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EEP421 Educational Transitions in Multiple Contexts (8)

Abstract

This subject investigates principles, practices and policies underpinning educational transitions, with particular focus on the transitions made by children and families as they commence attendance in educational settings outside the home. Transitions are recognised as times of educational and social change for all involved: children, families, educators, other professionals and communities. Transitions are also points at which support and engagement are established and renegotiated, providing opportunities for relationship building and intervention. Students will consider a range of issues—social, cultural and educational—that impact on transition; explore the perspectives of all involved in transitions; and examine their own role in promoting positive transitions.

+ Subject Availability Modes and Location

Session 2
OnlineAlbury-Wodonga Campus
Session 3
OnlineAlbury-Wodonga Campus
Continuing students should consult the SAL for current offering details: EEP421
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 sessionHD/FLSchool of Education

Learning Outcomes

Upon successful completion of this subject, students should:
- identify the issues surrounding transitions for children and families moving from home to early childhood settings, and from early childhood settings to school;
- critically analyse current theory, research and practice to gain an understanding of the needs of children and families in transitions;
- be aware of the multiple contexts for—and which influence—transitions for children and families, incorporating an ecological theoretical perspective;
- have an ability to identify, and cater for, the different needs of children and families in transition, including children from rural and remote, low-SES and Indigenous communities; culturally and linguistically diverse backgrounds; and children with special and complex support needs;
- identify, develop and justify an appropriate range of pedagogical strategies to support educational transitions; and,
- focus on the application of knowledge to the educational workplaces and to the community settings in which they are working.
 

Syllabus

The subject will cover the following topics:
- Transitions: The Big Picture.
- Theory, Research and Practice: What do they tell us about transitions?
- Considering Context: An ecological perspective.
- Catering for Different Needs.
- The “Who, What, When, Where, Why, and How” of Transitions.
- Theory into Practice: Workplace and community implementations.

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The information contained in the 2018 CSU Handbook was accurate at the date of publication: 14 December 2017. The University reserves the right to vary the information at any time without notice.