early childhood education. Chapter 11, pp. 202-221. Oxford University Press. Assessment Task 1B due Thursday 1st June 23.55

All lectures are recorded and available online through ECHO360. Students are expected to listen to the lecture and complete the online task (outlined in ilearn for ecah week) before attending the tutorial. 

 

 

 

The 5Rs Framework, developed by the School of Education at Macquarie University, is embedded throughout your teacher education course.  Your use of the 5Rs Framework will help you develop the capabilities that will make your teaching career sustainable and fulfilling. In this unit, you will learn using the 5Rs framework in the following important ways:

Reflexive - by interviewing a family you will explore and challenge your own views.

Responsive - in your case study the final section of the assessment asks you to outline impleications for the educaitonal setting based on what you found out about the family you interviewed.

Research engaged - you will engage with the research literarure to inform the questions you will ask in the interview with the family, as well as draw on contemporary research in the write up of the case study.