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ASSESSMENT SUMMARY

Child and Family Services

Course Name and Number

18208DIPLOMA OF CHILDREN’S SERVICES

Unit Name and Number CHCFC503AFOSTER SOCIAL DEVELOPMENT IN EARLY CHILDHOOD

Teacher’s NameEmail Contact Details

[email protected]

Semester & Year Semester 2 - 2012

Unit purpose

This unit will build on your previous knowledge and skills relating to the social development of children aged 0-6 years. A detailed range of characteristics and key concepts of social and moral development for infants, toddlers and preschoolers will be studied. Experiences and strategies to promote social skills and competence will be explored.

TAFE NSW ©Assignment Version Number-2

2011 Validated Assessments

Unit of Competency CHCFC503A

Hard copy located in Section file in BM3

Validated for delivery for F/T, P/T

Last validated:

February 2011

Validated by

JW/MG

Validation due:

Feb 2013

of 22

ELEMENT PERFORMANCE CRITERIA

Elements define the essential outcomes of a unit of competency.

The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.

1. Support children to build and maintain trusting relationships

1.1 Listen attentively and show children their views are valued and acknowledged

1.2 Acknowledge and support children’s preferences for particular adults and peers

1.3 Help children to understand and accept responsibility for their own actions

1.4 Encourage children to express and mange feelings appropriately

1.5 Support children’s various levels of interaction and participation with others during play

2. Plan experiences for children to support and cooperate with others

2.1 Encourage children to respect each other’s individual needs, abilities and interests

2.2 Encourage children to regard differences positively and to discuss these differences

2.3 Support children who have difficulty interacting with others, to establish and maintain friendships and group membership

2.4 Acknowledge and encourage appropriate, supportive and effective communication between children

2.5 Provide experiences and opportunities that promote children’s moral development and pro-social skills






Last validated:

February 2011

Validated by

JW/MG

Validation due:

Feb 2013

of 22

ELEMENT PERFORMANCE CRITERIA

Elements define the essential outcomes of a unit of competency.

The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.

3. Provide opportunities for social interaction

3.1 Plan and provide opportunities for different forms of social interaction between children with respect for each child’s needs, interests and development stage

3.2 Encourage children to interact with a variety of people and to initiate and develop contact with others, as appropriate

3.3 Arrange the environment to encourage interaction and also accommodate a child’s need for privacy, solitude and/or quiet

3.4 Celebrate special occasions in culturally sensitive ways

3.5 Respect children’s choice to watch and observe

3.6 Structure experiences and equipment in ways that promote cooperation and conflict resolution

3.7 Foster and respect children’s own grouping choice

3.8 Talk about and respond to children as group members as well as individuals

3.9 Identify and monitor children’s social skills and development

3.10 Promote and support the use of social skills relevant to the transition to school for children of an appropriate age






Last validated:

February 2011

Validated by

JW/MG

Validation due:

Feb 2013

of 22

Required knowledge

Fostering children’s social development – introductory knowledge

Recall definitions of social development & introduce theoretical perspectives e.g. Parten, Bronfenbrenner, Erikson, Social Learning Theory, Kohlberg, Bowlby, Ainsworth, Vygotsky

Influences on social development - social opportunities, culture, child rearing practices, disposition/temperament, gender/sex role, family circumstances, socio-economic, physical health, self concept/self esteem etc

Individual differences and strengths in the social domain Interaction between the social domain and other domains of

development Recent influences on views of social development e.g. anti-bias

curriculum, inclusive practices Different perspectives on children’s social development in different

cultures, communities, families etc Applying relevant national child health and well being core

competencies, accreditation principles, NSW Curriculum Framework and other relevant regulatory requirements

Explore ways to gather information about, document and monitor social and moral developmental progress

Identifying social skills and characteristics - infancy through to preschool aged

Infants - attachment relationships in family & with caregivers, forming secondary attachments & hierarchies of attachments, attachment behaviours & responses, separation anxiety & stranger anxiety, focus on one-to-one relationships with caregivers, interactions and social responses to caregivers, social interests in other infants & children, play behaviours

Toddlers - continuing importance of attachment relationships, attachment behaviours & separation behaviours, egocentricity, negativism, difficulty sharing/turn taking & influence on social abilities, social interests in other toddlers, children & adults, interactions with children & adults, play behaviours,

Preschoolers - attachment relationships & changing separation behaviours, social interest in other children, interest in wider world, play behaviours, early helping, empathy & prosocial awareness, interactions with caregivers & peers, friendships & play mates, functioning in groups

Impact of social experiences & relationships on developing self awareness & self esteem

Stages in children’s moral development (Kohlberg)

Providing experiences and opportunities to foster social development, cooperation and competence

Creating environments that allow for a range of play types, group sizes and solitude

Following children’s suggestions & interests in planning social experiences

Using anti-bias and inclusive approaches to enhance social relationships






Last validated:

February 2011

Validated by

JW/MG

Validation due:

Feb 2013

of 22

Appropriate group sizes at different stages & for various purposes Celebrating special occasions and cultural events with children, their

families & communities Designing experiences that promote moral development and prosocial

skills Structuring experiences to promote cooperation and conflict resolution Arranging environments to accommodate various levels of interaction

and participation e.g. watching, observing, privacy, solitude, withdrawal from the group etc

Promoting social skills relevant to school transition

Interacting with the child to foster social development and trusting relationships

Monitoring the social skills and progress of individuals & groups Supporting children’s social relationships and friendships with other

children Developing secondary attachments with caregivers & supporting

primary attachments with family members (Attachment Curriculum) Acknowledging, listening and valuing children’s views and preferences Modelling and encouraging prosocial skills and the appropriate

expression of feelings Supporting children in negotiation, assertiveness, accepting

responsibility and conflict resolution Encouraging children to recognise & accept differences & show respect

for others Respecting each child’s level of participation and grouping choices Assisting children to join play groups, developing group skills, raising

children’s status in a group Encouraging supportive and effective communication between children

and with others

Providing specialist assistance for children with social difficulties

Strategies for children with social difficulties and additional needs- Children who are new to the group- Unpopular, isolated & marginalised children- Children who have difficulty joining play groups- Bullying, name calling, excluding behaviour - Children who have difficulty accepting difference in others

Additional needs impacting on social functioning (e.g. autism, communication impairments)

Seeking support when children require specialist assistance with social difficulties

Practical skills

Documents the social development and progress of both individual and groups of children

Demonstrates an understanding of the typical social skills and abilities of children across a range of ages

Designs experiences for individuals and groups that foster a range of social skills and promote moral development and prosocial skills

Demonstrates appropriate interaction strategies – self talk, parallel talk, descriptive praise






Last validated:

February 2011

Validated by

JW/MG

Validation due:

Feb 2013

of 22

Provides relevant experiences and environments that foster social development for children from infancy to preschool aged.

Sets up a range of play & care environments for varying levels of participation and social play skills

Identifies environmental, situational and cultural aspects that impact on children’s social experience

Demonstrates time management, organisational skills and reflective practice when planning and providing developmental opportunities to enhance social skills

Uses a variety of strategies to encourage children’s social skills and key developmental tasks

Demonstrates interpersonal skills, empathy and active listening when interacting to support social skills and development

Practices anti-bias & inclusive principles Supports children’s social relationships and friendships with other

children Supports primary and secondary attachments with family members

and caregivers Acknowledges, listens to and values children’s views and preferences Models and encourages prosocial skills and the appropriate expression

of feelings Encourages children to recognise & accept differences & show respect

for others Arranges environments to promote interaction and accommodate

privacy, solitude and quiet Celebrates special occasions in culturally appropriate ways Assists children to join play groups and develop group skills Encourages supportive and effective communication between children

and with others Supports children in negotiation, assertiveness, accepting

responsibility and conflict resolution Respects each child’s level of participation and grouping choices Promotes social skills relevant to school transitio

Evidence requirements Learners must provide evidence of the ability to foster children’s social development by:

Demonstrating an understanding of the social development characteristics and differences of children aged 0-6 years.

Using strategies and interactions effectively to foster and extend the social development of children aged 0-6 years across.

Planning and implementing a range of meaningful learning opportunities and experiences to foster and extend the social development of individuals and groups of children aged 0-6 years.

Grading criteria Results are reported as

Competent with Distinction Competent with Credit Competent Not yet Competent






Last validated:

February 2011

Validated by

JW/MG

Validation due:

Feb 2013

of 22

Suggested grading criteria to be read in conjunction with Evidence Requirements above

To be graded as competent the learner needs to:

Demonstrate the evidence requirements satisfactorily in a range of situations.

Use known information in relevant situations.

To be graded competent with credit the learner needs to:

Demonstrate the evidence requirements independently in a wide range of situations.

Apply detailed information to new situations

To be graded competent with distinction the learner needs to:

Demonstrate the evidence requirements consistently, independently and with creativity in an extensive range of situations

Independently research new information and adapt information to new situations






Last validated:

February 2011

Validated by

JW/MG

Validation due:

Feb 2013

of 22

Methods for collection of evidence

The following table maps the recommended assessment tools to the Unit and Dimensions of Competency.

Table of specifications for recommended assessment

Assessment Task Elements, essential knowledge and skills critical aspects of assessment addressed

Dimensions of competency

(the 4 main aspects of work performance that need to be taken into account when assessing competency)

Weighting

Must pass all events

Graded

NC/AC/ACC/ACD

Off the job

On the job

1. Monitoring and planning

Document and monitor the social development of 2 children – 0-5years. Based on these observations write a developmental summary /chart and provide a range of planning possibilities for each child.

Child Play Session Task 1,2

2 Work placement

- Relates to elements 1-2

-Relates to performance criteria-1.1-,1.9, 2.2,2.4,2.6,2.8

- Relates to critical aspects.

- Relates to knowledge and skills

□ Task skills

ü Task management skills

□ Contingency management skills

□Job/role

environment skills

AC/NC AC/NC

2. Learning opportunities & experiences

Develop a range of experiences to foster the social development of children aged 0-6 years.

Some of these experiences must be


_Relates to performance criteria-1.1-1-9,2.1-2.8,3.1-3-7


- Relates to knowledge and

ü Task skills

□ Task management skills

ü Contingency management skills

ü Job/role environment skills

AC/NC

AC/NC






Last validated:

February 2011

Validated by

JW/MG

Validation due:

Feb 2013

of 22

implemented and evaluated with children aged 0-6 years

Task 1 Provision Play Session

1 Provision plan work placement

skills

3. On-the-Job Performance & journals.

Overall assessment by qualified workplace assessor using standardised checklist. Assessment should be based on observed performance, associated documentation (including journals), industry supervisor feedback,questioning


-Relates to all performance criteria in all three elements.


- Relates to knowledge and skills

ü Task skills

ü Task management skills

ü Contingency management skills

ü Job/role environment skills

AC/NC

Codes: NC-not yet competent, AC-achieved competency, ACC-achieved competency credit, ACD-achieved competency distinction

Specific Instructions to Learners:

You must complete and pass each individual assessment task for this Unit to meet the assessment requirements of the Unit.

If assessments are not submitted or are incomplete you will fail to meet the assessment requirements for the Unit.

Extensions and resubmissions of work may be granted at the discretion of the teacher. Resubmissions cannot receive a mark higher than a pass.

Assessments must include a cover sheet. When specified in the Assessment description, the information you present

should be referenced and presented according to Randwick TAFE Child & Family Services student handbook guidelines.

Unit Assessment (OFF the JOB)






Last validated:

February 2011

Validated by

JW/MG

Validation due:

Feb 2013

of 22

Unit Title: Foster Social Development in Early Childhood

Unit Code: CHCFC503A

Task 1 and 2 : Document and Planning (Off the Job) (Relates to Elements 1-3, Performance Criteria 1.1-3.7, required skills and Knowledge1.1-1.14, Essential Knowledge 1.1 and 1.2)

Due Date: Task 1 and Task 2 Week10 (17th September)

Task 1: Gather information about one child in play session, aged 0-5years, focusing on social development and record 4 written observations.

4 written observations

Record one observation in the play session daily journal. (A photograph, comment with reflective interpretation and follow-up needs to be included).Print an extra copy in hand in with assignment.

Record three observations covering social development

(1 anecdote, I running record, 1 learning story)

All observation needs to have interpretations and follow-up plans that include a description of a play idea.

You will firstly need to gain the written permission of the child’s parent/s to be involved in this project, on the understanding that the child’s observations and summary will be submitted to your teacher for study purposes. If the child is old enough, you should also explain the project to them and ask their verbal permission to observe and write about them. Write some notes about how you did this and how the child responded.

2. Based on your observations plan one experience to foster social development of the child observed and implement it in play session. Your experience should foster a range of skills listed below:

- social skills to develop independence and autonomy

-emerging skills of an individual

-demonstrate your ability to select appropriate equipment and space

-focus on interacting appropriately with the child to foster development

Write out the experience in full using the suggested experience plan document. In this plan make sure that you identify what items you will need, who you are aiming the experience at and why, and possible outcomes.

3. Evaluate the experience covering the following:

Possible outcomes

Teaching strategies

Task 2: Developmental summary (Off the job)






Last validated:

February 2011

Validated by

JW/MG

Validation due:

Feb 2013

of 22

Using observations and information gathered create a developmental summary on the Childs development.

A Developmental Summary is a written overview of the progress, characteristics, interests and strengths of a child or children, presented under headings for each development area. Your summary must be based on observations, and information gathered about the child development. It should show links to The Early Years Learning Framework (EYLF)

This Developmental Summary is presented as a tablet organised under all the developmental (or domain) heading and Interests heading.

You will need to:

Identify key behaviours and skills which show the progress of the focus child in developmental areas, their abilities, their emerging abilities and interests in a table.

Gross motor

Fine Motor Emotional Social Cognitive

Interests

Then write a 200 word summary of the child’s interest and development with reference to The Early Years Learning Framework (EYLF).Include an introduction covering background information on child, interests and a paragraph on developing social development,.

Task 3: Play Session Performance

Your overall performance in play session will be assessed by your class teacher and play session assessor. Your assessor will use the following performance checklist for recording judgements made about your performance on the job. When using the performance checklists the assessor must determine whether a characteristic is or is not present or whether something was or was not done to a competent level. The assessor may need to ask you questions during or after a task or work sequence in order to:

clarify aspects of your work performance

assess your ability to listen, interpret and communicate information and ideas

assess essential knowledge and skills.

Specific Instructions to Learners:






Last validated:

February 2011

Validated by

JW/MG

Validation due:

Feb 2013

of 22

You must complete and pass each individual assessment task for this Unit to meet the assessment requirements of the Unit and go to work placement.

If assessments are not submitted or are incomplete you will fail to meet the assessment requirements for the Unit.

Extensions and resubmissions of work may be granted at the discretion of the teacher. Resubmissions cannot receive a mark higher than a pass.

Assessments must include a cover sheet.

When specified in the Assessment description, the information you present should be referenced and presented according to Randwick TAFE Child & Family Services student handbook guidelines.

Unit Code and Title:

CHCFC503A Foster Social development in Early Childhood

CHCFC504A Support Emotional and Psychological development in Early Childhood

CHCFC502AFoster Physical development in Early Childhood

Note: On-job tasks are co assessed in the above three units

Assessment relates to Elements 1-3, Performance Criteria 1.1-3.10, Required Skills, Essential knowledge and Employability skills. CHCFC503A Foster Social development in Early Childhood

Assessment relates to Elements 1-3, Performance Criteria 1.1-3.6, Required Skills, Essential knowledge and Employability skills. CHCFC504A Support Emotional and Psychological development in Early Childhood

Assessment relates to Elements 1-3, Performance Criteria 1.1-3.7, Required Skills, Essential knowledge and Employability skills. CHCFC502AFoster Physical development in Early Childhood

Task 1: Documentation & planning (On the job)

Part-1 Daily Journal

Daily Journal: While on Work placement, you are required to record total 14 daily journal entries covering all units.

Ensure 7 of these journal entries are on your focus child.

Each day write a daily journal about the focus child’s play in one/more learning areas. These journal entries should be the basis of planned provisions, learning centres, and investigations. Journal entries must include jottings, photos/work






Last validated:

February 2011

Validated by

JW/MG

Validation due:

Feb 2013

of 22

samples with narratives, spontaneous interactions with children, collaboration with families and staff. Reflect on these entries and identify the interest from the child’s play. Comment on this child’s development followed by suggestions on further planning ideas.

Part-2: Observe and plan

Choose one focus child and complete 7 journal entries followed by planning ideas. Implement one plan for Physical; one for social, emotional and psychological.

Background Information: Make sure you have written permission of the child’s parent/carer to observe and record the child development and interests. Gather other relevant information about your focus children such as parent’s background information. Developmental comments: Drawing on your research of typical behaviours and development, reflect and interpret on your entries; identify significant behaviours focusing on physical, social, emotional and psychological domains and link to The Early Year Learning Framework.

Suggest at least one (1) planning idea and care giving strategy after each observation.

Provision Plans Based on your observations of your focus child ensure there is one plan on physical development and one plan on social, emotional and psychological development. This is a total of two provision plans.

Write out the experiences in full using the suggested provision plan document, implement it and write up reflection on the plan.

Developmental Chart (summary)

Using the observations and information gathered about your focus child create a developmental chart for your focus child.

A developmental chart is a written overview of progress of your developmental abilities, presented under heading of each developmental domain. (Physical-Fine/Gross motor, Communication, Social, Emotional, Thinking child).

Task 2: On the job performance (On the job)

Your overall performance in the workplace will be assessed by a TAFE teacher or qualified assessor. Your assessor will use the following performance checklist for recording judgements made about your performance on the job. When using the performance checklists the assessor must determine whether a characteristic is or is not present or whether something was or was not done to a competent level.

The assessor may need to ask you questions during or after a task or work sequence in order to:




The assessor will also:






Last validated:

February 2011

Validated by

JW/MG

Validation due:

Feb 2013

of 22

read through any written tasks especially your journals to further assess your competence.

talk to staff members who are supervising or working with you in order to get feedback about your performance on a day-to-day basis.

All aspects of your workplace performance including written tasks will be used to determine your final performance grade.

On The Job

Unit Code and Title:

CHCFC503A Foster Social development in Early Childhood

CHCFC504A Support Emotional and Psychological development in Early

CHCFC502A Foster Physical development in Early Childhood

Note: On-job tasks are co assessed in the above three units

Assessment relates to Elements 1-3, Performance Criteria 1.1-3.7, Required Skills, Essential knowledge and Employability skills. CHCFC502AFoster Physical development in Early Childhood

Assessment relates to Elements 1-3, Performance Criteria 1.1-3.10, Required Skills, Essential knowledge and Employability skills. CHCFC503A Foster Social development in Early Childhood

Assessment relates to Elements 1-3, Performance Criteria 1.1-3.6, Required Skills, Essential knowledge and Employability skills. CHCFC504A Support Emotional and Psychological development in Early

Task 1: Documentation & planning (On the job)

Part-1 Daily Journal

Daily Journal: While on Work placement, you are required to record total 14 daily journal entries covering all units.

Ensure 7 of these journal entries are on your focus child.

Each day write a daily journal about the focus child’s play in one/more learning areas. These journal entries should be the basis of planned provisions, learning centres, and investigations. Journal entries must include jottings, photos/work samples with narratives, spontaneous interactions with children, collaboration with families and staff. Reflect on these entries and identify the interest from the child’s play. Comment on this child’s development followed by suggestions on further planning ideas.

Part-2: Observe and plan






Last validated:

February 2011

Validated by

JW/MG

Validation due:

Feb 2013

of 22

Choose one focus child and complete 7 journal entries followed by planning ideas. Implement one plan for Physical; one for social, emotional and psychological.

Background Information: Make sure you have written permission of the child’s parent/carer to observe and record the child development and interests. Gather other relevant information about your focus children such as parent’s background information. Developmental comments: Drawing on your research of typical behaviours and development, reflect and interpret on your entries; identify significant behaviours focusing on physical, social, emotional and psychological domains and link to The Early Year Learning Framework.

Suggest at least one (1) planning idea and care giving strategy after each observation.

Provision Plans Based on your observations of your focus child ensure there is one plan on physical development and one plan on social, emotional and psychological development. This is a total of two provision plans.

Write out the experiences in full using the suggested provision plan document, implement it and write up reflection on the plan.

Developmental Chart (summary)

Using the observations and information gathered about your focus child create a developmental chart for your focus child.

A developmental chart is a written overview of progress of your developmental abilities, presented under heading of each developmental domain. (Physical-Fine/Gross motor, Language, Social, Emotional, and Cognitive).

Task 2: On the job performance (On the job)

Your overall performance in the workplace will be assessed by a TAFE teacher or qualified assessor. Your assessor will use the following performance checklist for recording judgements made about your performance on the job. When using the performance checklists the assessor must determine whether a characteristic is or is not present or whether something was or was not done to a competent level.

The assessor may need to ask you questions during or after a task or work sequence in order to:




The assessor will also:

read through any written tasks especially your journals to further assess your competence.






Last validated:

February 2011

Validated by

JW/MG

Validation due:

Feb 2013

of 22

talk to staff members who are supervising or working with you in order to get feedback about your performance on a day-to-day basis.

All aspects of your workplace performance including written tasks will be used to determine your final performance grade.

Practical Skills checklist

Unit code and name: CHCFC503A Foster social development in early childhood

Learner’s Name:

Assessment Dates:

Location:

Key: Demonstration of Practical Skills (DP)

Evidence of Associated Documentation (AD)

Industry Supervisor Feedback (SF)

Strategic Questioning Of the learner (SQ)

Practical skills Evidence

Comments

All elements

Demonstrates time management, organisational skills and reflective practice when planning and providing developmental opportunities to enhance social skills

Uses a variety of strategies to encourage children’s social skills and key developmental tasks

Demonstrates interpersonal skills , empathy and active listening when interacting to support social skills and development

DP

AD

SF

SQ

NC Pass

Credit Distinction

1. Support children to build and maintain trusting relationships

Acknowledges, listens to and values children’s views and preferences

Supports primary and secondary attachments with family members and caregivers

Supports children in accepting responsibility for their own actions

Models and encourages prosocial skills and the appropriate expression of feelings

Sets up a range of play & care environments for varying levels of participation and social play skills

DP

AD

SF

SQ

NC Pass

Credit Distinction






Last validated:

February 2011

Validated by

JW/MG

Validation due:

Feb 2013

of 22

2. Plan experiences for children to support and cooperate with others

Encourages children to recognise & accept differences & show respect for others

Practices anti-bias & inclusive principles in interactions with children

Assists children to maintain friendships, join play groups and develop group skills

Encourages supportive and effective communication between children and with others

Designs & implements experiences for individuals and groups that foster a range of social skills and promote moral development

DP

AD

SF

SQ

NC Pass

Credit Distinction

3. Provide opportunities for social interaction

Documents the social development and progress of both individual and groups of children

Demonstrates an understanding of the typical social skills and abilities of children across a range of ages

Demonstrates appropriate interaction strategies – self talk, parallel talk, descriptive praise

Provides relevant experiences and environments that foster social development for children from infancy to preschool aged.

Identifies environmental, situational and cultural aspects that impact on children’s social experience

Supports children’s social relationships and friendships with other children

Arranges environments to promote interaction and accommodate privacy, solitude and quiet

Celebrates special occasions in culturally appropriate ways

Respects each child’s level of participation and grouping choices

Promotes social skills relevant to school transition

DP

AD

SF

SQ

NC Pass

Credit Distinction

Overall Comments & Grade NC Pass Credit Distinction

Assessor Name & Signature Date

Learners Name & Signature Date

NB: Strategic questioning of the learner and industry supervisor feedback should supplement direct observation of the learner and cannot be used as stand alone evidence to determine Grade/Marks for on-the-job performance.

All elements included in practical skills checklist.

Resources






Last validated:

February 2011

Validated by

JW/MG

Validation due:

Feb 2013

of 22

Core resources

Nixon D, & Aldwinckle, M. 2005, Exploring: Child development from three to six years, Social Science Press, Katoomba.

Nixon, D. & Gould, K. 1999, Emerging: Child development in the first three years, 2nd edn, Social Science Press, Katoomba.

Nixon, D. & Gould, K. 2000, Extending: Child development from five to twelve years. Social Science Press, Katoomba.

Talay-Ongan, A & Ap, E A. 2005, Child development and teaching young children, Thomson: Social Science Press, Southbank, Victoria.

Other resources

ABC-TV, 2008, Life at 1, DVD, Screen Australia ABC-TV, 2008, Life at 3, DVD, Screen Australia Allen E. K & Marotz, L. 2007, Developmental Profiles: Pre-birth through Eight, 5th

edn, Delmar Publishers, Albany. Berk, L. 2008 Infants, children & adolescents, 6th edn, Pearson/Allyn and Bacon,

Boston Mass. Copple, C. 2006, Basics of developmentally appropriate practice: an introduction

for teachers of children 3 to 6, National Association for the Education of Young Children, Washington, D.C.

Dau, E & Jones, K. 2004, Revisiting celebrations with young children, Research in practice series, ECA, Watson, ACT.

Kaplan, P. 2000, A child's odyssey: child and adolescent development, 3rd edn, Wadsworth: Australia

Harrison L. 2003 Attachment: Building secure relationships in early childhood, Research in practice series, ECA, Watson, ACT.

Kearns, K. 2007, Birth to Big School, Pearson Education Australia, Frenchs Forest, NSW.

Kostelnik, M. J. 2009, Guiding children's social development & learning, 6th edn, Delmar/Cengage Learning, Albany, N.Y.

Moore, R. C. 1990, Childhood’s domain play and place in child development, MIG Communications, London.

Mundine, K & Giugni, M, 2006 Diversity and difference: Lighting the spirit of identity, Research in practice series, ECA, Watson, ACT.

Riley, D. A. 2008, Social & emotional development: Connecting science and practice in early childhood settings, Redleaf Press, St. Paul, MN

Santrock, J. 2008, Children, 10th edn, McGraw-Hill, NY Sheridan, M. 2008, From birth to five years: children's developmental progress,

3rd edn, rev. and updated by Ajay Sharma and Helen Cockerill, Routledge, New York

Shipley, C. 1998, Empowering children : play-based curriculum for lifelong learning, 2nd edn, ITP Nelson, Toronto

Stonehouse, A & Greenman, J. 2008 Prime times: A Handbook for Excellence in Infant and Toddler Programs, Redleaf Press, St. Paul, MN.

Stonehouse, A, 2002, NSW Curriculum Framework: the practice of relationships: essential provisions for children’s services, Office of Child Care, NSW Department of Community Services. Available from: http://www.community.nsw.gov.au/documents/childcare_framework.pdf

Talay-Ongan, A. 2000, Typical and atypical development in early childhood Belrose, N.S.W. Memo Press

Vialle, W. Lysaght, P. & Vereikina, I. 2000, Handbook on Child Development, Social Science Press, Katoomba, NSW.

Wall to wall productions, 2001, A child’s world, DVD, Roadshow Home Entertainment






Last validated:

February 2011

Validated by

JW/MG

Validation due:

Feb 2013

of 22

Relevant journals

Australian Journal of Early Childhood. The Journal of Early Childhood Australia Inc.

Broadside – The Community Child Care Monthly Newsletter. Community Child Care Co-operative Ltd. (NSW)

Child Care Exchange. The early childhood Leaders Magazine. (United States) Every Child. The magazine of the Australian Early Childhood Association. Gowrie RAP: Reflections. This is the quarterly magazine of the Gowrie Australia

Consortium. Jigsaw. The magazine of the National Family Day Care Council of Australia Network News. A quarterly publication of the Network of Community Activities. Putting Children First. The quarterly newsletter of the National Childcare

Accreditation Council Inc. Rattler. The children’s service magazine (quarterly). Community Child Care Co-

operative Ltd. (NSW) Totline. Quarterly magazine of Playgroup NSW Inc. & Playgroup Queensland Young Children. The National Association for the Education of Young Children.

Washington.

Websites and online resources

Australian Childhood Foundationhttp://www.kidscount.com.au/website/default.asp

Australian Early Development Index http://www.rch.org.au/australianedi/edi.cfm?doc_id=12278

Child Development Institutehttp://www.childdevelopmentinfo.com/index.htm

Child, youth and women’s health servicehttp://www.cyh.com/HealthTopics/HealthTopicCategories.aspx?p=122

Early Childhood Australiahttp://www.earlychildhoodaustralia.org.au

Early Years Learning Frameworkhttp://www.dest.gov.au/sectors/early_childhood/policy_initiatives_reviews/coag/The_Early_Years_Learning_Framework.htm

Federal Government Virtual Children's Hub http://mychild.gov.au/

Growing Lifestylehttp://www.growinglifestyle.com.au/au/j11177

Health Insite: An Australian Government Initiativehttp://www.healthinsite.gov.au/topics/Child_Development

Kids spothttp://www.kidspot.com.au/index.asp

Lady Gowrie Child Centre, Sydneyhttp://www.gowrie-sydney.com.au/

Raising Children Networkhttp://raisingchildren.net.au/

TAFE NSW Library Network Cataloguehttp://tafecat.tafensw.edu.au/tafecat.html

TAFE NSW Studylinks: Children’s Serviceshttps://www.tafensw.edu.au/library/studylinks/health/children.htm






Last validated:

February 2011

Validated by

JW/MG

Validation due:

Feb 2013

of 22

Zero to three http://www.zerotothree.org/site/PageServer






Last validated:

February 2011

Validated by

JW/MG

Validation due:

Feb 2013

of 22

Unit Name:SOCIAL; EMOTONAL; PSYCHOLOGICAL DEVELOPMENT Unit Number:CHCFC503A & CHCFC504A

SI Randwick College - Child StudiesTAFE WEEK

WEEK BEGINNING SEMESTER 2, 2011 WEEK ENDING

2 Monday 23rd July

Element-1,2,3 Fostering children’s social, emo,psyc

development – introduction Friday 27th July

3 Monday 30th JulyElement-

1Fostering children’s social, emo,psyc development Friday3rd August

4 Monday 6th August

Element-1,2,3

Identifying social,emo,psyc skills and characteristics - infancy through to preschool aged Friday10thAugust

5 Monday13th August

Element-1,2,3

Identifying social,emo,psyc skills and characteristics - infancy through to preschool aged

Friday 17thAugust

6 Monday 20th August

Element-1,2,3

Providing experiences and opportunities to foster social,emo,psyc development, cooperation and competence

Friday 24th August

7 Monday 27th August

Element-1,2,3

Providing experiences and opportunities to foster social,emo,psyc development, cooperation and competence

Friday 31st August

8 Monday 3rd September

Element-1,2,3

Interacting with the child to foster social,emo,psyc development and trusting relationships

Friday 7th September

9 Monday 10th September

Element-1,2,3


Friday 14th September

10 Monday 17th September

Element-1,2,3


Submit- Task 1and 2

Friday 21st September

VACATION ( September 22nd

September- Sunday 7th Octoberl )

11` Monday8th October

Element-1,2,3

Interacting with the child to foster social,emo, psyc development and trusting relationships Friday 12th

October

12 Monday 15th October

Element 1,2,3

Providing specialist assistance for children with social,emo,psyc difficulties ... Friday19th

October

13 Monday 22nd October

Element 1,2,3

Preparation for work placement ( Visit- Wednesday )

Friday 26th October






Last validated:

February 2011

Validated by

JW/MG

Validation due:

Feb 2013

of 22

14 Monday 29th October

Element-1,2,3

Work place Friday 2nd November

15Monday 5th November

Element-1,2,3

Work place Friday9th November

16 Monday 12th November

Element 1,2,4

Work placement review Friday 16th November

17 Monday 19th November

Element 1,2,4

Providing specialist assistance for children with social,emo,psyc difficulties Friday 23rd

November






Last validated:

February 2011

Validated by

JW/MG

Validation due:

Feb 2013