Focuses on students acquiring an understanding of historical and social constructions of childhood by examining a range of images, texts (written and spoken), and songs. Students will examine personal constructions of childhood, how they were constructed as children, and how constructions of childhood position early childhood professionals, parents and curriculum.
- Childhood and child as a social construction
- Key constructs: Politics policies and process
- The historical construction of childhood part 1: the emergence of dominant and persistent constructs
- The historical construction of childhood part 2: geo-political influences on Euro-western culture
- Contemporary constructs of childhood and the child
- The production and reproduction of childhood
- Childhood, the child and the law
- Constructs of childhood and the child across multiple disciplines
- Constructions of childhood and the child in education
- Personal and cultural constructions of childhood and child: recognising tensions
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
Learning outcomes and graduate attributes
|On completion of this unit, students should be able to:||GA1||GA2||GA3||GA4||GA5||GA6||GA7|
|1||critically examine the historical and social construction of childhood||Intellectual rigour||Lifelong learning||Cultural competence|
|2||discuss and compare contemporary constructions of childhood, including those pertaining to Indigenous childhoods||Intellectual rigour||Lifelong learning||Cultural competence|
|3||critically analyse texts, images and songs in terms of the construction of childhood they present||Intellectual rigour||Lifelong learning||Cultural competence|
|4||examine the implications of different constructions of childhood for early childhood education and care||Intellectual rigour||Lifelong learning||Cultural competence|
|5||determine how their personal construction of childhood may influence their practice as an early childhood professional.||Intellectual rigour||Lifelong learning||Cultural competence|
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2015 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.