Children, Childhood and Families (EDUC91050)

This subject examines ways in which children, childhoods and their families are constructed in Australian communities and society. Focused on critical, relational and holistic perspectives, it elevates Indigenous knowledges, highlighting teachers’ professional responsibilities towards diverse cultural, ecological and relational realities, and towards a strengths-based image of the child and their family.

Topics include historical and contemporary constructions of the child and childhoods, working with families, equity, inclusion, diversity, policy, curriculum frameworks, ethics, contemporary theories and perspectives, transitions, advocacy, reciprocal relationships with families and communities, strengths-based image of the children and families, and professional roles and responsibilities. This subject references the Australian/Victorian Early Years Learning and Development Frameworks and Curricula.

Intended learning outcomes

On completion of this subject, Teacher Candidates should be able to:

• Critically reflect on historical views of children and childhoods to support understandings of contemporary constructions of the child.
• Articulate relationships between contemporary society, constructions of childhoods and early childhood pedagogies.
• Interrogate understandings that inform advocacy for diverse ways of knowing, being and doing, including for foregrounding Indigenous and diverse cultural, ecological and relational realities.
• Utilize contemporary theories to inform and develop pedagogical practices that affirm respectful, responsive and reciprocal relationships with children, families and communities.
• Explore and justify an understanding of young children's transitions and continuity of learning into, throughout and beyond the early childhood setting.
• Critically examine and articulate the role of the early childhood educator in developing strengths-based alternative pedagogies that honour the child.

Generic skills