Health and Wellbeing in the Early Years (11994.1)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | On-campus Online self-paced |
Bruce, Canberra º¬Ðß²ÝÊÓƵ Sydney Hills, Castle Hill, NSW |
| EFTSL | Credit points | Faculty |
| 0.125 | 3 | Faculty Of Education |
| Discipline | Study level | HECS Bands |
| Academic Program Area - Education | Level 1 - Undergraduate Introductory Unit | Band 1 2021 (Commenced After 1 Jan 2021) Band 1 2021 (Commenced Before 1 Jan 2021) |
Learning outcomes
On successful completion of this unit, students will be able to:1. Explain and adhere to current government requirements and policies related to the health and wellbeing of young children in early childhood education and care settings;
2. Describe contemporary health and wellbeing issues and ways to reduce the risks associated with them;
3. Describe the importance of nutrition, physical activity, sleep, health and safety in young children's development and learning based on current research and theory; and
4. Plan, implement and reflect on learning experiences and environments that promote health and wellbeing in young children.
Graduate attributes
1. º¬Ðß²ÝÊÓƵ graduates are professional - employ up-to-date and relevant knowledge and skills1. º¬Ðß²ÝÊÓƵ graduates are professional - communicate effectively
1. º¬Ðß²ÝÊÓƵ graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. º¬Ðß²ÝÊÓƵ graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
1. º¬Ðß²ÝÊÓƵ graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
3. º¬Ðß²ÝÊÓƵ graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. º¬Ðß²ÝÊÓƵ graduates are lifelong learners - be self-aware
3. º¬Ðß²ÝÊÓƵ graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
Prerequisites
Must be enrolled in EDB001 Bachelor of Early Childhood Education (Birth to Five) OR 326JA Bachelor of Early Childhood and Primary Education.Corequisites
None.Incompatible units
None.Equivalent units
10171 Health and Wellbeing in Early Childhood EducationAssumed knowledge
None.| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
|---|---|---|---|---|---|
| 2024 | Bruce, Canberra | Semester 2 | 29 July 2024 | On-campus | Mrs Tessa Wood |
| 2024 | º¬Ðß²ÝÊÓƵ Sydney Hills, Castle Hill, NSW | Semester 2 | 29 July 2024 | On-campus | Dr Andi Salamon |
| 2025 | Bruce, Canberra | Semester 1 | 03 February 2025 | Online self-paced | Dr Kate Highfield |
| 2025 | º¬Ðß²ÝÊÓƵ Sydney Hills, Castle Hill, NSW | Semester 2 | 28 July 2025 | On-campus | Dr Andi Salamon |
| 2025 | Bruce, Canberra | Semester 2 | 28 July 2025 | On-campus | Dr Kate Highfield |
Required texts
Required Text:
Garvis, S., & Pendergast, D. (Eds.). (2024). Health and Wellbeing in Childhood (4th ed.). Cambridge: Cambridge University Press.
Submission of assessment items
Extensions & Late submissions
Normally an aggregate mark of 50% is required to pass the unit.
Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.
All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, or if no submission has been made by the due date and time, a standard late penalty of 10% of the total marks possible for the task may be applied per day, for three days, after which the submission will receive a score of ‘0' in keeping with º¬Ðß²ÝÊÓƵ's Assessment Policy.
When developing your lesson plans, it is encouraged that you are using your skills in lesson planning and design to create engaging and rich lesson resources. Using materials from commercial sites such as TPT, Twinkl, Sparkle Box etc. is not desirable in this unit. If you adapt resources from commercial sites and sources, please note this in your lesson planning and resource development.
Provision of valid documentation
Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.
Students must apply academic integrity in their learning and research activities at º¬Ðß²ÝÊÓƵ. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.
Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.
º¬Ðß²ÝÊÓƵ students have to complete the annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).
º¬Ðß²ÝÊÓƵ uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.
Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and º¬Ðß²ÝÊÓƵ (Student Conduct) Rules 2023. For further advice, visit Study Skills.
Learner engagement
This is a three credit point unit and so students should plan for approximately 150 hours of work across semester
Reading and private study: 50 hours
Workshop and online participation: 50 hours
Assessment tasks: 50 hours
Participation requirements
There is a strong correlation between participation and success in higher education. Your participation in on-campus sessions and your engagement with online activities will enhance your understanding of this unit's content and therefore the quality of your assessment responses. Lack of participation may result in your inability to satisfactorily pass assessment items.
Required IT skills
Artificial intelligence services must not to be used for assessment or assessment preparation by students unless explicitly allowed in the assessment instructions for an assessment task published with the assessment task and/or in the unit outline. That is, an artificial intelligence services may only be used if:
- its use is authorised by the unit convener as part of a specified assessment task, and
- it is used in the way allowed in the assessment instructions and/or unit outline, and
- its use is appropriately referenced, meaning that students must reference the use of AI in their assessment in the same way as they reference other source material.
Work placement, internships or practicums
None
Additional information
This unit involves research-led education. It draws on current theory and practice related to health and wellbeing. There are active teachers and researchers delivering this unit who are able to engage students in deep and active learning and transmit to students their passion for the research they are carrying out.
