EDF5827 · Health and well-being of children, families and communities

Overview

This unit explores theories, perspectives and issues related to the wellbeing of children, families, educators and communities in early childhood education and care settings. Particular attention is paid to significant factors that impact upon the physiological and psychological health and wellbeing of children, which also includes Aboriginal and Torres Strait Islander perspectives. These impacting factors will be critically examined to enable you to develop a deeper knowledge of the life-long effects of personal experiences and ways to advocate and become proactive in supporting children’s ongoing positive health and wellbeing. You will learn how to design programs that promote positive growth and self-concept in young children through innovative learning environments and interactions. Regulatory frameworks surrounding children’s health and safety and their learning and development will be discussed to investigate ways that they can be included in effective education and care programs. Additionally, you will apply legislative policy and workplace requirements to build positive organisational cultures within your workplace. This unit will support you in designing learning environments that are enabling and active in the promotion of children's physical health, happiness, spirituality, resilience, confidence, satisfaction and successful relationship building.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Requisites

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. demonstrate a sound understanding of children’s physical, social, emotional and spiritual well-being and apply this knowledge by designing and implementing effective education and care programs
2. understand and analyse factors contributing to children’s physical health and how they may be supported through interactive and immersive programs that address nutrition, physical activity and mindfulness
3. critically analyse the impacting factors that can compromise children’s health and wellbeing including childhood trauma, media and life events that may have a life-long effect on children’s mental and physical health and wellbeing
4. engage with and discuss children’s health, wellbeing and safety in relation to child safe standards and how these standards can be incorporated into service level policies and implemented effectively through evidence-based practice
5. understand, analyse and apply Aboriginal and Torres Strait Islander perspectives in relation to children’s health and wellbeing, including kinship care and community partnership modelling
6. apply legislative policy and workplace requirements in relation to the wellbeing of teachers, educators, leaders and families ensuring that operations are compliant and lead to positive health and wellbeing of all stakeholders
7. identify and address workplace situations that potentially compromise the health and wellbeing of children, families and communities including designing ways to be proactive in promoting mentally healthy communities.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 24 hours* of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement. *Subject to variation due to professional experience requirements

Student experience, not official rules. Nothing here changes what the Handbook says.