Your core texts for this unit are:
Marion, M (2015) Guidance of Young Children*. Pearson (any edition is fine -tenth is currently out of print)
Porter, L (2016) Young Children's Behaviour*. Routledge (this is an e-book — available for download chapter by chapter via the library)
Bentzen, W (2008) Seeing Young Children. Cengage Learning.
Each week there are specifically chosen readings from these and other sources; other sources can be accessed through the Blackboard reading list.
* Due to unavailability of the Marion text from publishers, the Porter chapters have been provided alongside the Marion readings each week. Students are encouraged to complete either/both readings as these readings complement one another. If you are unable to download the Porter chapters, please try again later as the library online version has a three-user limit at any one time.
Please contact your tutor or lecturer if you have any issues accessing the readings.
•Meek Mod3 Date
guidance and strengths- Chapter in Ebbek based approaches & Wanniganayake) see reading list Porter (2016) chapter 2 Marion Ch 1
* Haerron &
2 1 5 August Humanist approaches to guiding children's
Marion Ch 2, 3
Chapter in Ebbek & Wanniganayake) see reading list Porter (2016) Chapter 8, 1 1
3 1 12 August Humanist approaches to guiding children's behaviour: putting theory into caregiving practice Porter Chapter 12
Marion appendix 353-360
4 1 19 August Behaviourist and cognitive-behavioural approaches to guiding children's behaviour Marion 54-58;
5 2 26 August Children's behaviour in context Porter Chapter 18
6 2 2 September Children's behaviour in TBA context: parenting programmes
7 2 9 September Observing Children's Bentzen Ch 1,2,3 behaviour: purpose, Marion Ch 6
8 3 16
September ethics and process
Quantitative methods in observing children's behaviour
Online week Bentzen
Assignment 1 Due
10 3 9 October Frameworks for Bentzen Ch 13 understanding and Marion Ch 3 interpreting children's behaviour
11 3 14 October Special topics in Porter Chapter 7, guidance: Self-esteem Ch 13 and self-regulation Marion Chapter 7
12 3 21 October Special topics in Porter 15, 16 guidance: Social and Marion Chapter 8 Emotional competence
13 3 28 October TBA Assignment
Assessment Due date Percentage
Child Observation Project Week 13: 29th October 50%
Assessment 1 — 50%
Format Case studies
Word limit 1500
Date/Week Week 8: 13th September
Submit Via Turnitin Blackboard
What? You are a worker within a child-parent centre working with a range of families on guiding children's behaviour. Create a 500-word report on each of the 3 presented case studies (total word count 1 500) to guide the centre's work with these families. Your report should include the following information:
Possible reasons for the child's behaviour that examine or refer to context, culture, gender
Strategies you would recommend for responding to the child's behaviour, explanations of these strategies and your reasons for recommending them (your reasoning should be attentive to context, culture, gender and/or cultural competence)
A clear explanation of the theoretical approach(es) from which these strategies derive
A programme within the child-parent centre or relevant service that you might recommend the child/family attend and why.
Reports aim to clearly transmit information about a topic that has been compiled as a result of research and analysis to a specific audience and for a specific purpose. As such, it is an essential communication skill needed for business, government and academia.
Being able to effectively solve problem is a highly sought-after skill by employers. You will develop your problem solving skills in this assessment when you identify and evaluate the relevant aspects of the issue /problem, break them down into their constituting parts, consider various ways of approaching and resolving the issue /problem, decide on the most appropriate way to overcome it and propose a way to monitor and seek feedback on the solution you put forward.
Where? Blackboard Assessment 2 Turnitin Dropbox
How? This is an individual assignment.
A marking rubric is available in the assessment tab on Blackboard. Please read through the marking rubric to ascertain expectations for the assignment.
Learning Outcomes addressed by Assessment 1
1 . Deconstruct the underlying assumptions, goals and strategies applied in humanist, behavioural and cognitive behavioural approaches to child rearing and parenting programs.
2 Describe the relationship between changing social, cultural and family structures and approaches to child rearing in the Australian and international context.
3 Explain the influence of context, culture and gender in the Australian and international context in the determination of what is deemed socially acceptable behaviour for children from birth to twelve years of age.
4 Discuss the role of cultural competence in understanding, interpreting and managing children's behaviour.
5 Observe, interpret, plan strategies and evaluate children's behaviour using a range of assessment techniques.
Unit Content addressed by Assessment 1
1. Theoretical approaches and strategies for guiding children's behaviour
2. Contextualising children's behaviour and adult responses to it.
3. Interpreting, evaluating and planning strategies to respond to children's behaviour
Case Studies for Assignment 1 2021
1) A two-and-a-half-year-old child who attends a supported playgroup with her mother is reluctant to engage in any activities. She hides behind her mother or won't leave her side. She is often quite tearful and quite fearful and doesn't like other children looking at her. The parent has told you (the case worker) that it is very draining: the parent would like to talk and join in and meet other parents in the group, but the child doesn't allow this to happen.
2) A parent from a culturally and linguistically identified background comes to a transition to kindy session quite distressed. They have recently been told by a doctor that their almostfour-year-old should be able to dress and feed themselves without adult support. They report that they began to ask to the child to do so, but the child is refusing and insists that the parent continue to dress them and support their eating. The parent feels distressed about creating conflict in the relationship and feels that they have done the wrong thing by not teaching the child these skills earlier although they are just doing what they did with their older two children. They are also worried that the child will be disadvantaged in fouryear-old kindy next year as there will be no parent to support their dressing and eating needs.
3) The family support coordinator at your centre has been in conversation with a family in need of some additional support in guiding their child's behaviour and asks you for advice. The child is 7 and the parents report that she is highly sensitive to criticism, won't try new things at school or at home and responds angrily when the parents try to help her to do her homework or school readers. The parents are frustrated by the behaviour and tend to respond by telling her she needs to make an effort and that she won't get to be good at anything if she doesn't work at it. They are worried that she doesn't have many friends at school and have noticed that she tends to be quite controlling when she does spend time with her friends.
4) You work in a supported playgroup at the child and parent centre. A two-year-old child who attends the playgroup with his mother has started to hit other children, sometimes with toys. The child hits mostly in situations when another child tries to play with toys that he is working with. The mother has not intervened when the child hits and seems to laugh it off as 'boys' behaviour. Other parents have started to ask you if the child can be excluded from the playgroup because of his behaviour, which they term 'antisocial'. When one of the child's older siblings attends the playgroup, you notice that the older child is quite physical both with the younger child and with their mother.
5) Write a case study of your choice and respond to it according to the provided questions*.
*Please note, if you choose this option you won't be specifically allocated marks for the case study preparation; as the marking rubric sets out, you will only be allocated marks for the report that you provide. However, the quality of the report will be dependent on the quality of the case study you write, as the marker must be able to judge whether your responses and recommendations are appropriate.
CHN3203 Assignment 1 Marking criteria: CASE STUDIES
Criterion HD Credit Pass Fail Score
Strategies Strategies are an excellent fit with behaviours described; developmentall y appropriate and strengthsbased Strategies are a very good fit with behaviours described; developmentall y appropriate and strengthsbased Strategies are a solid fit with behaviours described; somewhat developmentall y appropriate and begin to use a strengthsbased approach Strategies are a sound fit with behaviours described; approximately developmentall y appropriate No strategies chosen, strategies are inappropriate or poorly chosen; uses a deficit approach; no or incorrect relationship between child's developmental capacities and strategies
Explanations of strategies and reasons for recommending them Excellent explanations of strategies which expertly link the strategy to the behaviour; are theoretically rigorous and attentive to child's self esteem; excellent reasons for recommendatio ns which are very clearly attentive to context, culture, gender and/or cultural competence Very good explanations of strategies which clearly link the strategy to the behaviour; are well supported by theory and attentive to child's self esteem; very good reasons for recommendatio ns which are clearly attentive to context, culture, gender and/or cuftural competence Solid explanations of strategies which link the strategy to the behaviour; are supported by theory and attentive to child's self esteem; sound reasons for recommendatio ns which are somewhat attentive to context, culture, gender and/or cultural competence Sound explanations of strategies which begin to link the strategy to the behaviour; however not necessarily attentive to child's self esteem or theoretical support; some reasons for recommendatio ns which are beginning to engage with issues of context, culture, gender and/or cultural competence No or incomplete explanations, no or minimal link between strategy and be haviour, no or minimal reference to context, culture, gender or cultural competence
approaches understanding of how the strategies are underpinned by theories and explanation of the theories Very good understanding of how the strategies are underpinned by theories and explanation of the theories Sound understanding of how the strategies are underpinned by theories and explanation of the theories Solid understanding of how the strategies are underpinned by theories and explanation of the theories Explanation of theories missing, incomplete or incorrect; incorrect choice of theories in relation to strategies
recommendatio n Recommendatio n of programme/ser
vice demonstrates wide research in the field, an excellent fit between service and child's developmental (st)age and behaviour, and thoughtful engagement family context Recommendati on of programme/ser vice demonstrates research in the field, a good fit between behaviour, child and service and good engagement with family context Recommendati on of programme/ser
vice demonstrates some research in the field, a reasonable fit between behaviour, child and service, some engagement with family context Recommendati on of programme/ser vice is appropriate, though may be general or not well suited to the behaviour or with little reference to family context No recommendatio n of service, inappropriate recommendatio n or recommendatio n does not relate to behaviour, family context or child.
In text referencing Always correct Few errors Mostly correct Attempt made with some errors No attempt
Reference Page Always correct Few errors Mostly correct Attempt made with some errors No attempt
The academic writing within this document is indicative of the standard required at university level, Yes
The academic writing within this document is NOT indicative of the standard required at university level, resulting in a lower score than that is evident within the Rubric. Please access the Academic Services that are available both online and on campus so that you can progress positively with your studies. Assignments with academic writing that is not of university standard will not be able to score over 59%, regardless of the proficiency of the content.