EED206 Programming for Early Childhood (8)

Abstract

This subject describes the knowledge and skills required to design, implement and evaluate programs and individual care routines to foster and enhance the development of children. This subject focuses on the development and practise of skills in designing, implementing and evaluating programs that will enhance children’s development and will also be relevant to the social and cultural contexts of the service and the community. Emphasis is given to engaging with parents and children to develop individual care plans and programs for early childhood. Current trends and various programming approaches and philosophies will be explored.

+ Subject Availability Modes and Location

Session 2
Distance	Bathurst Campus

Continuing students should consult the SAL for current offering details: EED206
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject information

Duration	Grading System	School:
One session	HD/FL	School of Teacher Education

Enrolment restrictions

Prior to enrolment students must have completed the Certificate III Children’s Services AND Stage One of the Diploma of Children’s Services (AQF 5) through TAFE Western and Riverina Institute.

Learning Outcomes

Upon successful completion of this subject, students should:

be able to apply a defined philosophical approach to delivery of services to children;
be able to continuously improve services through reflecting on effectiveness of practices;
be able to design and implement programs with all those involved;
be able to design and implement programs to enhance the development of children;
be able to design and implement programs that are relevant to cultural and social contexts of children and their community;
be able to develop appropriate settings and environments for all those involved;
be able to monitor and evaluate programs;
be able to demonstrate application of skills in planning, contingency management, effective communication, analysis and reflective thinking, selecting and administering assessment and evaluation tools; and,
be able to take into account, use and promote opportunities to address waste minimisation, environmental responsibility and sustainable practice issues.

Syllabus

The subject will cover the following topics:

Use or establish opportunities to gather all necessary information from and communicate to those involved
Identify areas of concern about the current program, care routines and setting and consider them in designing the program and care plan
Design and implement programs that reflect the philosophy and goals of the service
Gather information about each child's development to inform the program and routines
Develop and implement child-centred programs that aim to extend children's experiences and develop their self-help skills
Develop and implement programs and routines to foster all aspects of children's development in a holistic way and support smooth transitions
Ensure programs provide for capabilities, interests, emerging skills and backgrounds of children who attend the service
Ensure all resources required for program are identified and available at the required time
Develop a flexible daily timetable, incorporating developmental opportunities, routines and transition experiences
Gather information about contexts of the children's lives and use it to guide planning
Identify varying expectations of parents of diverse backgrounds and accommodate where possible
Develop and implement programs that reflect diversity and inclusive perspectives in an ongoing manner
Select experiences and resources that support and develop children's identities
Evaluate settings, environments and resources and modify to foster all aspects of children's development and learning
Implement modifications within constraints of resources available and service location and to promote the organisation and aesthetics
Adapt plans according to children's responses, conditions of the day and spontaneously arising opportunities
Gather and document information using a range of methods in order to assess the progress and achievements of each child
Monitoring and assessing children's progress
Identify and apply appropriate criteria for evaluating the overall program
Include children's responses and comments as part of the evaluation process
Ensure programs are evaluated regularly and in accordance with service guidelines
Use evaluation information towards further design of programs

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The information contained in the 2014 CSU Handbook was accurate at the date of publication: 13 September 2013. The University reserves the right to vary the information at any time without notice.