Unit convenor and teaching staff |
Unit convenor and teaching staff
Lecturer
Kathy Cologon
Contact via kathy.cologon@mq.edu.au
Unit Convenor
Rosemary Dunn
Contact via rosemary.dunn@mq.edu.au
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
Admission to BTeach(ECS)
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit is designed to build on principles of child development and developmental processes. How these processes are affected by identified at risk factors, and result in disability and/or difference, are investigated with reference to current research and theory. The role of the community in enriching the learning potential of young children is emphasised. Research on the importance of community empowerment and the implications of this for professional roles in all early childhood programs is evaluated. Particular implications for Aboriginal and Torres Strait Islander communities are discussed.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Due |
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Reflective Writing | 10% | 25 July 2012 |
Essay | 25% | 17 September 2012 |
Oral Task | 10% | 26 September 2012 |
Group Workshop Plan | 20% | 22 October 2012 |
Personal Reflection | 5% | 22 October 2012 |
Quiz | 10% | 26 September 2012 |
Workbook | 20% | 9 November 2012 |
Due: 25 July 2012
Weighting: 10%
Reflection on what the Early Years Learning Framework (EYLF) and the National Quality Standard (NQS) say about the inclusion and education of young children with developmental differences and disabilities in prior to school settings.
Due: 17 September 2012
Weighting: 25%
Discussion of the role of the Early Childhood Teacher in the education and inclusion of children with developmental differences and disabilities in prior to school settings.
Due: 26 September 2012
Weighting: 10%
Individual oral presentation of a planned workshop to educate staff, families and community members on a relevant aspect of developmental difference, disability and/or inclusive education.
Due: 22 October 2012
Weighting: 20%
Proposed plan for a workshop to educate staff, families and community members about relevant aspects of developmental difference, disability and/or inclusive education in a prior to school setting. This plan will be developed by a small group.
Due: 22 October 2012
Weighting: 5%
A brief refelection on learning, strengths and skills as a member of a group working on a project.
Due: 26 September 2012
Weighting: 10%
Short answer and nultiple choice questions based on content covered in unit to this point.
Due: 9 November 2012
Weighting: 20%
Completion of weekly tasks associated with readings and on-campus workshops.
This unit is offered externally with two block on-campus periods:
1. 16-25 July 2012
2. 17-26 Spetember 2012
Attendance at all the on-campus classes is required to pass this unit.
All assessments tasks must be submitted to pass this unit.
There is no required text book. A book of readings, containing a range of current and relevant research, professional information and curriculum and regulatory documents will be provided to each student to support their independent study throughout the semester. Students will need to conduct their own wider reading and research for some assessment tasks.
An ilearn page has been developed to provide a vehicle for communication and resourcing for students. Students will also have access to the range of electronic library services including journals and e-books. Audio-visual material will be used at on-campus sessions as relevant.
The following topics will be considered consecutively through the semester:
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://www.mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://www.mq.edu.au/policy/docs/assessment/policy.html
Grade Appeal Policy http://www.mq.edu.au/policy/docs/gradeappeal/policy.html
Special Consideration Policy http://www.mq.edu.au/policy/docs/special_consideration/policy.html
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University provides a range of Academic Student Support Services. Details of these services can be accessed at: http://students.mq.edu.au/support/.
Students with a disability are encouraged to contact the Disability Support Unit who can provide appropriate help with any issues that arise during their studies.
Details of these services can be accessed at http://www.student.mq.edu.au/ses/.
If you wish to receive IT help, we would be glad to assist you at http://informatics.mq.edu.au/help/.
When using the university's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students and it outlines what can be done.
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by: