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Unit of Study TCHR2002 - Children, Families and Communities (2027)

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Unit Snapshot

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Unit description

This unit is concerned with the complexity, diversity and changing nature of contemporary constructions of childhood and families within the community. The unit builds knowledge and understanding regarding contemporary and diverse issues facing children, families and communities. Bronfenbrenner’s Ecological Systems Theory is applied throughout the unit where the impacts of historical, social, political, economic and socio-economic and environmental factors are considered as an influence upon children’s everyday lives. In this context, pre-service teachers will develop an understanding of how to advocate for children and families by applying anti-bias curriculum principles that support social justice, equity, environmental sustainability, and culturally responsive practice, including Aboriginal and Torres Strait Islander perspectives.

Unit content

Module 1: Critical Understandings of Children, Families and Communities: Historical and Contemporary Perspectives. 

Module 2: Advocating for Children’s Individual and Collective Sense of Identity and Wellbeing, Including Aboriginal and Torres Strait Islander Perspectives.

Module 3: Advocacy, Equity and Belonging.

Module 4: Diversity, Social and Ecological Justice for Children, Families and Communities.

Module 5: Working in Partnership with Children, Families and Communities.

Module 6: Linking Policy to Practice.

Availabilities

Location Domestic International
Brisbane
Term2,3,5
Term2,3,5
Gold Coast
Term2,3,5
Term2,3,5
Melbourne
Term2,3,5
Term2,3,5
Online
Term2,3,5
Term2,3,5
Perth
Term2,3,5
Term2,3,5
Sydney
Term2,3,5
Term2,3,5

Learning outcomes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

On completion of this unit, students should be able to:

compare and critique historical and contemporary constructions of childhood and families, including Aboriginal and Torres Strait Islander perspectives

identify how children develop identity and how teachers advocate to support a sense of equity, belonging, being, and becoming

critically analyse diverse issues affecting children, families and communities including social, economic, environmental and educational policies and their impact upon the provision of early childhood education and care services for children and families

apply professional communication skills to communicate effectively with families about the care and education of their child

Prescribed learning resources

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Prescribed Learning Resources may change in future Teaching Periods.