Students

ECHE8200 – Families in Context

2026 – Session 1, In person-scheduled-weekday, North Ryde

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Unit Convenor
Fay Hadley
fay.hadley@mq.edu.au
Contact via iLearn Dialogue
29WWB Room 619
Mon-Wed
Tutor
Akram Eshaghi
akram.eshaghi@mq.edu.au
Contact via iLearn Dialogue
N/A
Thursday
Credit points Credit points
10
Prerequisites Prerequisites
Admission to MTeach(0-5) or MEChild or MEd or MEdLead or MIndigenousEd or GradDipIndigenousEd or MSpecEd or GradCertEChild or GradCertEdS
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
The overarching aim of this unit is to examine the implications of diversity in family values and the value of family across a range of contexts. Over the course of the unit, we will consider the role of socio-cultural, economic and political contexts in shaping family life and family values in the 21st century. Drawing on a variety of resources, including diverse media, academic publications and reflections on personal experiences, we will explore changing family lives and the extent to which traditional, largely Western-based, images of 'family' life reflect contemporary experiences and practices of families and children in Australia and abroad.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates

Learning Outcomes

On successful completion of this unit, you will be able to:

  • ULO1: Explore diverse contexts in and perspectives on ways in which families function.
  • ULO2: Reflect on personal experiences and how these shape perspectives.
  • ULO3: Source credible and scholarly research concerning families to inform practice and generate new understandings and knowledge.
  • ULO4: Highlight and critically analyse a range of social, cultural and political perspectives/influences on family life.
  • ULO5: Consider ways in which awareness of families in context can facilitate/support early childhood teaching practice.
  • ULO6: Engage in active and critical reflective practice about working with diverse families

General Assessment Information

General Submission Information 

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

All assessments must be submitted electronically. Turnitin plagiarism detection software is used to check all written assessments. It is the responsibility of all students to ensure that their submitted work is in a format compatible with Turnitin software for plagiarism checking. Submissions must meet the required file type and formatting specifications outlined in the assessment guidelines. Failure to submit work in an acceptable format may result in delays in processing your submission and potential penalties for non-compliance with assessment requirements. If you are unsure about the file format or have technical difficulties, it is your responsibility to seek assistance before the submission deadline. Students should be careful to 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. 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 contact the unit convenor. 

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. 

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

Use of Artificial Intelligence (AI) 

Students should be aware of and apply the University policy on academic integrity (see: https://policies.mq.edu.au/document/view.php?id=3). Any student suspected of using unauthorised AI in an assignment will be referred to the Faculty of Arts Discipline Committee. Penalties can include reduced marks for an assessment, being awarded '0' for a task, failing an entire unit, being excluded from a course of study. Please see each assessment task description/rubric for expectations about AI. 

Special Consideration / Late Penalties 

Unless a Special Consideration request has been submitted and approved, a 5% penalty (of the total possible mark) will be applied each day an assessment is not submitted, up until the 7th day (including weekends) (see: https://students.mq.edu.au/study/assessment-exams/special-consideration). Applications for extensions must be made via Service Connect. 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 assessments (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. A Special Consideration outcome may result in a new question or topic.  

Marking 

All assessments are marked using a rubric. 

Marking of all assessments is moderated by the Unit Convenor. 

University Policy on Grading 

Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University's Grading System and University Assessment Policy.  

To attain a pass or higher grade in Professional Experience a student must obtain a satisfactory in both the Professional Experience component and a pass or higher grade in the academic component. For Professional Experience units the Professional Experience Evaluation Report is marked as Satisfactory or Unsatisfactory. The Macquarie Teaching Performance Assessment (MQTPA - in final WIL/PEx units) is marked as Not met, Met or Exceeds. 

Results 

Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed because 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 Service Connect. 

Withdrawing from this unit 

If you are considering withdrawing from this unit, please seek academic advice via Service Connect before doing so as this unit may be a co-requisite or prerequisite for units in the following sessions and may impact your course progression. 

Assessment Tasks

Name Weighting Hurdle Due Groupwork/Individual Short Extension AI assisted?
Assessment 1 50% No 23.55pm 08/04/2026 Individual No Open AI
Assessment 2 50% No 23.55pm 01/06/2026 Individual No Open AI

Assessment 1

Assessment Type 1: Written Submission
Indicative Time on Task 2: 40 hours
Due: 23.55pm 08/04/2026
Weighting: 50%
Groupwork/Individual: Individual
Short extension 3: No
AI assisted?: Open

Analysis of selected family topic. 2000 words
On successful completion you will be able to:
  • Explore diverse contexts in and perspectives on ways in which families function.
  • Source credible and scholarly research concerning families to inform practice and generate new understandings and knowledge.
  • Highlight and critically analyse a range of social, cultural and political perspectives/influences on family life.
  • Engage in active and critical reflective practice about working with diverse families

Assessment 2

Assessment Type 1: Written Submission
Indicative Time on Task 2: 40 hours
Due: 23.55pm 01/06/2026
Weighting: 50%
Groupwork/Individual: Individual
Short extension 3: No
AI assisted?: Open

Philosophy paper. 2000 words
On successful completion you will be able to:
  • Explore diverse contexts in and perspectives on ways in which families function.
  • Reflect on personal experiences and how these shape perspectives.
  • Source credible and scholarly research concerning families to inform practice and generate new understandings and knowledge.
  • Consider ways in which awareness of families in context can facilitate/support early childhood teaching practice.
  • Engage in active and critical reflective practice about working with diverse families

1 If you need help with your assignment, please contact:

  • the academic teaching staff in your unit for guidance in understanding or completing this type of assessment
  • the Writing Centre for academic skills support.

2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation.

3 An automatic short extension is available for some assessments. Apply through the Service Connect Portal.

Delivery and Resources

Recommended text 

No recommended text. See Leganto for readings for each week.

Information about the unit iLearn site   

This unit has a full web presence through iLearn. 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: via email onehelp@mq.edu.au or Ph: 9850 4357 or 1800 67 4357. On Campus: Ground floor at 18 Wally’s Walk. 

Unit Schedule

ECHE8200: Families in Context Weekly Schedule

Week/Date

Lecture topic/Lecturer

Online tutorial

Readings

Week 1

Feb 23

Introduction to the unit. Families: Definitions, Contexts and Theoretical Orientations

no tutorials

Budinski, M., & Gahan, L. (2023). What is family? Australian views on what makes a family. Melbourne: Australian Institute of Family Studies.

Rouse, E. Partnerships in the Early Years. Australia: Oxford University Press. Chapter 4

Sheppard, P., & Snopkowski, K. (2021). Behavioral Ecology of the Family: Harnessing Theory to Better Understand Variation in Human Families. Social Sciences,10(275). https://doi.org/ 10.3390/socsci10070275

Week 2

March 2

Indigenous perspectives – kinship ties (online module to complete)

tutorial for all students

Australian Government (2023). 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

Bobongie-Harris, Francis & Von Senden, Roslyn (2023). Including Aboriginal and Torres Strait Islander Perspectives. In Cologon, Kathy & Mevawalla, Zinnia (Eds.). Inclusive Education in the Early Years: Right from the Start. [2nd ed.]. Oxford University Press, Docklands, VIC.

Sinclair, K. (2019). 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

Week 3

March 9

Recent arrivals: children from immigrant and refugee backgrounds

 

 

no tutorials

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. Oxford University Press. DOI: 10.1093/OBO/9780199756810-0272

Van Laere, K., Sharmahad, N., & Lambert, L. (2023). Parents as first educators at Elmer Childcare Centres: A human-centred story of respect, inclusion and shared responsibilties. 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.163-171). Routledge

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

Week 4

March 16

Families with members who experience disability

 

tutorial for all students

Anderson, J. & Boyle, C. (2019) Looking in the mirror: reflecting on 25 years of inclusive education in Australia, International Journal of Inclusive Education, 23(7-8), 796-810 doi: 10.1080/13603116.2019.1622802

Cologon, K. (2022). Is inclusive education really for everyone? Family stories of children and young people labelled with ‘severe and multiple’ or ‘profound’ disabilities. Research Papers in

Education. doi.org/10.1080/02671522.2020.1849372

Stevens, L. & Wurf, G. (2020) Perceptions of inclusive education: A mixed methods investigation of parental attitudes in three Australian primary schools, International Journal of Inclusive Education, 24 (4), 351-365: 10.1080/13603116.2018.1464068

Week 5

March 23

Children with parents who identify as Lesbian, Gay, Bisexual and Transgender (LGBTQI)

no tutorials

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.

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

Week 6

March 30

 

Media Portrayal of families

tutorial for all students

Döring, N., Reif, A., & Poeschl, S. (2016). How gender stereotypical are selfies? A content analysis and    comparison with magazine adverts. Computers in Human Behavior, 55, 955–962. DOI: http://dx.doi.org/10.1016/j.chb.2015.10.001

Handsley, E. & Heselgrave, S. (2023). Australia’s media classification system is no help to parents and carers. It needs a grounding in evidence (2023). In The Conversation, retrieved from: https://theconversation.com/australias-media-classification-system-is-no-help-to-parents-and-carers-it-needs-a-grounding-in-evidence-216004

Mid-semester break April 6th – April 18th

Assignment #1: Analysis of selected family topic due 8th April by 23.55

Week 7

April 20

Out-of-Home Care of Children – state care, grandparent, kinship care

no tutorials

Australian Institute of Family Studies (2023). Mandatory reporting of child abuse and neglect. CFCA Resource Sheet August, 2023. See: https://aifs.gov.au/resources/resource-sheets/reporting-child-abuse-and-neglect

Grace, R., Mitchell, M., Conley Wright, C., Karatasas, K., Hadley, F., Ravulo, J., Blythe, S., Ezekwem-Obi, A. & Waniganayake, M. (2025). The right to cultural connection for children in out-of-home care: Does Australian policy and practice adequately support cultural identity for culturally and linguistically diverse children? Australian Journal of Social Issues, 60(3), pp.912-921 https://doi.org/10.1002/ajs4.70008

Week 8

April 27

Community Violence and impacts on children and families

tutorial for all students

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 

Beckwith, S., Lowe, L., Wall, L., Stevens, E., Carson, R., Kaspiew, R., MacDonald, J. B., McEwen, J., Willoughby, M., & Gahan, L. (2023). Coercive Control Literature Review – Final Report. Commonwealth of

Australia.  https://aifs.gov.au/sites/default/files/2023-07/2304_Coercive-control-literature-review_July2023.pdf

 

  

 

Week 9

May 4

Working with children and families who have experienced trauma

no tutorials

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

Berger, E., O’Donohue, K., La, C., Quinones, G., & Barnes, M. (2023). Early Childhood Professionals’ Perspectives on Dealing with Trauma of Children. School Mental Health, 15(1), 300–311. https://doi.org/10.1007/s12310-022-09551-0

Week 10

May 11

Developing a philosophical approach for working with families in educational settings

tutorial for all students

Lehrer, J., Hadley, F., Rouse, E., Van Laere, K., Blanch Gelabert, S., & Ward, U. (2023). Conclusion: A conversation about insights related to democratic relationships with families. 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.185-195). Routledge

Waniganayake, M. Cheeseman, S., Fenech, M., Hadley, F., & Shepherd, W. (2023). Leadership. Contexts and complexities in early childhood education. Chapter 11, pp. 202-221. Oxford University Press.

Week 11

May 18

Research and study of families: Multi-disciplinary perspectives

 

no tutorials

Naidoo, Y., Blaxland, M., Wong, M., Katz, I. (2024). Uniting Families Report. Sydney: UNSW Social Policy Research Centre and Uniting NSW.ACT.

Lehrer, J., Van Laere, K., Hadley, F., & Rouse, E. (2023). Introduction: Why we need to move beyond instrumentalization when discussing families and early childhood education and care. 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.1-13). Routledge

Week 12

May 25

What next? Where to from here in terms of researching with families

tutorial for all students

Barblett, L., Cartmel, J., Lavina, L., Hadley, F., Irvine, S., Harrison, L.J., & Bobongie-Harris, F. (2024). Prioritising children’s participation in research: Including children’s voices in updating a national early learning framework. International Journal of Early Years Education. https://doi.org/10.1080/09669760.2024.2405535

Hadley, F., Harrison, L., Lavina, L., Barblett, L., & Irvine, S., Bobongie-Harris, F., & Cartmel, J. (2025). Involving Families: Lessons from updating Australia's Approved Learning Frameworks. In U. Ward. (Ed). Supporting Early Childhood Practice through Difficult Times: Looking Towards a Better Future. (pp.108-121). Routledge.

Järventausta, E., & Paananen, M. (2026). Standing at the door: a sociomaterial approach to understanding parental involvement in ECEC. Early Years, 1–14.

https://doi-org.simsrad.net.ocs.mq.edu.au/10.1080/09575146.2026.2618469

Week 13

June 1

 

No tutorials or lectures

Assignment #2: Philosophy and Principles report on Collaborative Relationships with Families due 1st June

 

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central (https://policies.mq.edu.au). Students should be aware of the following policies in particular with regard to Learning and Teaching:

Students seeking more policy resources can visit Student Policies (https://students.mq.edu.au/support/study/policies). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.

To find other policies relating to Teaching and Learning, visit Policy Central (https://policies.mq.edu.au) and use the search tool.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/admin/other-resources/student-conduct

Results

Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) 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 connect.mq.edu.au or if you are a Global MBA student contact globalmba.support@mq.edu.au

Academic Integrity

At Macquarie, we believe academic integrity – honesty, respect, trust, responsibility, fairness and courage – is at the core of learning, teaching and research. We recognise that meeting the expectations required to complete your assessments can be challenging. So, we offer you a range of resources and services to help you reach your potential, including free online writing and maths support, academic skills development and wellbeing consultations.

School of Education Procedures 

In addition, the following policies and procedures for the Macquarie School of Education apply to this unit. 

Academic Progression Policy

This unit is a part of a professional course listed on Schedules 2 and 3 of the Academic Progression Policy. This course has additional requirements that are applicable for the full duration of the course, including course-specific Inherent Requirements, Fitness to Practice requirements and other compulsory course requirements. It also has rigorous academic progression standards. Inability to meet these requirements may result in a withdrawal of offer of admission and/or permanent exclusion from the course in accordance with the General Coursework Rules. 

Communication 

It is the student’s responsibility to check all electronic communication on a weekly basis.  Communication may occur via: 

  • Official MQ Student Email Address 

  • The Dialogue function on iLearn 

  • Other iLearn communication functions 

Attendance and Participation

See the University timetable for information about when classes begin in this unit. Creating your timetable - Enrolling | Macquarie University, Sydney (mq.edu.au) 

Attendance at all synchronous activities, completion of non-synchronous formative/diagnostic class tasks and involvement in professional forums is expected as the Master of Teaching (Birth to Five) is a professional qualification. Activities completed during weekly tutorials (DAY or ONLINE DAY mode) or on campus days (INFQ mode) are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit and to meet the AITSL Graduate Teacher Standards and/or ACECQA requirements. Attendance at all tutorials and/or on campus days is expected and will be recorded. Make up tasks may be given if attendance is missed to ensure all content is covered to meet accreditation requirements.  

Students are required to attend the tutorial in which they are enrolled. Any changes to tutorial enrolments must be completed officially through e-Student. Please do not contact the unit convenor to request a change.

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Academic Success

Academic Success provides resources to develop your English language proficiency, academic writing, and communication skills.

The Library provides online and face to face support to help you find and use relevant information resources. 

Student Services and Support

Macquarie University offers a range of Student Support Services including:

Student Enquiries

Got a question? Ask us via the Service Connect Portal, or contact Service Connect.

IT Help

For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/. 

When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.

Unit information based on version 2026.02 of the Handbook