Unit rationale, description and aim
In this unit, pre-service teachers will explore the health and well-being of children from birth to eight years, including physical health, nutrition, child protection, online safety and safe sleep. Pre-service teachers will examine children’s well-being prior to school, transition to school, family and community. There will be a focus on issues faced by Aboriginal and Torres Strait Islander children, children with disabilities, children who are gifted, and children experiencing marginalisation (e.g., children who are speakers of English as an additional language). The unit will also address relevant legislation, policies and advocacy practices that support learner and family well-being and build partnerships that ensure their meaningful engagement in learning experiences for learners across a range of abilities and diverse backgrounds.
Australian educational policy and subsequent curriculum documents (e.g., Approved Learning Frameworks) will be examined in relation to supporting young children’s physical health and wellbeing. The unit will briefly focus on the physical and emotional health and well-being of staff who work within prior-to-school and school settings as complementary (and contingent to) young children’s well-being.
The aim of this unit is to allow pre-service teachers to demonstrate an understanding of the relationship between educational contexts, home and community, and evaluate and plan for children’s health and well-being.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Identify the significance of health, well-being an...
Learning Outcome 01
Explain the influences on children’s well-being, s...
Learning Outcome 02
Design play experiences and pedagogical approaches...
Learning Outcome 03
Reflect upon pre-service teachers’ own personal cu...
Learning Outcome 04
Content
Topics will include:
- Health and safety issues including hygiene, infection control, allergies, anaphylaxis, child protection online safety and image-taking of young children, and safe sleep
- The influence of prior-to-school/school, home and community characteristics and the importance of relationships in supporting the physical, social and emotional health and well-being of all young children.
- Professional attributes, roles and responsibilities of the early childhood teacher pertaining to children’s health, well-being and physical activity
- Political, economic, cultural and social factors in relation to children, families and health and wellbeing
- Multiple perspectives on young children’s learning and development in a diverse world
- Values and principles underpinning student wellbeing with a focus on the whole person, including Catholic social teaching
- Planning, implementing, evaluating and reporting/sharing healthy eating learning opportunities for young children in the early years making links to the relevant National and State curriculum, Approved Learning Frameworks and policy documents
- Planning, implementing, monitoring, evaluating and reporting/sharing physical activity and education experiences in alignment with the Approved Learning Frameworks and State curriculum and policy documents
- A health model of wellness and wellbeing as a framework for exploring the social, cognitive, physical, environmental, emotional, online, sleep and spiritual aspects that support a healthy start to life
- The importance of supporting the physical, social, emotional and online health and wellbeing of young children for their development and learning
- Approaches to supporting the physical, social, online, sleep and emotional health and well-being of young children in prior-to-school and school settings, including a play-based approach to curriculum and safe and supportive environments.
Assessment strategy and rationale
This unit includes two assessment tasks which are designed to meet the unit learning outcomes and develop graduate attributes consistent with the University’s assessment requirements. Students are required to complete both of the assessment tasks.
Minimum Achievement Standards
The assessment tasks for this unit are designed to demonstrate the achievement of each learning outcome.
In order to pass this unit, students are required to submit all assessment tasks, meet the learning outcomes of the unit and achieve a minimum overall passing grade of 50%.
Overview of assessments
Assessment Task 1: Planning Design a...
Assessment Task 1: Planning
Design a range of experiences that could be offered to support the physical health or nutrition of young children, such as nature play, or outdoor play activities. The rationale of the experiences should be of children’s voices and take account of Approved Learning Frameworks. Consideration should be given to staff well-being and safety in supporting young children’s physical education/activity.
50%
Assessment Task 2: Report Select one signi...
Assessment Task 2: Report
Select one significant contemporary issue concerning the health and emotional well-being of young children such as resilience, bullying, online safety, image taking, and child protection and draw on literature and curriculum/policy documents to reflect on ways to support the health and well-being of young children. Consider how current knowledge could be applied to practice, policies and procedures by reviewing legislation, policy and processes relevant to meeting the educational needs of all learners, including those from diverse backgrounds, Aboriginal and Torres Strait Islander learners and those with a disability.
50%
Learning and teaching strategy and rationale
This is a 10-credit point unit. Students should anticipate undertaking 150 hours of study in total across the semester for this unit. Students should expect to participate in a range of the following: online engagement, lectures, tutorials, seminar presentations and/or group discussions, both synchronous and asynchronous, self-directed study activities and assessment tasks. Some participation in appropriate educational settings may be required. These approaches are intended to provide pre-service teachers with access to content about young children’s health and well-being and opportunities to share and build knowledge with peers.
To achieve a passing standard in this unit, a range of assessment procedures will be used to meet the unit learning outcomes and develop graduate attributes consistent with the university’s assessment requirements. Such procedures may include but are not limited to, reading, reflection, discussion, webinars, podcasts, videos etc
ACECQA Curriculum Specifications
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Children's Education and Care Quality Authority (ACECQA) standards:
Relating to
Social and emotional development
Relevant Learning OutcomeLO1
Relating to
Child health, wellbeing, safety and protection (including safe sleep practices)
Relevant Learning OutcomeLO1, LO3, LO4
Relating to
Early intervention
Relevant Learning OutcomeLO1, LO2, LO3
Relating to
Diversity, difference and inclusivity
Relevant Learning OutcomeLO2
Relating to
Alternative pedagogies and curriculum approaches
Relevant Learning OutcomeLO3
Relating to
Play based pedagogies
Relevant Learning OutcomeLO3
Relating to
Management and administration
Relevant Learning OutcomeLO4
Relating to
Professional identity and development
Relevant Learning OutcomeLO4
Relating to
Advocacy
Relevant Learning OutcomeLO4
Relating to
Historical and comparative perspectives
Relevant Learning OutcomeLO4
Relating to
Contemporary theories and practice
Relevant Learning OutcomeLO4
Relating to
Developing family and community partnerships
Relevant Learning OutcomeLO2, LO4
Relating to
Multicultural education
Relevant Learning OutcomeLO2
Relating toAboriginal and Torres Strait Islander perspectives
Relevant Learning OutcomeLO2
Relating to
Socially inclusive practice
Relevant Learning OutcomeLO2, LO3
Relating to
Culture, diversity and inclusion
Relevant Learning OutcomeLO2
Relating to Early Years Learning Framework
Relevant Learning OutcomeLO3
Relating to
Australian curriculum
Relevant Learning OutcomeLO3
Relating to
Physical and health education
Relevant Learning OutcomeLO1, LO3
Australian Professional Standards for Teachers - Graduate Level
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:
Relating toDemonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds
Relevant Learning OutcomeLO4
Relating toDemonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds
Relevant Learning OutcomeLO4
Relating toDemonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
Relevant Learning OutcomeLO4
Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.
Relevant Learning OutcomeLO1, LO3
Relating toPlan lesson sequences using knowledge of student learning, content and effective teaching strategies.
Relevant Learning OutcomeLO3
Relating toInclude a range of teaching strategies.
Relevant Learning OutcomeLO3
Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Relevant Learning OutcomeLO3
Relating toDescribe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
Relevant Learning OutcomeLO1, LO2
Relating toDemonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
Relevant Learning OutcomeLO3
Relating toUnderstand and apply the key principles described in codes of ethics and conduct for the teaching profession.
Relevant Learning OutcomeLO4
Relating toUnderstand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
Relevant Learning OutcomeLO4
Relating toUnderstand strategies for working effectively, sensitively and confidentially with parents/carers.
Relevant Learning OutcomeLO4
Representative texts and references
Australian Curriculum https://www.australiancurriculum.edu.au/
Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au
Australian Children’s Education and Care Quality Authority. Early Years Learning Framework https://www.acecqa.gov.au/acecqa-approved-learning-frameworks-version-2.0-communications-toolkit
Recommended references
Cazaly, H. (2023). Young children's health and wellbeing: From birth to 11. [SAGE]. (ordered Print only available)
Edwards, S., & Henderson, M. (2023). Young children online. Early Childhood Australia: Canberra https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013384849602352
Musgrave, J., Dorrian, J., Josephidou, J., Langdown, B., & Rodriguez Leon, L. (2024). Promoting physical development and activity in early childhood: Practical ideas for early years settings. [Routledge]. (ordered ebook)