Embed Size (px)
Citation preview
hANDBOOK EFERENCE
' STATE COLLEGE OF VICTORIA .u_...:•e of Scrly Childhood D.••+d :p`r.;,r...
Ço;::,dd.-:,t Greve, K:w,
MISS HEATHER LYON B.Sc. N.S. Dlp., Dip. K.T.C., F.A.C.E.
Principal 1952-1977
LIBRARY M.C.A.E. — I.E.C.D.
4 Madden Cr.,Kew, 3101 Victoria, Australia
INSTITUTE OF EARLY CHILDHOOD DEVELOPMENT
STATE COLLEGE OF VICTORIA
4 Madden Grove, KEW, 3101
CONTENTS
Foreword 3
Council of the Institute .... 5
Bachelor of Education Degree/Diploma of Teaching .... ....
General Information 10
General Studies Strand .... 13
Professional Studies Strand 32
Associate Diploma in Child Care .... 31
Graduate Diploma in Education (Early Childhood) .... ... 36
Graduate Diploma In Child Development 48
Graduate Diploma of Advanced Studies In Education 37
Graduate Diploma in Special Education (Early Childhood) ... 42
Graduate Diploma in Movement and Dance Education 52
In-Service Courses .... .... 56
Library and Resource Centre .... 8
Staff 6
Student Organization . 56
Graduates' Association . 56
Institute Calendar, 1978 inside Back Cover
2
FOREWORD
The child's early years have long been recognized as a crucial developmental period. The emphasis given today to early education, care and development can therefore be seen as the outcome of a long tradition of societal concern. That emphasis will Inevitably continue In our society despite current economic difficulties, but partly because of those difficulties the whole area can expect to come under Increasingly close scrutiny and assessment.
An Important factor in the quality of early education, care and development is the pre-service and post-initial training available to those wanting to engage In this kind of work. As far back as 1911 the Free Kindergarten Movement in Victoria gave rise to a co-operative training program In which the Education Department and the Kindergarten Union participated. When experience proved this program to be less than satisfactory, the Union initiated In 1916 a distinct training program of its own which almost at once grew from one to two years In duration. Official recognition of the program came In 1918 when it was agreed that students successfully completing It would be registered by the Council of Public Education. The opening of the Kindergarten Training College on the present site was followed in 1925 by modifications to the program which lengthened It to three years and qualified students for both pre-school and early primary teaching. The major emphasis, nevertheless, remained on pre-school work. In 1965, when the Free Kindergarten Union granted the College autonomy, Its name was changed to the Melbourne Kindergarten Teachers' College, and In 1973 when It became a constituent member of the State College of Victoria, there was a further name change to the Institute of Early Childhood Develop-ment.
As one looks over the sixty years of the Institute's history, It Is evident that there has been a progressive working towards a total academic program which, while contained and balanced, Is also flexible and comprehensive. It is no over-statement to affirm that the work of the Institute has had a marked influence throughout Victoria, in the States and Territories of the Commonwealth and in many other countries with whom the Institute maintains current, direct and active relationships. In very great measure the credit for the achievements of the Institute can be attributed to the dedication, the vision and the outstanding leader-ship of Miss Heather Lyon, who spent almost 30 years at the College, 25 of them as Principal.
3
In 1978 the Institute will offer eight courses:
Pre-Service Diploma of Teaching (Early Childhood) Associate Diploma in Child Care Graduate Diploma in Education
Post-Initial Bachelor of Education (Fourth Year) Graduate Diploma of Advanced Studies In Education Graduate Diploma in Special Education Graduate Diploma in Child Development Graduate Diploma in Movement and Dance Education.
In addition, the In-Service and Community Education section will continue to offer a wide range of short courses for a number of groups In the community.
Subject to successful completion of accreditation procedures, the I.E.C.D. plans to add to these courses in 1979:
(i) Three-year Diploma in Arts (Child Care Services) which will provide training for 'professional' or administrative roles in all forms of child and adolescent care — residential, out-of-school and day care. Applicants must hold a post-secondary child care certificate or associate diploma and will be admitted to the course with advanced standing commensurate with their previous qualification.
(ii) Graduate Diploma in Education (Infant) to be offered initially as a part-time course of study and undertaken over two years. The course aims at increasing the competence of teachers to develop flexible curricula which embody methods of teaching and learning directly related to each child's needs in the early primary years.
The academic program of the Institute Is organized Into four major elements: undergraduate courses, graduate courses, education-care-development studies, and academic/subject studies.
The effective operation of the total academic program will Involve greater use of the Abbotsford campus. During 1977 renovation work was carried out on a number of the Abbotsford buildings. As a result a spacious and suitably appointed Art-Craft centre is available from the start of 1978 as well as a major building containing a canteen, a dance/drama hall, student common room and a supplementary lecture room. These additional facilities will considerably lessen the Incon-veniences which, until this time, have been associated with I.E.C.D. use of the Abbotsford campus. In accordance with the policy of the Council, professional advice Is being obtained on the means by which the Institute can be most expeditiously and economically relocated at Abbots-ford. While this is unlikely to be achieved in the short term, It is anticipated that It will not be many years before the I.E.C.D. has Its total operation on the attractive and historic Abbotsford site.
4
COUNCIL Chairman Maurice Belson Principal of the Institute Desmond Connelly Secretary The Registrar — Trevor Brew
MEMBERS:
Appointed by the Governor in Council: Mr. R. H. Shapcott Dr. J. P. Keeves, B.Sc., Dip.Ed., M.Ed., Ph.D., FILDR, M.A.C.E. Mr. W. T. Marshall, LLB. Mr. B. C. O'Sullivan, B.Com., A.C.A. Mr. E. L. Ryan, BA., B.Ed., M.A.C.E.
Appointed by the Minister of Education: Mr. R. S. Murfett, B.Sc., B.Ed.(Melb.).
Appointed by the Minister for Health: Miss E. M. Stubbs, B.Sc.(Columb.), B.Ed.(Monash), N.S.Dip.,
Dip.K.T.C.(Melb.), MA.C.E.
The Principal of the Institute: Dr. D. J. Connelly, B.A.(Lond.), B.Ed.(Melb.), Dip.Ed.Admin.(U.N.E.).
Ph.D.(Ottawa).
Appointed by the Academic Board: Mr. B. T. Jacka, B.Com.(Melb.), M.Ed., T.P.T.C., M.A.C.E.
Elected by the academic staff: Mrs. D. M. Willis, M.Sc.(Manchester), B.Ed.(Monash).
Co-opted by the Council, having a special interest In education: Professor M. Batson, B.Com., B.Ed.(Melb.), Ed.D.(Calif.), A.B.Ps.S.,
M.A.Ps.S., F.A.C.E. Mr. F. C. James, M.Sc.(Melb.), F.M.T.C., F.R.A.C.I. Miss Heather Moorhead, DIp.K.T.C.,(Melb.), Dip.Adv.Stud. In Ed.
(M.K.T.C.), Dip.Child Dev.(Lond.).
Co-opted by Council, having a special interest In early childhood education:
Mrs. A. J. Farrance, Mus.Bac.(Melb.), N.S.Dip., DIp.K.T.C. (Melb.), MA.C.E.
Miss F. J. Kendall, B.Sc.(Pitts.), N.S.Dip., Dip.K.T.C.(Melb.), FA.C.E.
A member elected by the students of the Institute
5
ACADEMIC STAFF
Principal Desmond J. Connelly, B.A.(Lond.), B.Ed.(Melb.), Dip.EdAdmin.
(U.N.E.), Ph.D.(Ottawa)
Vice-Principal Florence J. Kendall, B.Sc.(Pitts.), N.S.Dip., Dip.K.T.C.(Melb.),
FA.C.E.
Head: Early Childhood Education and Development Rosemary A Milne, BA, B.Ed.(Melb.), Dip.K.T.C.(Melb.).
Director of Advanced Studies In Education Frederick R. Perry, Ph.D.(Mon.), T.P.T.C., MA.Ps.S., L.A.A.T.D.
Co-ordinator of Undergraduate Studies Brian T. Jacka, M.Ed., B.Com.(Melb.), T.P.T.C.
Education-Care-Development Studies Delys F. Anderson, DIp.K.T.C.(Melb.), Dip.Adv.Stud. in Ed.(M.K.T.C.). Pamela R. Bell, Dip.K.T.C.(Melb.), DipAdv.Stud. in Ed.(M.K.T.C.). Joan E. S. Blgby, Teacher's Cert., Dip.Child Dev.(Lond.). Rosemary J. Boreham, B.A., B.Ed.(Melb.). Diane S. Bretherton, B.A.(Tas.), Ph.D.(Keele), Dip.Ed.(La Trobe),
M.A.Ps.S. Margaret M. Coady, B.A., M.Ed.(Melb.). Rosamonde C. Combes, Dip.K.T.C.(Melb.), Cert.Child Dev.(Lond.). Moira T. Curtain, B.A., Dip.Ed.(Melb.). Gwenda D. Davey, B.A.(Hons.), Dip.Ed.(Melb.). Merldith Edgar, DIp.K.T.C.(Adel.), Dip.Adv.Stud In Ed.(I.E.C.D.). Eileen Edwards, M.A.Psych.(Lond.), BA.(Adel.), M.A.Ps.S. Kevin J. Fell, T.P.T.C., B.A., B.Ed.(Monash). Audrey M. Feore, Dip.T.(M.K.T.C., and A.T.T.I.), DipAdv.Stud. in Ed.
(I.E.C.D.). Trevor T. Hay, B.A., Dip.T.(Adel.), B.Ed.(La Trobe). Kaye Keck, Dip.K.T.C.(Melb.). Patricia Kemp, B.A.(Hons., Melb.). Julian M. Maskell, B.A., DIp.Crim.(Meib.). Colin R. McCallum, B.A., Dip.Ed.(Meib.), T.P.T.C. Rosemary A. Milne, Dip.K.T.C.(Melb.), B.A., B.Ed.(Melb.). M. Avril Mitchell, Dip.K.T.C.(Melb.), Dip.Adv.Stud. in Ed.(M.K.T.C.),
B.A.(La Trobe). Barbara J. Newnham, Teacher's Cert.(Lond.), Cert.Ed.(Lelcs). Catherine R. Orme, B.A., B.Ed.(Mon.), T.I.T.C. Gillian R. Parmenter, B.Sc.(Hons., Notts.), Ph.D.(Melb.). Lorraine M. Riach, B.Com.(Meib.), M.A.(La Trobe), T.S.T.C. Pamela M. St. John, Cert.K.T.C.(Adel.), DlpAdv.Stud. In Ed.
(M.K.T.C.), B.A.(Melb.). Phyllis M. Scott, Dip.K.T.C.(Melb.), Ph.D.(Q.), M.A.(Maryland),
B.Sc.(Columbia). Patricia E. Sebastian, Dip.K.T.C.(Melb.), Dip.Adv. Stud. in Ed.
(I.E.C.D.). .,Shepherd, T.I.T.Ç., DIp.T.(I.E.C.D.).
. Julie L. Simmons, B.A.(Hons., Newc.), M.Ps.(N.S.W.). Frances Sutherland, M.A.(Syd.), Dip.Ed.(Melb.). Joan Taylor, B.Com., DIp.Ed.(Melb.), B.Ed.(Mon.).
6
Jane Tindale, Dip.K.T.C.(Melb.), Dip.Adv.Stud. In Ed.(M.K.T.C.), B.Ed.(La Trobe).
Toni Trewenack, Dip.K.T.C.(Melb.), Dip.Adv.Stud. In Ed.(M.K.T.C.), B.A.(La Trobe).
Beverley J. Willett, Dip.K.T.C.(Melb.), Dip.Adv.Stud. In Ed.(M.K.T.C.), M.A.(lowa State), B.Ed.(La Trobe).
Stella E. Woodroffe, T.T.C., Dip.K.T.C.(Bris.), D.T.C.T.C.(M.HA. Vic.), DipAdv.Stud. In Ed.(M.K.T.C.), B.Ed.(La Trobe).
Subject Studies Gael A. Barrett, BA., DIp.Ed.(Melb.). Karen E. Bond, B.A.(Ohlo). Patricia Broberg, BA., B.Mus.(Melb.), Cert.Ed.(A.T.T.I.). Gunda N. Druva, Dip. Printed Textile Design(R.M.I.T.). Charles Edwards, MA.(Music, Aberdeen), T.T.C.S. Johanna Exiner. Dip.Music and Dramatic A rt (Vienna). Gavin D. Fry, T.S.T.C.(Art and Craft). John F. Jenkin, B.Sc., Ph.D.(Melb.). Linda Lfpski, B.A.(N.S.W.). Phyllis Lloyd, Dip.T.(LIverpool). Marian M. Madden), M.A.(Hons., Melb.). M. Patricia McLaughlin, M.A.(Dillanova,Penn.), Dip.Prim.Ed.(Glas-
gow). Gwendda M. McKay, B.A.(Melb.), M.A., Dip.Ed.(Mon.), T.P.T.C. Patricia Murphy, F.R.A.I.A. Lynden J. Nicholls, B.A.(Melb.). Christine Nugent, B.Sc., Dip.Ed.(Melb.), Ph.D.(Mon.). Nehama Patkin, M.Mus., A.Mus.A., L.Mus.A.(Melb.). Erika R. Price, Art Teacher's Cert.(Lond.), Teacher's Cert.(Camb.). Joan M. Rackham, B.Sc.(Melb.), Dip.Ed.(Mon.). Harrte P. Rice, Cert.of Art(Swinburne). Dorothy Rickards, B.A.(Melb.), T.S.T.C., A.S.D.A., Prelim.CertA.LA. June Rogers, BA., DIp.Ed.(Melb.). Francesca T. Shelton, B.Mus.(Melb.). Lesley Tan, M.Sc.(Melb.), Dip.Ed.(Mon.). Daphne M. Willis, M.Sc.(Manchester), B.Ed.(Mon.). Peter H. Wright, BA.(Mon.), H.Dip.T., A.T.S.A.
LIBRARY AND RESOURCE CENTRE STAFF
Librarian in Charge Beryl Halle, A.L.A.A. Adrienne M. Gurteen, A.Dip.Lib.(R.M.I.T.), A.LA.A. Betty Johnson, Art and Craft Cert.(M.T.C.). Marion Laurie-Rhodes, T.V. Prod.Course(R.M.i.T.), Radar Op.Cert.,
Cine Op.Lic.(W.R.A.A.F.). RecemaLyL_LYti. 1'.cß r i t 1 J o ne s Mavis#arohell,-Lib,Teci► :Cert.Whltehoreej. & ;s• ∎ ^C
Brenda Rush, B.A. (La Trobe), A.A.L.A. Helen Sandercoe, B.A.(Q.), A.L.A.A. toulce-Terser hl n r joy -
Sharon B. Terry, B.A.(Monash). Lorel Whitehead.
STUDENT SERVICES STAFF Medical Joan Ozanne Smith, M.B., B.S. Counselling Anne Kotzman, Dip.K.T.C.,(Melb.), BA.(Hons.,
Mon.).
T
ADMINISTRATIVE/SERVICES STAFF
Registrar Trevor J. Brew, M.EdAdmin.(Hons., U.N.E.), B.A.(Syd.).
Business Manager Donald E. Bowman, AA.SA.(S.), A.C.I.S., L.C.A.
Administrative Joy Brazier Elaine Cronin Elsie Jones F. Joyce Leigh, B.A.(Hons.), Dip.Ed.(Melb.),
DIp.A.T.T.I. Daphne King Marian Maddock Judith McOrist Barry C. Mitchell, Assoc.Dip.Mgt.(R.M.I.T.). Alan Watts, A.C.A.
Secretarial Patricia Alsop Valder Barrett Glenys Bowler Margaret Broder Betty Cameron Annette Cordy Noelle Harron Beryl Jones Robyn Matters Margaret Page Wendy Smith Elizabeth Taubert Lynette Vickers Jacqueline Weir
Technical Mary Barton Norbert Hrouda Charles McLennan
Maintenance Shirley Ellis James Richardson
THE LIBRARY AND RESOURCE CENTRE
The library at present consists of some 26,000 volumes comprising the reference and loan collections, the children's collection and the A.V. aids available for teaching practice.
It is envisaged that the library ln the future will fulfil the role of an education resource centre. As a move towards attaining this goal the book collection will be enlarged to approximately 37,000 volumes. This will be carried out by the addition of multiple copies, and by Intro- ducing a general reading collection and a research collection as well as adding to the present stocks. The teaching aids will be expanded to include material suitable for use in lectures, for self-learning by students and for use In teaching practice (e.g. films, cassettes, records).
The main library houses both the reference and lending collections covering the professional and general subjects. All books in the library are classified according to the Dewey Decimal Classification. Alphabetical author-title catalogues indicate location.
The collection of pamphlets is filed separately and is indexed by both author and subject.
The children's section contains collections of both children's books and music; these are available for loan for limited periods.
The periodical shelves have more than 230 periodicals and news-papers available for reading. These are indexed by title and subject in the main catalogue.
The A-V Centre houses the audio-visual aids and equipment; these are available for use by staff and students within the Institute.
There Is also a collection of pictures and children's books which can be borrowed for practice teaching.
Typing and photocopy facilities are provided In the library on the ground floor, access by the library staircase.
Library Regulations
1. The facilities of the library are available to all members of staff both academic and administrative and students of the Institute, and to such other persons as may be approved by the librarian.
2. No book may be removed from the library unless the loan has been registered at the charge desk.
3. References for essays and assignments may be placed on Reserve. These may be borrowed at the charge desk for use In the library, for a period of two hours. Loan cards must be signed for all such reserves. Metal signals on catalogue cards Indicate books are on Reserve.
4. Pamphlets and unbound Issues of periodicals may not be borrowed.
5. Bags and cases may not be brought Into the library at any time. They should be left on the shelves provided near the "Tuliamarine Lounge".
6. Strict silence is to be observed in the library, and students are requested to move about quietly.
7. Smoking In the library is not permitted.
8. Library privileges may be withdrawn for any infringement of rules,
9. Hours of opening and details concerning the borrowing and return of books are posted in the Library.
9
BACHELOR OF EDUCATION DEGREE
Purpose of the Degree/Diploma
The purpose of the Degree is to prepare an early childhood edu-cator, capable of assuming responsibility for the educational development of the child between birth and eight years. The educator can expect to work In such settings as day-care, toddler group and play group (for 0-3 year olds), kindergarten (for the 3-5 year olds) and the Junior primary school (5-8 year olds).
Length of the Course
The first three years of the Degree lead to the award of Diploma of Teaching. The Bachelor of Education Degree comprises four years of full-time study (or Its equivalent part-time). The third and fourth years of study must be separated by at least one year as a practising teacher In an approved early childhood setting.
Strands In the Degree
There are two major strands, each of which spans the four years. The General Studies Strand presents areas of knowledge and skill which contribute to the development of the Individual as a person, regardless of whether that person intends to become a teacher. The Professional Studies Strand presents areas of knowledge and skill which contribute to the professional development of the person specifically as an early childhood educator. Subjects taken within the two strands and the unit value of each are summarized In the table below. One unit Is equivalent to 10 hours of contact time.
Requirements for Qualification
The table shows that to qualify for the award of Bachelor of Educa-tion the student must satisfactorily complete:
156 units of study 130 days of teaching practice.
In order to complete satisfactorily the first three years of the course, and hence qualify for Diploma of Teaching, the student must receive credit for:
120 units of study 130 days of teaching practice.
Qualifications for Admission
Selection of students will be from applicants who have passed at least four subjects, Including English, at the H.S.C. examination or a Sixth Form equivalent, or who have completed the Interstate or overseas equivalent. There are a few Special Entry places for mature applicants who do not fit into the above categories. In addition to academic qualifications, Interest in children and in the field of early childhood development and education are considered essential attributes for those admitted to the course.
(See also Page 26, under Regulations.)
10
Application Procedure
Applicants themselves should write to the Admissions Officer, requesting forms. A brief letter is sufficient; fuller details are necessary later. Details of all application procedures and closing dates are sent with I.E.C.D. forms.
Special Entry opens In March and closes in July, Ordinary Entry opens in July and closes in October. Entry with Advanced Standing normally closes in September.
Holders of the Diploma of Teaching, who wish to apply for the Fourth Year, are invited to write in June, the usual closing date being September.
Undergraduate courses require in addition a separate application through the Victorian Universities Admissions Committee, on the form in the Guide for Prospective Students, available late in second term through schools or from the Committee, 11 Queens Road, Melbourne, 3004.
Recognition
The Diploma of Teaching (Early Childhood) Is recognised by pre-school organisations throughout Australia and its Territories, and Papua New Guinea, and by the Department of Education and Science in the United Kingdom. Recognition of the Diploma by the Victorian Education Department and the Primary Teachers' Registration Board of Victoria enables teachers to be considered for employment In the Primary Schools Division of the Victorian Education Department.
Financial Assistance
All students may apply under the Tertiary Assistance Scheme. Allowances are means-tested. Enquiries should be addressed to The Director, Victorian State Office, Department of Education, 450 St. Kilda Road, Melbourne, 3004 (telephone 267 4700).
The Victorian Department of Health offers a limited number of bonded bursaries of equivalent value to Education Department primary studentships. Students need to make separate application to The Director of Pre-School Development, Department of Health, 555 Collins Street, Melbourne, 3000, by November.
The Student Loan fund offers emergency financial assistance to enrolled students. Application forms may be obtained from the Registrar.
Fees
There are no tuition fees, but a Student Representative Council fee of $40, with a Student Services fee of $5, is payable on acceptance.
References and Transcripts
The Institute does not undertake to act as a referee for those completing the Diploma of Teaching course, but provides, at the end of the course, a Transcript of Record which should be retained as an official document.
Certified copies of transcripts are available on application to the Registrar and the payment of a $2.00 fee.
11
TABLE 1: STRUCTURE OF THE DEGREE
STRAND
General Studies Strand
w Professional Studies Strand
PART 1
Minor 1
Major 1
Human Development 1
10
Subject Studies 1 13
Foundations of Education 1 5
Early Childhood Education 1
9
Human Development 2 8
Subject Studies 2 7
Foundations of Education 2 5
Early Childhood Education 2 9
PART 3 UNITS
Major 3 8
Human Development 3 6
Subject Studies 3 4
Foundations of Education 3 6
Early Childhood Education 3 6
PART 4
Major 4
9
Human Development 4 9
Education 4 18
TOTAL UNITS
41
115
UNITS PART 2 UNITS
5 Minor 2 7
5 Major 2 7
UNITS
Practicum 1 Teaching Practice (20 days) Field Experience (10 days)
Practicum 2 Teaching Practice (35 days) Field Experience (71, days)
Practicum 3 Teaching Practice (75 days) Field Experience (5 days)
36
120 Total Units
156
47 43 30
Art: Introduction Painting Photography/Graphics Sculpture Textile Arts Woodwork
Australian Social History Biological Science Creative Drama Dance English Interdisciplinary Arts Media Studies Music Psychology Sociology
DISCIPLINE LEVEL/PART Minor 1 2 3 4 •
• • • • • • • • • • •
• • • • • • • •
• •
r • • • • • • •
•
• •
• • • •
• • • •
r •
GENERAL STUDIES STRAND
The General Studies Strand, concerned with liberal education, pro-vides students with the opportunity to commit themselves to the study, in depth, of discipline of their own choice.
Students will undertake the study of two disciplines over the first two years, so that they may experience the different demands Involved. In Years 3 and 4 they continue their study of one of those disciplines to a deeper level of understanding, involving initiatives in the areas of independent study and/or research, and the development of positive attitudes towards continued learning. Subject levels are:
Minor level — a 12 unit study over Years 1 and 2
Part 3 — an 8 unit study In Year 3
Part 4 — a 9 unit study in Year 4.
The total General Studies requirement is 41 units over the four years. The student, In Years 1 and 2, must study two Minors thus accumu-lating 24 units. One of these Minors Is carried to Part 3 level in Year 3 (8 units), and to Part 4 level In Year 4 (9 units). The table summarizes the structure.
Minor Part 1 Part 2 Part 3 Part 4
5 7 8 9 5 7
TABLE 2: General Studies Subjects and their levels
General Studies subjects commence in Term 2 of Year 1 In order that students may have the opportunity to study the various options available to them and to receive advice on their choice.
A brief outline of the content and organization of each discipline Is given here; a fuller statement of subjects and of components is included in the Appendix to the Degree Submission, on sale at the Institute.
13
Art The broad purpose of art studies is to help students develop their
creative potential, increase their awareness and understanding of the visual environment and lay the basis for lasting interests which should enrich them as persons and as teachers.
Specializations are painting, sculpture, textile arts, photography and graphics, and woodwork. Photography and graphics and woodwork are offered only to Minor level, the rest to Major level. The structure is: Minor — Part 1
A compulsory core study of 5 units In Terms 2 and 3 of Year 1 introduces the students to each of the specializations available— Painting, Photography and Graphics, Sculpture, Textile Arts and Woodwork.
Minor — Part 2 Painting 2 Photography and Graphics 2 Sculpture 2 Textile Arts 2 Woodwork 2
Part 3 The student taking Art past Minor level will continue with one of the following specializations: Painting 3 Sculpture 3 Textile Arts 3
Part 4 The student will extend the discipline taken at Part 3 level. The subjects available are: Painting 4 Sculpture 4 Textile Arts 4
Australian Social History The general purpose of these studies is to lead students to a greater
understanding of present society through the perspective provided by history.
As previous history studies are not a prerequisite, the Minor com-mences with a survey of Australian social history. A narrower range of topics Is studied and more developed intellectual skills are required in Parts 3 and 4. Brief content summaries of the Minor, Part 3 and Part 4 subjects are: Minor (Parts 1 and 2 combined)
The general themes Include the transition from penal settlement to free society, the expansion of settlement, the gold rushes and the economic, social and cultural developments of the latter part of the 19th Century.
Part 3 The changes In Australian society during the 20th Century and the role of major events in effecting these. Topics include: World War I, The Twenties, Depression, The Thirties, World War II and Post-War developments.
Part 4 Students choose three major studies from those offering which Include: The Nature of Exploration in Australia, Australian History through Contemporary Writing, Collection of Oral History, Aus-tralian Historians, Writing Local History, The Australian Aborigine in Australian European History, and Writing Historical Biography.
14
Biological Science The components provide the opportunity for study, at a tertiary level,
in the general area of biological science. H.S.C. Biology or its equivalent is the normal prerequisite for entry, but students with fifth form studies who are willing to attend some extra tutorials may be admitted to the subject.
A list of the components offered, with their unit value, is set out below. Students will make up the required number of units from options but choices in the first and second year may limit the range of possible choices at third and fourth year levels.
Minor Part 3 Part 4 Parts 1 and 2 Ecology of Populations Man and the
Basic Environmental Immunology (2 units) Environment (4 units) Studies (2 units) Parasitology of Micro- Human Genetics General Principles organisms (2 units) (4 units) of Microbiology Developmental Mammalian Develop- (2 units) Genetics (2 units) mental Biology Basic Genetics (2 units) Population Genetics (4 units) General Zoology (2 units) Ethology of Man (4 units) Animal Behaviour and other Primates General Botany (2 units) (4 units) (4 units) General Principles Core Seminar Introduction to of Embryology Programme (1 unit) Biochemistry (2 units) (2 units)
Creative Drama The general purpose of these studies is to develop through dramatic
activity the liberal education of the student. In order to cater for Individual differences there is a wide variety of
optional components, in addition to some core components. Minor— Part 1
The student undertakes Components 1-4 which are prerequisite, plus one option selected from Components 5-15.
Minor — Part 2 The student makes further selections from Components 5-15 and Is required by the end of Year 2 to have accumulated 12 units. The number of components offered in any one year will be
determined by student demand. The components are: 1. The Meaning and Nature of Creative Drama 1 unit 2. Elements of drama 1 unit 3. Improvisation 1 unit 4. Drama forms 1 unit 5. Puppetry 2 units 6. Improvisation (Advanced) 1 unit 7. Theatre Arts A 2 units 8. Theatre Arts B 2 units 9. Theatre Arts C 1 unit
10. Theatre styles 2 units 11. Historical improvisations 1 unit 12. The one-act play 2 units 13. Shakespeare workshop 2 units 14. Mime as a medium of communication 1 unit 15. Writing for performance 1 unit
Dance Dance in the General Studies Strand is designed to provide students
with maximal opportunity to develop their creative potential In the field of movement and to lead them towards a perceptive and informed appraisal of dance as an art form.
15
Dance, cont. In all four years, the discipline is divided into two main streams,
one with a theoretical, and the other, a practical emphasis. For the first three years, the theoretical content consists of the study of dance history and Its relation to social and aesthetic developments.
Practical studies in the first three years parallel theory and Involve the study of dance technique, a systematic progression from creative exploratory movement experiences to planned, clearly defined dance compositions and the study of a selected range of ethnic and theatrical dance styles.
In Year 4, a three unit prescribed component gives students scope to further their practical dance experience. In addition, a number of options will be offered for independent investigation and study of selected areas of dance in both theory and practice. The components are: Minor
Prescribed components: Dance technique 4 units Improvisation 1 unit Introduction to composition 2 units History of dance in movement 2 units
Elective components: Dance rituals 1 unit Contemporary dance forms 1 unit Functions of rhythm 1 unit Dance and art 1 unit
Part 3 Prescribed components:
Technique (intermediate) 3 units Improvisational techniques 1 unit Compositional techniques 1 unit Modern dance 1 unit
Elective components: Early dance Innovators 1 unit Music and modern dance 1 unit Ethnic dance 1 unit Dance and social change 1 unit
Part 4 Prescribed component:
Advanced exploration of movement material 3 units Elective topics 6 units
English Students will be expected to read widely in a variety of literary
genres, in order to deepen their knowledge and appreciation of literature, examine, discuss and evaluate specific works of literature, familiarize themselves with some major critical studies of literature and gain con-fidence In their ability to read and interpret with perception and sensitivity.
The components available in each year are set out below. While some students may choose to study drama or the novel in depth, and therefore select in each year the components in this area, there is no necessity for students to adhere strictly to any pattern of choice except In Creative Writing. Minor— Part 1
Four dramatists 2 units Novels about childhood 2 units Aspects of English poetry (1900-20) 1 unit Creative Writing 1 2 units Literature about migrants In Australia 1 unit
16
Minor — Part 2 The short story Four American playwrights Creative Writing 2 The nineteenth century English novel Some contemporary poets
Part 3 Some Australian novels Poetry of love, poetry of war Some Black American writing Three Shakespearean tragedies Non-naturalistic drama
Part 4 Modem Australian drama Trends in the modern novel The Australian short story Shakespeare: three late plays Some Australian poetry Recent trends in children's literature Black American novelists
2 units 2 units 1 unit 3 units 2 units
2 units 2 units 2 units 2 units 2 units
2 units 2 units 1 unit 2 units 2 units 1 unit 2 units
Interdisciplinary Arts: Part 4 — Art, Society and the Individual, 1918-1938 The purpose of this subject is to permit the student to develop an
insight into the arts in relation to some of the forces operating in western society between 1918 and 1938, and an understanding of the present role of the artist in society and the influence of the Inter-war period on trends apparent today.
This subject, only offered in the fourth year, is for students who have in their previous General Studies taken subjects that provide an adequate background for the content of Interdisciplinary Arts. It involves an introductory study of the social, political and economic background of the period, and the philosophy or 'ideas' of the period. A survey of six arts follows; an integrated concluding study draws common themes of the period together. The topics are: Introduction
Social, political and economic background 34 unit History of ideas Vit unit
Survey of the arts Involved Painting 1 unit Dance 1 unit Music 1 unit Theatre Arts 1 unit Literature 1 unit Sculpture 1 unit Integrated concluding study 11/2 units Because of the nature of this subject, students wishing to enrol will
be selected only after interviews.
Media Studies Media Studies aims to develop in students an understanding of the
techniques of mass communication, and a critical awareness of the influence of mass media upon themselves and society.
Topics include: the notion 'mass' in communication; the 'mass' In film and television compared to the more individualized 'art' forms of each: photography as art — composition in taking and printing; moving photographic techniques — construction of the film, film as communica-tion and style; video as a community resource and progressive production.
17
Music The purpose of these studies is to afford students the opportunity
to further their liberal education through the study of music. There are no formal prerequisites, though students will be advised to consult with music staff before selecting the course. Minor
The Minor Is separated into Parts 1 and 2. Part 1 is prescribed for all students undertaking Music and provides a thorough grounding in fundamentals. In Part 2, students will experience, through a survey of two different stylistic periods, the discipline of studying music in Its historical and cultural context.
Part 3 Students select, from a list of four, two topics and study them where appropriate, across historical periods. Students will be expected to become increasingly capable of organizing their own work and will be required to undertake, under guidance, a critical study of pre-scribed work related to their chosen topics.
Part 4 Students will be expected to bring to Music 4 the skills and knowledge gained in the Minor and in Music 3. The components in Music 4 are so arranged that students may opt either to study three topics of three units each, or one of three units and one of six. Aural work, instruction in score-reading and practical work will
occur throughout the four years of the course, since it is considered Important that the students' work should be based on solid practical foundations. A summary of the topics is: Minor— Part 1 4 units
The elements of music Principles of musical structure
Minor — Part 2 Students select two components from —
A. Major trends in twentieth century music 4 units B. Aspects of romanticism in nineteenth century music 4 units C. Music In the classical period 4 units D. Aspects of Baroque music 4 units
Part 3 Students select two components from —
A. Jazz and popular music 4 units B. Opera 4 units C. Song 4 units D. Nationalism in music 4 units
Part 4 Students are required to complete a total of 9 units. Components A and B, and C and D respectively have been so arranged that while each single component may be taken as a three-unit entity, each pair may also be seen as a double component of 6 units. A student may therefore choose either three single components, or one single and one double component. A. Keyboard music from the Renaissance to the classical
period 3 units B. Keyboard music in the nineteenth and twentieth
centuries 3 units C. Sacred choral music in the Renaissance and Baroque 3 units D. Sacred choral music from the classical period to the
twentieth century 3 units E. Music in Australia 3 units F. History and development of music for dance 3 units
18
Psychology The general purpose of studies in this discipline is to permit students
the opportunity to extend their liberal education through an Interest in psychology. The structure of the studies is:
Minor In the first year of the Minor, students undertake 5 units of Intro-ductory studies in psychology. An historical approach is adopted to introduce abstract notions such as the nature of scientific theory, and current systems in psychology. In the second year of the Minor, a 7 unit programme in human perception, cognition and comparative behaviour is undertaken. Laboratory and field study Investigations are an integral part of that programme.
Part 3 Students undertake two components from a range of three, each of which Is worth 4 units. The components are: Human sexuality: marriage and Its alternatives 4 units Self, sanity and society 4 units Minds and machines 4 units
Part 4 The content is more flexible and based on the interests of students both as professional teachers and as individual people. Students will have some part In planning their own courses. There will be, how-ever, certain core studies, including the topic 'The Tools of Psycho-logical Investigation' which will provide a basis for individual or group projects.
Sociology The general aim is to introduce students to the sociologists's
perspective of human behaviour. After an introduction to the concepts of sociology,, the subject will
explore social behaviour in the family and the community, social control and deviant behaviour, social stratification and the factors that underlie social constancy and social change.
PROFESSIONAL STUDIES STRAND Subjects taken within the strand are set out In the summary, page 12.
Human Development The broad purpose of these studies and experiences is to provide
students with an understanding of human abilities, characteristics and behaviour in order that they better understand themselves and the children they will teach. Parts 1 and 2
The first two years of study (18 units) consist of a core programme on four different aspects of development: physical, social and emotional, language, and cognitive, with an additional component introducing techniques for studying human behaviour. The first and second years, therefore, provide a broad foundation of studies In human development.
Part 3 In third year, a core component of 3 units in psychological and physical health integrates and extends the various aspects of de-velopment treated in the first two years. Students then select a particular age range to study in depth in the latter half of the year. Students are expected to select developmental stage specializations
19
appropriate to their professional intentions and personal interests. The stage speciality studies, each of 3 units, are the early years, adolescence, the middle years, the later years.
Part 4 The fourth year challenges many of the assumptions made In the first three years and opens up new perspectives on human develop-ment. Students are expected to move from the descriptive approach to a
higher level of cognitive functioning, to undertake critical analysis and evaluate different schools of thought. Initially all students undertake a core component of 3 units which contrasts a number of approaches to the study of man. Students then select one option from four, each of 6 unit value. Each option emphasizes a different perspective of human development: an empirical, research perspective; a cultural or socio-logical perspective; a biological perspective; and the perspective of humanistic psychology. A summary of components is: Parts 1 and 2
Cognitive development 4 units Social and emotional development 4 units Communication, and language development 3 units Physical development 5 units Behaviour study techniques 2 units
Part 3 Core component:
Psychological and physical health One Elective component from:
The early years Adolescence The middle years The later years
Part 4 Core component:
The study of man One Elective component from:
Independent project in human development The cultural context of human development Biological aspects of human development Humanistic psychology and human development
3 units
3 units 3 units 3 units 3 units
3 units
6 units 6 units 6 units 6 units
SUBJECT STUDIES The purpose here is to provide
attitudes at the students' own level to early childhood curricula.
The time allotment is: Year 3-4 units. Years 1 and 2
Subject Studies are both prescribed prescribed studies, each of 3 unit value. these are all undertaken in the first two
Art Creative Drama Creative Movement English: Children's Literature General Science Mathematics Music
and elective. There are seven Except for one unit of English, years. Prescribed are:
3 units 3 units 3 units 2 units 3 units 3 units 3 units
background knowledge, skills and in disciplines that have relevance
1— 13 units, Year 2 — 7 units, Year
20
Year 3 Prescribed component
English: Writing for Children 1 unit Elective components (selected up to 3 unit value)
Art: Puppetry making 1 unit Painting 1 unit Textiles 1 unit Three dimensional 1 unit Woodwork 1 unit
Creative Drama: Elements of drama 1 unit Drama in education 1 unit Creative drama and puppetry 1 unit
Creative Movement: Developing movement experience 2 units Physical education 1 unit
English: Elements of poetry 1 unit Lore and language of children 1 unit
Mathematics 3 units Music:
Guitar 2 units Choral 1 unit Music and puppetry 1 unit
Science: Natural History 3 units
FOUNDATIONS OF EDUCATION Foundations of Education subjects are based on the assumption
that all students need some understanding and awareness of the prob-lematical nature of education and the bases of educational decision-making. Subjects are concerned with issues of general educational signficance and not necessarily those relating solely to the area of child-hood education.
In the first two years, and part of the third, a core study Is taken by all students. Part 1 and Part 2 provide an introduction to the various disciplines which contribute to the study of education. Part 3 has a core study of 3 units, in which the issue of ethnic minorities and education Is used as a means of illustrating the Interdisciplinary nature of education, and an elective study.
In year 4. these studies constitute about half of Professional Studies 48. A summary of subjects is: Part 1 (5 units)
A compulsory core study which draws primarily upon the disciplines of philosophy and sociology. Two major topics are treated: Concepts in Education, an examination of the views of a variety of educational writers on such issues as: the relation between theory and practice; compulsion in education; authority and freedom; the rights of children. The influence of social systems on education, such Issues as - 'educability' and home background; social class and education; the school as a social system; agencies of informal education.
Part 2 (5 units) A compulsory core study of three major topics: the learning process, an historical perspective; the development of formal education In Australia, including the origins of the kindergarten movement; the learner and learning in other societies — a comparative study of the models of USSR, USA and Australia.
21
Foundations of Education, cont. Part 3 (6 units)
Core Interdisciplinary component Ethnic minorities and education
Elective components (one to be chosen) Alternatives in education Inequality in education History of childhood Learning and instruction Sociology of teaching Media in education Comparative Education A
3 units
3 units 3 units 3 units 3 units 3 units 3 units 3 units
EARLY CHILDHOOD EDUCATION In these subjects, students acquire the basic skills, knowledge and
attitudes associated with teaching. The allotment over the first three years Is 24 units, 9 units taken in
Years 1 and 2 and 6 units in Year 3. Content focusses on the role of the teacher working with children
in the 0-8 year age range in a variety of settings, e.g., toddler groups, play groups, kindergartens, day-care centres, family day-care pro-grammes, schools, before-and-after school centres. A summary is: Component Total units Year 1 Year 2 Year 3
1. Introduction to principles and practices
2. The learning environment
3. Subject area in the context of curriculum planning
1 3
1 3
(1) Receptive & expressive language 4 1112 2112 (ii) Maths., science, social studies 3 1 2
(iii) The Arts 2 112 1112 4. Programme planning and curriculum
development (I) Child study and theory of
programme planning (ii) Current programmes for children
0-8 years of age
31/2
2
1112 1
1112
1
112 (iii) Children with special needs 1 1
5. Administration and classroom management 1112 1112
6. Teacher/parent relationships 1112 1112 7. Relating principles to particular teaching
practice experience 1112 112 112 11
Total units 24 9 9 6
EDUCATION 4
This subject provides for greater depth of study of two broad areas of knowledge and skill: Foundations of Education and Early Child-hood Education. Drawing on the perspective of experience gained from at least one year's teaching, the studies within this subject reflect a concern for both theoretical and practical issues associated with teaching and curriculum design.
The subject, of 18 units, has two parts: a core component of 10 units entitled 'Curriculum theory, design and implementation' and elective studies.
22
Core Component: Curriculum theory, design and implementation (10 units)
This compulsory component builds on the studies of the first three years of educational psychology, educational philosophy, educational sociology, educational history, comparative education, human develop-ment and early childhood education. There are three major sections:
Curriculum and the justification of education
A critical consideration of curriculum theories, models and principles of relevance to early childhood education
A practical project involving the development, implementa- tion and evaluation of an aspect of a curriculum
3 units
3 units
4 units
Elective Components
Students must undertake two elective components, each of 4 units, selected from the following options:
1. Education Administration 4 units
2. Comparative Education B 4 units
3. History of Early Childhood Education 4 units
4. History of Educational Institutions in Australia 4 units
5. Moral Education 4 units
6. Philosophy of Education 4 units
7. Sociology of Deviance and the School 4 units
8a. Planning for Atypical Children In Integrated Settings 4 units or
8b. Selected components from the Graduate Diploma In Special Education to the value of 4 units
PRACTICUM
The general aims of Practicum are to provide a framework of prac-tical experience for Professional Studies Strand subjects as a whole; and to allow for the growth of understanding of the role of the teacher and the gradual acquisition of teaching skills.
Teaching practice rounds range in length from three to five weeks, the schedule being:
Year 1 20 days teaching practice plus a maximum of 10 days field experience.
Year 2 35 days teaching practice plus a maximum of 71 days field experience.
Year 3 75 days teaching practice plus a maximum of 5 days field experience.
By the end of the first three years, students will have been Involved in the full range of experiences described below, although the sequence of experiences will vary for particular groups of students according to availability of schools and other centres. This experience can be divided into two categories: field day experiences, and teaching practice experience.
1. Field day experiences will include regular visits to schools, kinder-gartens and other centres of early childhood care and education.
23
2. Teaching practice experience —
(a) with children 0-3 years (minimum 35 days) Students will observe and participate in a variety of programmes and facilities provided for children within this age group including toddler groups, family day-care, home visiting programmes and day nurseries and will be expected to participate fully in the programmes, working the normal shift hours of the particular centres.
(b) with children 3-5 years (minimum 45 days) Students will gradually accept Increasing responsibility for planning and organizing learning experiences for individual children and groups of children within a range of early childhood services. After acquiring techniques of organization and control students will extend their range of supervision and responsibility to the whole group, and to the organization of the programme for an integrated day, assuming, in third year, responsibility for the total programme for at least one week. By Year 3 students will be increasingly involved in planning and and participating in work with parents and In the administrative duties of a teacher.
(c) with children 5-8 years (minimum 35 days) During the first year of the course students will have a minimum of 5 days of observation/participation with children 5-8 years In a variety of school and after-school settings, followed by 2 three-week periods in Year 2 and 3. Over the three years there will be an increase in responsibility for planning and organizing learning experiences. Emphasis in the early stages will be on planning for Individuals and small groups of children and by the end of the second practice block students will be expected to plan for and supervise the whole class for a minimum of one week.
(d) Area of speciality (minimum 15 days) During the third year students will be given the opportunity to select the age group or learning situation in which they would prefer to specialize. Fifteen days will be available at the end of the third term for this. To undertake the specialization the student would be required to meet all of the minimum teaching practice requirements for all three age groups.
Time allotment for teaching practice is shown In Table 3.
TABLE 3: Teaching Practice time allotments
0-3 3-5 5-8 Minimum Requirements
Year 1 5 days 10 days 5 days Year 2 10 days 10 days 15 days Year 3 20 days 25 days 15 days Year 3 Possible specialization
(if minimum competencies achieved) 15 days in one area
Total 130 days
24
REGULATIONS Regulations for the Bachelor of Education Degree and Diploma of
Teaching (Early Childhood)
1.0 DEFINITIONS
1.1 Awards 1.1.1 The Degree of Bachelor of Education Is awarded by the
State College of Victoria on the recommendation of the Council of the Institute of Early Childhood Development following successful completion of requirements set out In 4.1 and Schedule 1 below.
1.1.2 The Diploma of Teaching (Early Childhood) Is awarded by the Council of the Institute of Early Childhood Develop-ment following successful completion of requirements set out In 4.2 and Schedule 1 below.
1.2 Program Prescribed and elected studies, and practicum undertaken by a particular student, the successful completion of which fulfils the requirements for the award of either Diploma of Teaching (Early Childhood) or Bachelor of Education.
1.3 Course The set of all possible student programs leading to an award.
1.4 Strand A broad area of related content within a course which extends across all levels of the course. There are two strands: Profes-sional Studies and General Studies.
1.5 Subject A defined body of content and/or experience within a strand which may be completed at part 1, 2, 3 or 4.
1.6 Component An Identifiable body of content within a Subject.
1.7 Trimester hour (unit) Thirty hours of student demand time, which usually Incorpor-ates 10 hours of programmed contact time.
1.8 Minor, Sub-Major, Major Within the General Studies Strand:
a Minor is a 12 trimester hour study normally taken over a period of two years;
a Sub-Major is a 20 trimester hour study normally taken over a period of three years;
a Major Is a 29 trimester hour study normally taken over a period of four years.
1.9 Institute Institute of Early Childhood Development, a constituent member of the State College of Victoria.
1.10 Board Academic Board of the Institute of Early Childhood Develop-ment.
1.11 Course Committee The Bachelor of Education Course Committee, a standing com-mittee of the Board, which has responsibility also for the Dip-loma of Teaching (Early Childhood) course.
25
2.0 LENGTH OF COURSE
2.1 The Degree of Bachelor of Education course requires a mini-mum of four years of full-time or equivalent study. The maximum period of time for which a candidate may be enrolled in the course shall be ten years, except that, in special circumstances, the Board may grant an extension of time.
2.2 The Diploma of Teaching (Early Childhood) course requires a minimum of three years of full-time or equivalent study. The maximum period of time for which a candidate may be enrolled In the Diploma shall be seven years, except that, In special circumstances, the Board may grant an extension of time.
3.0 REQUIREMENTS AND CONDITIONS OF ENTRY TO THE COURSE
Four types of entry to the course are possible: Post-Sixth Form, Mature Age, Special and Entry with Advanced Standing including Block Credit.
3.1 Post-Sixth Form entry
In order to be eligible for entry to the course, an applicant must have successfully completed the requirements of the Vic-torian Higher School Certificate examination or an alternative approved by the Victorian Institute of Secondary Education, or be regarded by the Institute to possess an equivalent academic background including at least eligibility for university entrance as accredited by the Victorian Universities and Schools Examination Board or its successor.
3.2 Mature Age entry
Mature Age entry to the course may be available to applicants who are at least 23 years of age and who do not satisfy the Post-Sixth Form entry requirement. Mature Age entry shall be according to the conditions specified by the Academic Board and approved by the Council of the Institute.
3.3 Special entry
Special entry to the course may be available to applicants lack-ing the formal qualifications required for Post-Sixth Form entry. Special entry shall be according to conditions specified by the Board and approved by the Council of the Institute.
3.4 Entry with Advanced Standing including Block Credit
An applicant may be admitted to the course with advanced standing including block credit, under such conditions as may be specified by the Institute from time to time. 3.4.1 Entry under this clause will be considered only after re-
ceipt of adequate documentation of previous studies for which recognition, in the form of advanced standing In-cluding block credit, is sought.
3.4.2 Students granted entry under this clause will be required to undertake at least one year of full-time study or Its equivalent at the Institute in order to be eligible for the award of Diploma of Teaching (Early Childhood).
26
3.4.3 Students granted entry under this clause will be required to undertake at least one year of full-time study or Its equivalent, at least half of which must be at the most advanced level, at the Institute in order to be eligible for the award of Bachelor of Education.*
3.4.4 The Institute may grant credit for previous studies and relevant work experience provided that: 3.4.4.1 the previous studies were within a course that Is
approved by the Institute for the purpose of grant-ing credit;
3.4.4.2 relevant work experience gained is not credited towards academic studies in the course.
3.4.5 When awarding credit for previous studies the Institute will take into consideration the compatability of a pros-pective student's previous studies with the requirements of the accredited course. The Institute may grant credit for previously completed studies not currently offered by the Institute, provided that these studies are consistent with the objectives of the course.
3.4.6 Where credit or exemption is sought by the prospective student for studies in educational Institutions other than colleges of advanced education and universities, ratifica-tion of credit or exemption for such studies must be obtained by the Institute from the Academic Board of the State College of Victoria.
3.4.7 The Institute shall Impose requirements In the form of preliminary studies where such studies are considered necessary to satisfy pre-requisite conditions.
3.4.8 The Institute may exempt students from a compulsory component rather than grant credit where the student has completed previous relevant studies. In such cases, the Institute will require the completion of studies in place of those for which exemption has been granted.
4.0 COURSE REQUIREMENTS
4.1 The Degree of Bachelor of Education course requires study and experience In the General Studies and Professional Studies Strands amounting to at least 156 trimester hours and 130 days of Teaching Practice as detailed In Table 1.
4.1.1 Within the General Studies Strand, the candidate must complete a Minor and a Major Study, chosen from those listed In Table 2, amounting to 41 trimester hours.
4.1.2 Within the Professional Studies Strand, the candidate must undertake studies set out in Table 1 amounting to at least 115 trimester hours as follows: at least 33 trimester hours of study In Human Develop-
ment; at least 24 trimester hours of study In Subject Studies; at least 58 trimester hours of study in Education, including
studies in Foundations of Education and Early Child- hood Education;
and at least 130 days of Teaching Practice as detailed in Table 3 (Page 24).
*Applicants holding Diploma of Teaching (Early Childhood) awarded by SCV Coburg and SCV Frsnkston will be admitted with three years of advanced standing.
27
4.2 The Diploma of Teaching (Early Childhood) course requires study and experience In the General Studies and Professional Studies Strands amounting to at least 120 trimester hours and 130 days of Teaching Practice as detailed in Table 1 (Page 12).
4.2.1 Within the General Studies Strand, the candidate must take a Minor and a Sub-Major study, chosen from those listed In Table 2, amounting to 32 trimester hours.
4.2.2 Within the Professional Studies Strand, the candidate must undertake studies set out in Table 1 amounting to at least 88 trimester hours as follows: at least 24 trimester hours of study in Human Develop-
ment; at least 24 trimester hours of study in Subject Studies; at least 40 trimester hours of study in Education, includ-
ing studies in Foundations of Education and Early Childhood Education;
and at least 130 days of Teaching Practice as detailed In Table 3.
4.3 The Board will determine which General Studies subjects listed In Table 2 will be offered to students in any one year.
4.4 Changes to the trimester hour values of subjects In Schedule 1, and the Teaching Practice requirements of Table 3, will be determined by the Board from time to time within S.C.V. guide-lines.
5.0 PROGRESS THROUGH THE COURSES
5.1 In order to undertake a subject or component, the candidate must satisfy any prerequisites established for that subject or component as set out In the Institute Handbook. (See Table 4.)
5.2 A student shall not be permitted to register for a component or subject after one-quarter of the component or subject has been presented.
5.3 The usual, and maximum, number of trimester hours of aca-demic study undertaken by a candidate in any year shall bear a relationship to the number of days of Teaching Practice undertaken in that year as follows: Practicum Part Usual Trimester Maximum Trimester
Hours Hours Practicum 1 (20 days) 47 56 Practicum 2 (35 days) 43 52 Practicum 3 (75 days) 30 38
5.4 In exceptional circumstances, a student who has demonstrated competence In Teaching Practice and who has completed at least 100 days of supervised Teaching Practice may be con-sidered by the Board to have met the requirements of Teaching Practice as set out in 4.1 and 4.2 above.
5.5 A candidate whose performance has been affected by Illness or other serious cause may apply, through the Registrar, for special consideration of his case by the Course Committee.
5.6 The progress of each student In the course shall be reviewed by the Course Committee at least annually.
28
5.7 In the case of a student pending a particular subject or com-ponent, such additional assessments as are considered neces-sary may be conducted with the approval of the Course Com-mittee.
5.8 A student may not be failed In a component or subject without the opinion of a second examiner.
5.9 Where the progress of a candidate is considered to be unsatis-factory, the Board may, on the advice of the Course Committee, terminate the course of the candidate.
5.10 A candidate whose course has been terminated may exercise a right of appeal to the Board, such an appeal being submitted in writing in the first instance.
5.11 A candidate whose course has been terminated shall not be permitted to re-enrol except with the permission of the Board.
6.0 WITHDRAWAL. DEFERMENT AND INTERMISSION
6.1 A candidate seeking to withdraw from the course must notify the Registrar in writing. Except in special circumstances, de-termined by the Course Committee, any notification received atter two-thirds of a component or subject has been presented shall be recorded as an academic failure.
6.2 A candidate seeking to defer or intermit must apply In writing to the Course Committee through the Registrar. Unless special circumstances exist, which will be ruled on by the Course Com-mittee, the period of deferment or intermission may not exceed one year.
TABLE 1: Prerequisites or subjects in Bachelor of Education. Except in exceptional circumstances, as determined by the B.Ed. Committee, the following prerequisites apply:
Professional Studies Subjects
Human Development 2 Human Development 3 Human Development 4
Subject Studies 2 Subject Studies 3
Foundations of Education 2
Prerequisites
Human Development 1 Human Development 2 Human Development 3
NIL NIL
Foundations of Education 1 Foundations of Education 3 Foundations of Education 2
Early Childhood Education 2 Early Childhood Education 3
Practicum 2 Practicum 3
Education 4
Early Childhood Education 1 Early Childhood Education 2
Practicum 1, ECE 1 Practicum 2, ECE 2
and Human Development 2
Foundations of Education 3 and Early Childhood Education 3*
29
General Studies Subjects Prerequisites
Art:
Painting 2 Photography/Graphics 2 Sculpture 2 Textile Arts 2 Woodwork 2 Painting 3 Sculpture 3 Textile Arts 3 Painting 4 Sculpture 4 Textile Arts 4
Australian Social History 2 Australian Social History 3 Australian Social History 4
Biological Science 2 Biological Science 3 Biological Science 4
Creative Drama 2
Dance 2 Dance 3 Dance 4
English 2 English 3 English 4
Art 1 Art 1 Art 1 Art 1 Art 1 Painting 2 Sculpture 2 Textile Arts 2 Painting 3* Sculpture 3* Textile Arts 3*
Australian Social History 1 Australian Social History 2 Australian Social History 3*
Biological Science 1 Biological Science 2 Biological Science 3*
Creative Drama 1
Dance 1 Dance 2 Dance 3*
English 1 English 2 English 3*
*Plus at least one year of experience as a teacher
General Studies Subjects
interdisciplinary Arts 4
Media Studies 2
Music 2 Music 3 Music 4
Psychology 2 Psychology 3 Psychology 4
Prerequisite
Any one of: Australian Social History 3 English 3 Sculpture 3 Painting 3 Dance 3 Music 3 or relevant studies taken at another
CAE or university In one of these subjects, or in Media, Drama or Philosophy*.
Media Studies 1
Music 1 Music 2 Music 3*
Psychology 1 Psychology 2 Psychology 3*
Sociology 2 Sociology 1
30
ASSOCIATE DIPLOMA IN CHILD CARE
Purpose of the Course The Associate Diploma in Child Care prepares persons for work
with children and adolescents in a variety of care situations including before- and after-school and vacation care, twenty-four hour care, and day-care.
Length of the Course The course is of two years' duration full-time or equivalent part-
time.
Entry Requirements These include a pass in the Higher School Certificate or an
equivalent examination, a satisfactory report on attendance at a child care program, and personal qualities acceptable in a child care worker.
Work experience in child care with evidence of ability to complete the course constitutes a Special Entry alternative to H.S.C. or a Sixth Form pass.
Application Procedure See Page 11.
Financial Assistance All students may apply under the Tertiary Assistance Scheme.
Allowances are means-tested. Enquiries should be addressed to The Director, Victorian State Office, Department of Education, 450 St. Kilda Road, Melbourne, 3004 (telephone 267 4700).
The Student Loan fund offers financial assistance to enrolled students. Application forms may be obtained from the Registrar. Fees and References and Transcripts
See Page 11.
Structure and Content The course contains two types or strands of study: General Studies
and Professional Studies. The purpose of General Studies Is to Improve the level of general education of the student. Professional Studies subjects provide study and experience specifically related to the care of children and adolescents. The subjects studied within the course, and the trimester hour values of each are set out below. A trimester hour is equivalent to 30 hours of demand time, of which normally 10 are hours of contact.
Professional Studies Human Development 1 Human Development 2 Social and Community Studies 1 Social and Community Studies 2 Activities 1 Activities 2 Administration 1 Administration 2 Practicum 1 Practicum 2
13 trimester hours 13 trimester hours 5 trimester hours 6 trimester hours
12 trimester hours 8 trimester hours 4 trimester hours 4 trimester hours
11 weeks (16.5 trimester hours) 17 weeks (25 trimester hours)
General Studies Elective 5 trimester hours
31
PROFESSIONAL STUDIES STRAND
Human Development Subjects
The purpose of these studies is to provide an understanding of human development and the health and care principles and procedures necessary to foster this development, particularly between birth and 17 years. Part 1 (13 t.h.)
A general Introduction to development, both psychological and physical, plus procedures Involved in the day-to-day care of infants, toddlers, children and adolescents.
Psychological development (8.5 t.h.) — processes underlying develop-ment; emotions and their development, the role of emotions such as anxiety in development, growth and control of emotions, emotional stability and disturbance, the importance of the nurturing environment; cognitive development, an introduction to perceptual and cognitive growth, stages in cognitive development, mechanisms of growth, factors affecting development; observational and Infer-ential skills.
Physical development (2.5 t.h.) — the reproductive process and prin-ciples of inheritance; structure and physiology of the nervous, skeletal and muscular systems, posture and age related changes; sensory and motor competence of the neonate and its development with age; the functions of the respiratory, circulatory and digestive systems.
Day-to-day care procedures (2.0 t.h.) — procedures relevant to differing age groups from birth to late adolescence, basic mothercraft skills; routines and schedules; individual differences In needs; crisis situ-ations and procedures.
Part 2 (13 t.h.)
Psychological development (7.5 t.h.) — introduction to theorists In the field of social and emotional development, e.g., Erikson, Maslow; communication and language development — both verbal and non-verbal communication systems, second language learning and effects of bilingualism, a brief Introduction to language disorders In children; current Issues in psychological development such as separation, psychological parenting, effects of different child rear-ing practices, maternal deprivation; human relations skills, e•9•. inter-personal relations, interview techniques; techniques involved in helping the child and adolescent towards maturity; the develop-ment of atypical behaviour and techniques relevant to child care for handling such problems (e.g., role of play, positive reinforce-ment).
Nutrition, health and safety (4.0 t.h.) — principles of nutrition, meal planning, food preparation, feeding, cultural differences; common childhood and adolescent diseases, allergies, the principles and procedures for caring for children with minor illnesses; recognition and management of common physical abnormalities; safety care; first aid.
Use of community resources (1.5 t.h.) — the role of health services and various welfare agencies; role of child care worker as referring agent, emergency services.
32
Social and Community Studies Subjects The purpose of studies in this strand is to develop an understanding
of social, philosophical and legal issues concerning man, and particu-larly children, in Australian Society. Part 1 (5 t.h.)
A sociological study of socialization experiences in childhood, including such issues as the child in the family, the peer group and the community, child-rearing in non-family situations, the criteria by which people are socially differentiated, the meaning of community and the quality of life in contrasting communities in Australian society. Part 2 (6 t.h.)
Concepts such as freedom, justice and equality as they apply to society, family and individual; order in society and factors which affect order; investigation of groups In society who are discriminated against by the legal process; Investigation of groups formally 'protected' by the law; rights of parents, women, children, particularly as they relate to the care situation; court procedures; laws and regulations applying to the establishment and conduct of child care services.
Activities Subjects The purpose of these subjects is to provide a background of know-
ledge and skills for the conduct of stimulating and enjoyable programs for children and adolescents. Part 1 (12 t.h.)
The role of play and leisure in development; activities flowing from exploration of the environment — Indoor and outdoor gardening, activities with animals, water based activitis, e.g., model boat building, water driven machines; food based activities, e.g., cooking; weather based activities, e.g., rain gauges; activities drawn from the areas of drama, movement, literature, music and the arts and crafts; sports and games appropriate to differing age levels and acquisition of skills involved in participating in these. Part 2 (8 t.h.)
Extension of activities flowing from exploration of the environment — machines and engines, e.g., bicycle repairing, simple car repairs; extension of activities in weaving, pottery, painting, woodwork, photo-graphy, and other media. literature, drama, movement and music, with particular emphasis upon program planning and the Integration Into the program of activities drawn from different activity areas.
Administration Subjects These subjects provide students with the background knowledge
and skills necessary for the smooth management of a child care program — Including day-care, 24 hour care and out-of-school care. Part 1 (4 t.h.)
Roles and responsibilities of the adult In the care of children and adolescents; aspects of the care environment — adult/child ratios, grouping of children, quality of social interaction; routine procedures for different age levels, e.g., sleeping, tolleting and feeding for the young, leisure and homework organization for the adolescent; assessing and meeting needs of persons In care; organization of the physical environment design of buildings for best usage, factors affecting comfort and health, design of playgrounds, special facilities for children from birth to late adolescence; safety considerations, maintenance of facilities; audio-visual materials; innovations in design of physical environment in care situations in Australia and overseas.
33
Part 2 (4 t.h.) General management In day-care, residential and out-of-school care
programs — federal, state and local policies, regulations and licensing agencies, legal responsibilities of staff in care programs, insurances, records, report writing, relations with the community; staff management and staff roles — staff selection and organization, pre- and in-service programs, staff meetings, emergency staff procedures, use of volunteers; finance and budgeting — sources of funds, budgeting for food and equipment, procedures for purchasing, petty cash and expenditure records, financial statements, sales tax and tax exemptions, wages determinations.
Practicum Subjects Practicum experience is directed to the three main areas of care
viz: day-care, twentyfour-hour care, and out-of-school care. Out-of-school care Incorporates after-school care and vacation care, which involves both holiday sessional care for the school age child and residential camps. Twentyfour-hour care Involves experience in both congregate and family group home care settings. In addition to day-care experience, students must work for periods in family day-care programs and in preschools. In Practicum 2, after mastering basic competencies and skills in each area, the student is expected to undertake a 6 week specialization in one of the three main areas of care. The particular experiences in Practicum 1 and 2 are:
Part 1 Vacation care 2 weeks After-school care (1/4 day for 4 weeks) 1 week Day-care 4 weeks Preschools 1 week 24 hour care 3 weeks
11 weeks
Part 2 Holiday (including Residential Camp) 3 weeks Day-care 3 weeks Family day-care 1 week Preschools 1 week 24 hour care 3 weeks Specialization 6 weeks
17 weeks
GENERAL STUDIES STRAND
General Studies Subjects The purpose of General Studies subjects Is to improve the general
educational level of the student. Within the Associate Diploma the student must undertake a Part 1 General Studies subject drawn from the following:
Art 1, Australian Social History 1, Biological Sciences 1, Creative Drama 1, Dance 1, English 1, Media Studies 1, and Music 1. Details of these subjects appear earlier in the Handbook under the
Bachelor of Education Degree.
34
POST-GRADUATE COURSES The Institute offers the following one-year post-graduate courses:
Graduate Diploma in Education (Early Childhood) Graduate Diploma of Advanced Studies in Education Graduate Diploma in Special Education (Early Childhood) Graduate Diploma in Child Development Graduate Diploma in Movement and Dance Education
A Master in Education (Early Childhood) programme has also been prepared and the Institute Is hopeful that it can commence in 1979. This programme will be undertaken by a major thesis In the area of Early Childhood Development. Interested applicants for this and any of the abovementioned courses may obtain further information by writing to the
Director of Advanced Studies I.E.C.D. P.O. Box 210, Kew, 3101
GENERAL INFORMATION
Applications Individual requests for forms must be made by applicants, in writing,
to the Director of Advanced Studies. (A brief letter is sufficient; personal details are required later when the form is completed.) Applications normally close in September.
Financial Assistance Full-time students are eligible for the Australian Department of
Education Assistance Scheme, which is means-tested. Forms are avail- able from schools and tertiary institutions; enquiries should be sent to:
The Director, Victorian State Office, Department of Education, 450 St. Kilda Road, Melbourne, 3004.
Interstate applicants should enquire from the Australian Department of Education in their own State or Territory.
Enquiries for allowances under the Commonwealth retraining scheme should be directed to the nearest Commonwealth Employment Office.
Fees There are no tuition fees but a Student Representative Council fee
of $35 ($7 for part-timers) with a Student Service fee of $15 ($5 for part-timers) is payable, preferably by cheque, on acceptance.
Term Dates There are three terms, each of ten weeks, except for the Graduate
Diploma in Education, which has three twelve-week terms. Dates are given in the Calendar inside the back cover of this Handbook.
Transcripts On completion of the course, graduates will receive a transcript of
record. Certified copies of transcripts are available on application to the Registrar and the payment of a $2.00 fee.
Withdrawal from the Course A student wishing to withdraw from the course must notify the
Principal in writing.
35
GRADUATE DIPLOMA IN EDUCATION (EARLY CHILDHOOD)
The Graduate Diploma in Education (Early Childhood) offers a one-year full time course of training to university/college graduates which aims to prepare graduates for teaching in early childhood (0-8 years).
Graduates from the course can gain registration as pre-school teachers through the Council of Public Education, or as primary school teachers through the Primary Registration Board.
Admission Requirements Applicants must have satisfactorily completed a first degree univer-
sity course, or its equivalent.
Structure of the Course The course comprises four main strands: (1) Child Development (2) Educational Studies (Philosophy, History, Sociology, Psychology) (3) Early Childhood Education and Curriculum Studies (4) Teaching Practicum/Field Work Brief outlines of the four strands of the course are:
(1) Child Development This strand provides a general introduction to the development of the child from birth, in terms of his/her physical, social, emotional. cognitive and linguistic development. Students also examine some aspects of abnormal development and may select particular topics as areas for further study In both the normal child and in the child with special needs. Preliminary reading: Preschool Children: Development and Relation-ships. Smart, M. S. and Smart, R. C. Macmillan, 1973.
(2) Education Studies This strand has the dual function of examining the rapid changes taking place in school practices and processes and of introducing the theoretical knowledge upon which education studies are based. The contributions made to education as a secondary discipline by primary disciplines such as psychology, philosophy, history and sociology are examined both theoretically and by students partici-pating in a series of school visits to preschools, primary schools, secondary schools and alternative schools. Preliminary reading: Hill, B. The Schools. Penguin, 1977.
(3) Early Childhood Education and Curriculum Studies An essential feature of this strand Is Its practical orintation and Its close relationship with the conduct of education programmes for children 3-8 years. The theory and general theoretical background obtained in the Child Development and Education Studies strands Is translated to the teaching/learning situation. The strand consist of the following segments: (a) Principles of Teaching — in which the following topics will be
considered. Child Study techniques; values and attitudes In-fluencing the physical environment — play and play activities; and the teacher's roles and responsibilities.
(b) Curriculum Planning — in which the basic principles underlying the planning of educational programmes for young children will be considered, and In particular the needs of children; selection, use and abuse of objectives; selection of teaching procedures; the relationship between basic goals and the selection of content; the concept, process and evaluation and planning for particular situations.
(c) Curriculum Studies — each of the following areas will be presented by a specialist teacher, in which an attempt will be
36
made to introduce the student to the theoretical and practical aspects of the subject as it relates to the teaching of children at preschool and lower primary levels — Art, Creative Movement, Language Arts, Children's Literature, Mathematics, Music, Science, Social Studies.
(4) Teaching Practice/Field Work This strand provides a framework of practical experience for the student's study of early childhood education. During the year the following periods of time will be scheduled for practice teaching:
55 days In kindergarten 10 days field experience, and 10 days in schools (children aged 5-8 years).
Students undertaking the course are expected to attend lectures on an average for 16 hours each week of the academic year.
GRADUATE DIPLOMA OF ADVANCED STUDIES IN EDUCATION
The Graduate Diploma of Advanced Studies in Education Is a course which consists of one year full-time study or the equivalent part-time study, which must be completed within the maximum of five years. The course is also available on an external basis.
Intending applicants who are members of the Victorian Education Department should note that the Board of Studies (Primary) has approved of this course as a further year of study.
Admission Requirements Applicants must have successfully completed an approved course
of teacher training leading to the award of the Diploma of Teaching (Early Childhood) or its equivalent and have taught In a recognised educational institution for a period of not less than two years.
Alms of the Course The course aims to extend the student's understanding of the bases
of educational theory and practice. Though many of the components offered have an early childhood emphasis, this emphasis extends up into the education of children in the lower primary school.
Course Structure The course comprises thirty 10-hour units of which twenty-four
units are prescribed. A range of electives will be offered to cater for students' background knowledge and experiences, present Interests and future plans. Students are required to undertake six units of elective studies. Content of the Course Prescribed components: Child Development
Social Contexts of Education Philosophical Foundations of Education Historical Foundations of Education Research Evaluation Innovations in Early Childhood Education
Elective components: Alienation and Modern Society Biological Aspects of Development Current Issues and Controversies in Education Guidance of the A-Typical Child In Kindergarten Music and Young Children Writing for Children Elements of Poetry Effective English
Which of the above components will be offered will be determined by student demand and staff availability.
37
Course Details Brief outlines for the prescribed and elective components are:
CHILD DEVELOPMENT (prescribed) (6 units — 60 contact hours) Organisation — Lecture/seminars, films, student class papers,
student observations of and Interviews with young children and their families. There will be ten sessions each of two hours in each term.
Outline — Modes of scientific enquiry In psychology, theory con-struction, the role of research, major theoretical models (cognitive developmental, learning based, psychoanalytically based, cultural anthro-pological).
An Integrated study of infancy (birth to 18 months): temperament, sensory motor development, the object concept, pre-speech, infant-,aretaker Interactions, reciprocity, coping devices, attachment am. separation.
Theories of language development, the growth of vocabulary, acquisition of grammar, language codes, effects of different language environments, language as communication, language and thought, classi-fication of language disorders.
Studies in children's thinking: conversation, classification, egocen-tricity, concepts of causality and life, moral development.
Influences on personality: peer relationships, family structure and dynamics, non-genetic transmission of personality traits, defences and coping styles, socialisation, childhood psychopathology.
Representative reference: Stone, J. et al (eds.), The Competent Infant. Basic Books, N.Y., 1973.
SOCIAL CONTEXTS IN EDUCATION (prescribed) (6 units — 60 contact hours.
Organisation — There will be ten sessions each of two hours In each term. Material Is Illustrated whenever possible. Thus lectures, seminars and discussions are accompanied by a wide range of film and video material.
Outline — This subject aims to extend the teacher's awareness and understanding of the social network within which the individual person develops. It explores the individual's social experience within institu-tions such as the family and the school, and within groups such as the peer group and the neighbourhood. It analyses the socialising Impact of the wider society on the individual and it looks at the Interplay between the society, its institutions and the individual.
The course Is basically sociological insofar as it draws Its source material from the work of sociologists.
The course structure has been designed on the principle of a gradually widening focus. The contexts which are explored begin with the Individual in his primary groups and early In his socialisation process. They widen in scope to explore the relationship betwee,. the Individual and the school and then a further widening to look at the nature of the relationships between the Individual and his society and the school as an Institution of society.
In Term I focus Is on the Individual's socialisation in his primary groups. In Term II the school, Its social structure, Its culture and its patterns of social Interaction are explored. In Term Ill the nature of Australian society, its major institutions and the Interaction between society, school and person are the areas of study.
Representative reference: Hunt, F. J. (ed.), Socialisation in Aus-tralia. McGraw-Hill, 1977.
38
PHILOSOPHICAL FOUNDATIONS OF EDUCATION (prescribed) (4 units — 40 contact hours). Organisation
The course will consist of 20 two-hour lectures/discussions held over two terms of the academic year. Outline
In the early part of the course students will be introduced to the distinctions between different kinds of education statements and will examine the evidence appropriate to such statements. There will also be a discussion of the justification of value statements and a discussion of subjectivism.
Against this background the following topics will be discussed: The views and influence of B. F. Skinner. Analysis of the notion of freedom in education. "Free" schools and teachers' authority. The bases for children's rights. Arguments for and against changes in current laws governing children's rights. The concepts of equality in education. The justification of positive discrimination in educational selection. Heritability of IQ and Inequality. Self actualisation and Intrinsic goodness.
Representative reference: Cave, E. (ed.). Problems in Education: A Philosophical Approach. Cassell, Australia, 1976. HISTORICAL FOUNDATIONS OF EDUCATION (prescribed) (4 units -40 contact hours). Organisation
There will be 20 sessions, each of two hours and held over two terms of the academic year. The sessions will take the form of seminars and discussions. Films will be used where appropriate to highlight features of the periods under review. Outline
What is history: Differing approaches to the study of history. Two views of man: The Greek and the Judaeo-Christian tradition
snow these are reflected in educational Ideals at various stages througt, out history).
A general study will be made of the following periods: Ancient Greece — contributions of Socrates and Plato. Medieval Europe — domination of the Church and educational practice. The Renaissance — the educational Ideal of the integration of body, mind and spirit. The Reformation and Counter-Reformation — education for Christian survival.
Towards a new view of children: the contributions of Rousseau, Pestalozzi and Froebel.
Arguments for compulsory education In England and Australia. A brief overview of the kindergarten movement and the ways In
which its development differed from that of compulsory education. Representative reference: Boyd, W. and King, E., The History of
Western Education. London: Adam and Charles Black, 1972. RESEARCH EVALUATION (prescribed) (2 units — 20 contact hours) Organisation
There will be ten lecture/discussions offered In the first term, If possible In the first year of the course, if undertaken on a part-time bash. Outline
The main aim of this component is to help students to develop skills necessary for them to evaluate research, thus it will not be neces-sary for students to be able to design their own research or undertake statistical calculations. However, they will be required to understand
39
the assumptions underlying both the use of certain research designs and the use of selected statistics.
Topics to be Introduced and discussed include: Research Ideology, role of theory In research, types and scope of research. Levels or forms of research. Historical research. Survey research — descriptive, comparative, evaluative. Case study/observational research. Experimental research — research design, methods of measure-ment, sampling techniques, data collection. Descriptive statistics — measures of central tendency, vari-ability — measures of dispersion, normal distribution, correla-tion. Inferential statistics — probability, sign test, chi square, t test, analysis of variance, analysis of covariance. Evaluation of research to be considered under the following headings — the problem being researched, review of the litera-ture, methods of measurement, sampling techniques, data col-lection, statistical analysis of data, interpretation of findings.
Representative reference: Ary, D., Jacobs, L. C. and Razavich, A., Introduction to Research in Education. Holt, Rinhart and Winston, N.Y., 1972. INNOVATIONS IN EARLY CHILDHOOD EDUCATION (prescribed) (2 units — 20 contact hours). Organisation
Ten two-hour lecture/discussions to be offered In the second term of the academic year following the component entitled Research Methods and Evaluation. Outline •
The course will examine recent significant changes in the area of early childhood education. Early childhood education professionals have come increasingly to support a definition of such education as group settings, which are deliberately intended to affect developmental changes in the age range from birth to eight years of age. Some topics to be discussed are:
The scope of early childhood education. The analysis of early childhood programmes such as Montes-sori Method, Rudolph Steiner Pre-School, Queensland Pre-School, Bi-lingual Pre-Schools In Northern Territory, Open Education, Parent-run groups/Neighbourhood house, Home-based programmes/Self-help programmes, Day Care, Piagetian Models. Programme planning around the assessed needs of children and community.
Representative reference: Evans, E., Contemporary Influences in Early Education. Holt, Rinehart and Winston, N.Y., 1971. ALIENATION AND MODERN SOCIETY (elective) (2 units — 20 contact hours). Organisation
A series of ten two-hour lecture/discussions. Outline
Alienation and the social system, with reference to the writings of Hegel, Marx, Durkheim and Seeman. Alienation and work satisfaction. Alienation and discrimination against minority groups. Alienation from the self. Representative reference: Schacht, R., Alienation. George Allen and
Unwin, 1972.
40
BIOLOGICAL ASPECTS OF DEVELOPMENT (elective) (2 units 20 contact hours). Organisation
There will be ten sessions of two hours duration In the series. Outline
Physical basis and principles of Mendelian inheritance and polygenic Inheritance.
Sex determination in man: genetic and physiological factors. Gene action in relation to particular Inherited conditions. Main principles of brain structure and function. Representative reference: Emery, A. E. H., Elements of Medical
Genetics. Churchill Livingstone, 1975. CURRENT ISSUES AND CONTROVERSIES IN EDUCATION (elective) (2 units — 20 contact hours). Organisation
There will be ten lecture/discussion sessions, each of two hours duration. Wide use will be made of visual aids, especially films. Outline
Topics which may be tackled In this course are set out below: Current educational reports, e.g., Report of the Schools Com- mission. Education and Politics, e.g., the role of pressure groups. Education and ethnic minorities. New Ideas In education, e.g., Berg's 'The Great Training Rob- bery'.
Representative reference: Berg, I., Education and Jobs: The Great Training Robbery. Penguin. 1973.
GUIDING THE A-TYPICAL CHILD IN KINDERGARTEN (elective) (6 units 60 contact hours).
Organisation There will be ten sessions of two hours In each term. The sessions
will take the form of seminars and discussions. Films will be used where appropriate to highlight certain sections of work under review. Outline
The development of language and techniques for observing the development of language, In order to differentially diagnose disorders of language.
Methods of observation in kindergarten and the application of these methods to planning and working with an a-typical child.
The aetiology and management of children with reactive emotional problems.
The theory and planning of programmes for kindergarten children with specific learning difficulties.
The role of painting, drawing and creative work in the development of pre-school children.
The retarded child In the kindergarten programme. The autistic child. The child with visual and auditory problems. Representative reference: Bowley, A. and Gardner, L., The Handi-
capped Child (3rd ed.). Churchill Livingstone, 1972. MUSIC AND YOUNG CHILDREN (elective) (1 unit — 10 contact hours). Organisation
There will be ten sessions of one hour's duration In the series. The sessions will take the form of lectures, and workshops, and will include the use of videotapes. Outline
The nature of musical experience. The musical development of the child in the context of general
development.
41
Overview of the approaches of Kodaly, Orff, Suzuki and Yamaha. Planning musical experiences. Representative reference: Moog, H., The Musical Experience of the
Pre-School Child. Hans Clarke, C., Chott and Co. Ltd., 1976.
WRITING FOR CHILDREN (elective) (1 unit — 10 contact hours). Organisation
There will be five sessions of two hours duration in the series. Outline
An examination of the various modes and styles of writing for children, e.g., poetry, story books, fantasy, etc.
Practice in writing in these modes. Discussion of the work produced. Representative reference: Haviland, V., Children and Literature.
Scott Foresman, 1973.
ELEMENTS OF POETRY (elective) (1 unit — 10 contact hours). Organisation
There will be five sessions of two hours duration In the series. Outline
Through a study of poetry, students will consider Imagery, rhythm, rhyme alliteration, assonance, form.
Students will also write and discuss their own poetry. Work of some modern poets will be studied. Representative reference: Powell, B., Making Poetry. Collier-Mc-
Millan, 1973.
EFFECTIVE ENGLISH (elective) (1 unit — 10 contact hours). Organisation
There will be five sessions of two hours duration plus individual follow-up sessions in the series. Outline
The study of written material to recognise the structure of para-graphs, the logical presentation of an article. The writing of paragraphs, essays, summaries.
GRADUATE DIPLOMA IN SPECIAL EDUCATION (EARLY CHILDHOOD)
The Graduate Diploma in Special Education (Early Childhood) Is designed to be undertaken either on a one year full-time, or a two year part-time basis.
Applicants who are employed by the Health Department as kinder-garten teachers, on successful completion of the course, can apply to obtain an Increment to their salary.
The course has been approved as a further year of study by the Board of Studies (Primary). Admission Requirements
To be admitted to the course applicants must have: (a) satisfactorily completed a course of teacher education and
qualified for the award of a Diploma of Teaching or its equiv-alent from a recognised institution;
(b) satisfactorily completed a period of at least one year's teaching in an approved institution, and
(c) demonstrated a tolerance for, and realistic appraisal on accep-tance of, individual variations in behaviour and learning rates of children in teaching situations.
A number of teachers who do not possess a three year Diploma of Teaching or its equivalent may also be accepted.
42
Aims of the Course The course aims at establishing a balance of professional studies
and practical experience which will assist a teacher to attain: (a) skills and understanding necessary to
(I) undertake the role of a specialist preschool teacher, along-side medical and paramedical personnel
(ii) work with parents of a-typical children. (b) competence in providing appropriate educational experience
for the a-typical child in the preschool and early primary school.
Course Structure The course comprises 15 components, most of which are two units
in length. Students may undertake the component entitled Research Evaluation as an optional extra. In addition students will be required to undertake supervised Teaching Practice in special school settings or of a-typical children integrated Into normal programmes.
Content of the Course Prescribed components —
Intellectual Abilities and Their Development Auditory Functioning, Development and Impairment Visual Functioning, Development and Impairment Physical Development: Structure, Function and Abnormality Intellectual Retardation Language Development Language Disabilities Genetic Bases of Handicap The Child in the Family and Working with Parents Social and Emotional Development and Deviations in Social and
Emotional Development Programme Planning and Community Facilities Measurement in Special Education Issues In Special Education Practicum
Elective component — Research Evaluation
Course Details Brief outlines for the prescribed and elective components are:
INTELLECTUAL ABILITIES AND THEIR DEVELOPMENT (prescribed) (2 units — 20 contact hours).
Aim The student is expected to: (1) display a knowledge of recent theory and research concerning
the nature of human Intellectual abilities and the manner In which these develop to maturity;
(2) show evidence of an ability to apply this knowledge to the 'special teaching situation.
Content (1) A brief consideration of the concepts of the Intellect proposed
by Spearman, Thurstone, Gagne and Bloom. (2) A detailed analysis of the theory of Intellectual abilities pro-
posed by Guilford and a consideration of Its applicability in the teaching situation.
(3) A detailed analysis of the development of intellectual abilities, focussing particularly on Piaget's research and theory.
Preliminary reading: J. P. Guilford, 'Intelligence has three facets' in Clarizio, H. F., Craig, R. C. and Mehrens, W. A. Contemporary Issues In Educational Psychology. Allen and Bacon, 1970.
43
AUDITORY FUNCTIONING, DEVELOPMENT AND IMPAIRMENT (pre-scribed) (1.8 units — 18 contact hours). Alm
The course aims to prepare the student to recognise the child with varying degrees of auditory perceptual handicap and deafness and Intro-duce them to ways of handling such children in an educational setting. Content
The course will comprise two sections, the first of 10 hours duration will Introduce the student to the anatomy and physiology of hearing, the physics of sound and auditory perceptual functioning and Its develop-ment. The second block, comprising 8 one-hour lectures, will Introduce the student to the performance associated with hearing handicap both at the sensory and perceptual levels and will suggest ways in which such handicap may be overcome in an educational setting.
Preliminary reading: Schwartz, L. L. The Exceptional Child. Wads-worth, 1975.
VISUAL FUNCTIONING, DEVELOPMENT AND IMPAIRMENT (prescribed) (1.8 units — 18 contact hours). Aim
To prepare the student to recognise the child with visual perceptual handicap and to understand the bases of some such handicaps; also to provide an Introduction to appropriate educational treatment of young visually handicapped children. Content
An introduction to the physics of light, the anatomy and physiology of vision and visual perceptual functioning. The development of visual perceptual function and the performance of children with impaired visual function, and some means of overcoming visual deficit.
PHYSICAL DEVELOPMENT: STRUCTURE, FUNCTION AND ABNORMAL-ITY (prescribed) (4 units — 40 contact hours). Aim
To outline the process of normal physical development In young children and to consider the known effects of some environmental traumas.
To develop an understanding of the physiological bases of common handicapping conditions.
To promote an Informed and critical appraisal of remedial pro-grammes based on motor training. Content
Embryonic development — pre-natal and perinatal factors affecting development. Spina bifida.
Nervous system structure and function — nerve impulses, myeiiniza-tion localisation of function with the central nervous system.
Neurological conditions such as cerebral palsy, epilepsy, aphasia, etc.
Motor development and physical training programmes. Preliminary reading: Rose, S. The Conscious Brain, Weidenfeld and
Nicholson, 1970. Nathan, P. The Nervous System, Penguin.
INTELLECTUAL RETARDATION (prescribed) (2 units — 20 contact hours). Aim
The student will be expected to: (1) analyse a task or skill and organise and sequence that task In
such a way as to make it more Intelligible to a retarded child; (2) demonstrate knowledge of the kind of processing difficulties
experienced by the intellectually retarded In coping with cog-nitive-symbolic information.
44
Content Incident and types of retardation. Theoretical models and constructs for analysing the cognitive-
linguistic processing abilities of retarded individuals. Strategies and procedures for teaching the retarded. Different methods of assessing the mentally retarded. Preliminary reading: Robinson & Robinson. The Mentally Retarded
Child: A Psychological Approach. McGraw Hill Book Co., N.Y., 1964.
LANGUAGE DEVELOPMENT (prescribed) (2 units — 20 contact hours). Alm
The students will be required to investigate the research findings related to the development of morphological, syntactic and cognitive-semantic knowledge of language. They will need to become conversant with various Instruments and procedures for assessing the aspects of development In order to assess the language competence of one child. They will be asked to compare the childs performance to findings from studies in child language development. Content
Studies of the language development of the pre-school child as out-lined by Brown, Menyuk, Cazden and Halliday.
Tests for measuring the various aspects of language development. Procedures for assessing the language strategies used by children
at various stages of development. Preliminary reading: Tough, J. The Development of Learning. Allen
and Unwin, 1977.
LANGUAGE DISABILITIES (prescribed) (2 units — 20 contact hours). Alm
Students will investigate types of language disabilities as they relate to specific handicaps, e.g., autism. They will Investigate evaluation pro-cedures for the assessment of language competence and performance and will be expected to Identify the language strategies used by individual children In coping with specific items in language assessment batteries. Content
Identification and description of various types of language dis-abilities.
The preparation and evaluation of language assessment tools. Administration procedures related to assessment and diagnostic
reports. Interpretation of types of performance on language tasks Involved
In the test battery. Teaching Principles and Techniques related to diagnostic Informa-
tion. Preliminary reading: Bangs, T. Language and Learning Disorders of
the Pre-Academic Child. Prentice-Hall, Englewood Cliffs, 1968.
GENETIC BASES OF HANDICAP (prescribed) (2 units-20 contact hours). Alm
The student will be able to: (1) demonstrate understanding of principles of Mendelian and
polygenic Inheritance; (2) demonstrate understanding of principles of gene action and
of mutation in relation to developmental abnormalities and disease;
(3) apply these principles to interpret methods of treatment and Incidence;
(4) describe the process of human sex determination and factors involved.
45
Content Principles of inheritance, origins of genetic variability, nature and
function of genes, gene expression in particular environments. Con-sideration of some single gene defects with neurological involvement, principles of etiology of metabolic defect diseases, genetic factors in visual, auditory and motor defects. Human chromosome constitution — normal and anomalous. An appreciation of the basis on which genetic counselling may have been given.
Preliminary reading: Winchester, A. M. Human Genetics. Merrill, 1971.
THE HANDICAPPED CHILD IN THE FAMILY AND WORKING WITH PARENTS (prescribed) (2 units — 20 contact hours). Aim
It is expected that students will demonstrate the awareness and a sensitivity to the following issues when conducting the interviews required for assessment in this subject: Objectivity; Empathy; The Impact of the Interviewer; The Degree of Structure in Interviews and Techniques for Structuring Interviews. Content
The Handicapped Child in the Family — an investigation of the child's problem as a product of family dynamics and family difficulties as a result of having an a-typical child.
Community attitudes. An analysis of the interviewer's role in the therapy situation. Theoretical models for critically evaluating interview and counsel-
ling techniques, e.g.. Carkhuff and Truax, and the Bates Interaction Process Analysis.
Working with Parents of A-typical children — this aspect of the course will deal with commonly recurring problems, child rearing prac-tices and parent roles as they influence children.
Assistance with organising and planning of parent interviews. Preliminary reading: Wolff-Sula, Children Under Stress. Penguin,
1976.
SOCIAL AND EMOTIONAL DEVELOPMENT (prescribed) (2 units — 20 contact hours). Alm
To study theories of social and emotional development in the young child.
To consider methods of facilitating this development in the normal child. Content
Theories of social and emotional development including psycho-analytic behaviourist, experimental, ethological and humanistic ap-proaches.
Techniques for studying social and emotional development In children and the measurement of affective variables. Methods of facilitating social and emotional development in the young child.
The Incidence and management of behaviour problems in the normal child.
Recognising and helping with stress reactions in the child. Preliminary reading: Young, P. Understanding Your Feelings and
Emotions. Prentice-Hall, Englewood Cliffs, 1975.
DEVIATIONS IN SOCIAL AND EMOTIONAL DEVELOPMENT (prescribed) (2 units — 20 contact hours). Aim
To learn to recognise deviations in social and emotional develop-ment.
46
To develop management techniques for working with the child with a social or emotional problem. Content
Recognition of social problems in the young child including de-privation, disturbed peer relationships and aggressive or withdrawn behaviour in groups.
Recognition of deviant emotional development including psycho-neurotic, psycho-physiological and psychotic conditions. Differentiation between disorders due to emotional factors and other handicapping conditions such as mental retardation.
Management techniques and programme planning for the disturbed child. Working with the family of the child who has problems in the social or emotional area.
Preliminary reading: Gardner, N. Children with Learning and Be-haviour Problems: A behaviour management approach. Boston: Allyn and Bacon Inc., 1974.
PROGRAMME PLANNING (prescribed) (2 units 20 contact hours). Aim
The student will be required to demonstrate knowledge of pro-gramme planning theories and procedures as they relate to teaching Individual children, who have undergone psycho-educational evaluation in areas of physical, Intellectual, language and social and emotional development. They will be expected to plan a learning sequence for children who show deficits in any of the above areas. Content
Procedures for defining the aims and objectives of a programme. Organisational factors in programme planning. Techniques for organising resources and materials. Procedures for coping with management problems. Procedures for evaluating the success of a learning sequence. Preliminary reading: Valett, R. Programming Learning Disabilities.
Fearon Publishers, 1969.
COMMUNITY FACILITIES (prescribed) (2 units — 20 contact hours). Aim
The course will expose students to the facilities and agencies in the community which provide services for exceptional children. They will be expected to define roles of various personnel in terms of the alms and objectives of these agencies. Alternative ways of organising services will be investigated. Content
Field Studies of various institutions and agencies. Joint discussion with personnel from a variety of professions. Investigations of other forms of organising services.
MEASUREMENT IN SPECIAL EDUCATION (prescribed) (1 unit — 10 contact hours). Aim
The students will be required to learn techniques of administering a small sample of commonly used psycho-educational measures. It will be necessary for students to Interpret the findings of these measures and to suggest programmes which might follow from such assessment. Content
Discussion of the structure and individual items which make up the measurement tools.
Analysis of the test items in relationship to information outlined in subjects dealing with intellectual, language, perceptual and social/ emotional development.
47
Procedures for interpreting the assessment information in educa-tional terms.
Techniques and Procedures for successful evaluation. Preliminary reading: Gearheart, B. R. Learning Disabilities: Educa-
tional Strategies. The C. V. Mosby Co., 1973.
ISSUES IN SPECIAL EDUCATION (prescribed) (2 units — 20 contact hours).
The central question in this component comprising twenty hours will be how a society can justify giving more educational resources — manpower and facilities — to one group in the community in preference to others. Attempts to justify such a decision will involve an examination of the notion of children's rights, Including their right to education. It will also involve an exploration of the concepts of need, of deprivation and of equality of opportunity.
Preliminary reading: D'Cruz. J. V. and Sheehan, P. J. (ed.). The Renewal of Australian Schools. Primary Education, Melbourne, 1975.
RESEARCH EVALUATION (elective) (2 units — 20 contact hours).
Aim Students are expected to (1) Acquire a knowledge of terminology, and procedures basic to
understanding research in early childhood development and education.
(2) Develop an introductory knowledge of research methods, design and statistics used for description and inference.
(3) Develop a critical and questioning attitude towards research. (4) Acquire skills necessary to undertake evaluation of research
reports both as separate entities and in relation to other re-lated research.
Content Topics to be introduced and discussed include the different methods
and levels of research, research design, methods of measurement, sampling techniques and methods of collecting data; an introduction to certain descriptive and Inferential statistics and points to be con-sidered in evaluating research.
Preliminary reading: Millman, J. and Gowln, D. B. Appraising Educational Research. Prentice-Hall, N.Y., 1974.
GRADUATE DIPLOMA IN CHILD DEVELOPMENT The Graduate Diploma in Child Development is a one year post
graduate diploma which is offered by the Institute on a full-time basis, and a part-time basis over a two or three year period. Admission Requirements
Applicants must have a recognised professional qualification in a relevant field, at least UG1 (degree) or UG2 (diploma) level, e.g., medical practitioner, nurse, physiotherapist, psychologist, speech therap-ist, teacher.
Aims of the Course The course aims to prepare previously qualified members of relevant
professions to work more effectively together in order to provide services for young children and their families based on a deeper understanding and appreciation of children as unique persons developing within particular environments.
48
Course Structure Two types of inter-disciplinary study will be undertaken within the
course. Firstly, lectures in the core course (Early Childhood) will present some of the material in an inter-disciplinary manner through lectures and discussions. Second, as the students will come from varying back-grounds and professional training, discussion of integration of concepts, methodology, procedures, epistemology, terminology and data will also cross disciplines.
Content of the Course The course will comprise four main sections, namely: (1) five introductory subjects (2) the core subject, "Early Childhood" (3) a selection of three components from a wide range of
elective subjects (4) an individual project with either theoretical or practical
orientation. The Introductory subjects Include:
Research Evaluation Theories of Child Development Interpersonal Relationships Philosophical Issues in Child Development Sociology of Childhood within the Family.
The "Early Childhood" component Is planned as an Inter-disciplin- ary study in which an attempt will be made to integrate concepts, methods and philosophical considerations drawn from the sciences and humanities which have relevance to the growth, development and upbringing of children 0-6 years.
Course Details Brief outlines for the prescribed and elective components are:
RESEARCH EVALUATION (prescribed) (2 units — 20 contact hours). The role of research and the empirical tradition in science. The meaning of statistical concepts: measures of central tendency,
standard deviation, correlation probability, significant difference, sample, population.
Research design: experimental approach, hypothesis testing and drawing conclusions from statistical data, surveys, "n = 1" research, reliability and validity.
Sources of research literature in the study of the child, an intro-duction to reading research articles.
Representative reference: Ary, D., Jacobs, L. C. and Razavlch, A. Introduction to Research In Education. Holt, Rienhart and Winston, NV., 1972.
THEORIES OF CHILD DEVELOPMENT (prescribed) (2 units — 20 con-tact hours).
The Inter-relationship between different areas of development: cognitive, physical, social and emotional. The relationship between theory, observation and interpretation.
Some psychological theories relating to child development to include consideration of a selection from—
Freud — the influence of the unconscious, personality theory, defense mechanisms, psycho-sexual stages;
Adler — individual psychology; Erikson — psycho-social stages; Gesell — maturation and learning in development — the nature-
nurture controversy; Skinner and social learning theory;
49
Piaget — cognitive growth; Bruner — modes of representation, cognition and perceptual-
motor development and language acquisition. Students will be given the opportunity to contribute to planning
the lectures and discussions in order to meet the needs of the group. Representative reference: Maler, H. Three Theories of Child De-
velopment. Harper and Row, N.Y., 1969.
INTERPERSONAL RELATIONSHIPS (prescribed) (3 units — 30 contact hours).
The course will consist of a number of group sessions involving Instructional activities to develop concepts such as openness in human relationships, co-operation and competition in problem solving. Features of effective communication will be considered.
Parent-child Interaction, congruence between verbal and non-verbal messages In this Interaction, and the implications of humanistic psychology for child development, will be discussed.
Factors affecting relationships between people in professional situations will be studied through practical work, role playing and simulation techniques.
Students' own strengths and limitations in human relationships will be examined, particularly as they relate to children, families and co-workers.
Representative reference: Argyle, M. The Psychology of Inter-personal Behaviour. Penguin, 1976.
PHILOSOPHICAL ISSUES IN CHILD DEVELOPMENT (prescribed) (1 unit — 10 contact hours).
The following issues will be discussed: Ambiquities in the notion of development, Justification of inter-
vention, Children's needs and Interests. Legal and moral rights of children, Philosophical background to learning theories — Skinner, Kohlberg.
Representative reading: Stevenson. L. Seven Theories of Human Nature. Oxford Uni. Press, 1975.
SOCIOLOGY OF CHILDHOOD WITHIN THE FAMILY (prescribed) (2 units — 20 contact hours).
The meaning of socialisation, models of the socialisation process and application of these.
An analysis of life style, role definition and child-rearing practices of Australian families of different social class; of different ethnic origin and of different geographic location.
Alternative family situations and structures (i.e., the communal family, the single parent family, the dual-worker family) from the per-spective of childhood in these various situations.
The parenthood role, its definition, socialisation for the role. The marital relationship, its definition. Socialisation for the roles will be examined in order to take a sociological analysis of breakdown In parental and marital role-performance.
Representative reference: Krupinski, J., and Stoller, A. The Family in Australia. Pergamon, 1974.
EARLY CHILDHOOD (prescribed) (14 units — 140 contact hours). A thorough examination will be undertaken of children at seven
levels of development between birth and the sixth birthday. Approximately two units will be spent in considering each of these
levels of development. The seven levels of development to be examined are:
50
(I) The "Neonatal Period" (0 to 1-2 months) (il) The "Babe-in-Arms" Period (1-2 months to 5-9 months) (iii) "Mobile Babies" (5-9 months to 11-15 months) (iv) "Toddlers" (11-15 months to 24-30 months) (v) "Runabout Children" (2-21h years to 31/2-4 years) (vi) "Pre-School Children (31/2-4 years to 41h-5 years)
(vii) "School Beginners" (41-5 years to 6 years). At each level, Inter-relationships between the physical, affective
and intellectual aspects of development will be considered in the context of the Interactions between genetic factors and environmental factors, both human and non-human.
Techniques for assessing developmental progress will be studied, and reference will be made to current and recent research, as well as to classical studies drawn from several disciplines in an endeavour to identify the principle factors which Influence development.
Developmental Issues of particular relevance to each age group will be considered with special reference to the practical Implications of these issues to child-rearing practices and methods of working with parents and parent surrogates.
The Influence on developing children of stable patterns of experi-ence will be considered, and an attempt will be made to determine the origins of some of the most significant of these patterns In the complex Interaction of such factors as family constellation, social and economic status and the physical environment with the personal styles, attitudes, beliefs and expectancies of parents and others.
A-typical development will be considered at each level with par-ticular reference to the management of a-typical children, at home and in group care.
Representative references: Bax, Martin and Bernal, Judy, Your Child's First Five Years. London, Heinemann Health Books, 1974. Pringle, Mia Kellner. The Needs of Children. Hutchinson of London, 1974.
INDIVIDUAL PROJECT (prescribed) (6 units). The Individual project can take a number of forms. The student
may choose to undertake a theoretical project up to the value of 6 units, a practical project up to the value of 6 units, or a combination of a theoretical and practical project up to the value of 6 units. The choice will be made following consultation with the course co-ordinator in the light of the students' needs and background experience.
ELECTIVE SUBJECTS (6 units — 60 contact hours). The remaining units of the course will be completed by under-
taking 6 units from a wide variety of offerings from one of the other post graduate courses, such as Special Education. Not all of these elective subjects will necessarily be offered In any one year. It is anticipated, however, that the following list of elective subjects will be available:
Intellectual Retardation (2 units) Language Development (2 units) Language Disabilities (2 units) Deviations in Auditory/Visual Functioning (2 units) Physical Development (2 units) Deviations in Development — Social/Emotional (2 units) Multicultural Education (3 units) Cultural Foundations of Education (2 units) Current Issues and Controversies In Education (2 units) Genetic Bases of Handicap (2 units)
51
GRADUATE DIPLOMA IN MOVEMENT AND DANCE EDUCATION
The Graduate Diploma in Movement and Dance Education Is a one-year post-graduate diploma which is offered by the Institute on a part-time basis over two years. The course will provide a specialist qualification in the field of movement and dance education. It will contain two streams of investigation which are seen as interdependent, namely:
(i) the study of movement in relation to developmental, recre-ational and remedial goals
(ii) the study of dance in its role in the life of man.
The course has been approved as a further year of study by the Teacher's Tribunal and the Primary Certificate Committee.
Admission Requirements
Applicants must have completed a course at a UG1 (degree) or a UG2 (diploma) level and have had at least one year of professional work experience.
Alms of the Course
The course alms to develop in students such knowledge and competences for movement and dance which would allow application into fields of professional practice such as teaching and therapeutic activities at all age levels.
Structure and Content of the Course
A study of movement and dance as proposed is anchored In the understanding of the anatomy and physiology of body movement and gives scope for diversified enquiry into areas of psychology and educa-tion relevant to the alms of the course. A special study will be required in order to give students scope to broaden their studies Into an area of the arts or aesthetics. Field work is designed so that students will draw on both depth and breadth of their studies and learn how to apply these to their field work.
The course will comprise a total of 33, ten hour units and a minimum of 24 days of field work. All students must study the same number of units in order to complete the course, however, which units will be undertaken will depend upon the applicant's previous courses of study and professional experience and his/her specific requests. Choice of units within the course will be determined in consultation with the course co-ordinator.
In the first year of study, all students will be required to under-take MD units 1-10. In the second year, all students will be required to undertake MD units 19 and 20. Students wishing to focus on the therapeutic aspects of movement will undertake MD units 11-14, and those wishing to focus on the Dance stream will undertake MD units 15-18. Students undertaking the Movement stream may undertake MD units 17 and 18 as an additional option, and those undertaking the Dance stream may undertake MD units 13 and 14 as an additional option.
52
In addition to the prescribed units in Movement and Dance, all students will be required to undertake —
(a) a minimum of three technique units; (for applicants without previous dance experience, all six of the technique units, Code TO, will be prescribed)
(b) 2 units in education; (c) 2 units in psychology; (d) 2 units of special study; (e) 1 unit of physiology; (f) a seminar/workshop. Additional units in education, psychology and physiology may also
be prescribed according to the student's previous experience. However, in view of the limited student Intake, not all units In these subjects will be offered In any one year.
Course Details
MOVEMENT AND DANCE (CODE MD)
YEAR 1, MD 1-10 The following areas will be studied: the body and body movements
(MD1, MD2); movement principles (MD3, MD4); movement analysis and the choice of movement topics (MD5, MD6); programme planning with consideration of the relationship between movement and other areas of art and learning (MD7, MD8); the role of dance in the life of man (MD9, MD10).
A general introduction to movement principles will be followed by an In-depth study of each single area. A logical and systematic develop-ment of the material under discussion, linked with carefully planned experimental sessions, should ensure maximal understanding of move-ment theory and its pratcical application.
Tasks within the prescribed units will be programmed at different levels to suit the variety of expertise attained by students prior to entering the course.
Preliminary reading: Exiner, J. and Lloyd, P. Teaching Creative Movement. Sydney, Angus and Robertson, 1973. On sale only at IECD branch or Richard Lee's, 55 Cardigan Street, Carlton. Telephone: 347 2964.
H'Doubler, M. Dance, A Creative Art Experience; Kirstein, L. Dance, A Short History. Dance Horizon Publications. On sale only at Mar-gareta Webber's, McEwan House, 343 Little Collins Street.
YEAR 2, MD 11-20. The following areas will be studied on an advanced level: the
relationship between movement and personality (MD11, MD12); move-ment analysis and effort studies (MD13, MD14); choreography and dance presentations - Individual and group (MD15, MD16); composi-tional techniques and contemporary dance styles (MD17, MD18); long range programme planning, built on the understanding and skills de-veloped in Year 1 (MD19, MD20).
Preliminary reading: Bruce, V. Movement In Silence and Sound. London, G. Bell and Sons, 1970.
Canner, N. . And a Time to Dance. Beacon Press, 1968. Cohen. S. The Modern Dance. Connecticut: Wesleyan, 1965.
(On sale at Margareta Webber's.) Laban, R. and Lawrence, F. Effort. MacDonald and Evans, 1947. Salkin, J. Body Ego Technique. Illinois: Charles Thomas, 1973.
53
TECHNIQUE (CODE TQ).
YEARS 1 AND 2, TQ 1-6. These units offer graded experience in movement skills. Attention
will be given to the student's Individual needs and the means by which these can be met. Goals will be set in relation to each student's Initial range of technique. Students will be taught how to approach individual difficulties in this area in order to ensure progress at an optimal rate.
SPECIAL STUDY (CODE SS).
YEARS 1 AND 2, SS 1-6. Each student will be required to undertake a study of a subject
chosen from an area within the arts, e.g. drama, fine arts, media, music, or from an area related to the arts, such as aesthetics, creativity, sociological aspects of art.
The purpose of this study is to give students experience in con-ducting independent investigation into a field which holds specific interest for them and which will further their own development.
The study will commence in Year 1 and is to be completed by a given date near the end of third term of Year 2. Progress reports will be required at regular intervals. The study may be presentd in a variety of ways, subject to the approval of the lecturer concerned. It may, for example, take the form of a written paper, a video tape, a film, a musical composition, a dramatic performance, or some com-bination of these.
Under approved circumstances the independent study pursued by a student can be extended by means of a contract between the student and the lecturer-in-charge. The maximal time that can be made avail-able for such a contract has been based on the study time required for six units, e.g. approximately 120 hours.
FIELD WORK (CODE F).
YEARS 1 AND 2, F 1-2. An equivalent of at least two hours per week field work will be
required from each student over the period of the academic year, but it will be recommended that students undertake additional field work whenever possible. It is expected that a proportion of field work will take place in the school, teachers' college, hospital, sheltered workshop or any other institution in which the student may be employed. In addition, special arrangements for placements will be made to cover the range of teaching experience which each student Is expected to acquire, e.g. weekend and holiday programmes for students of all ages which may also be conducted on campus.
Students will collate a programme book containing: programme plans; progress reports on individual students and on the group as a whole; evaluation; other relevant material.
Assessment Requirements will vary in accordance with the content and length
of the respective components. They will range from group and/or individual dance studies to written assignments and special Projects combining various aspects of dance with related areas of the arts.
Regular participation In practice sessions is required. Group projects
are encouraged and no formal examinations will be held. Success will
depend largely on consistent work in the practical and theoretical areas.
54
PHYSIOLOGY. Four units of physiology are offered during the two year period
of the course and successful completion of at least one of these units is required. The titles of the units and a brief outline of content is as follows:
(i) The Physiology of Movement — the function of the skeletal, muscular and nervous systems, the physiological effects of exercise and the onset of fatigue.
(ii) Brain Structure and Function — an overview of the structure and function of the brain with particular reference to motor systems and kinesthetic sense.
(ili) Aspects of Physical Growth from Birth to Adult Status -agè related changes including the development of motor skills, laterality, sex differences and flexibility.
(iv) Abnormalities of Physical Development and the Effects of Ageing — a consideration of a variety of handicaps affecting motor competence.
Students who have little background In these areas of knowledge are advised to select unit (i) as a core study.
PSYCHOLOGY. Interpersonal Relationships — this two unit course will be offered
In Term 1. The component alms to interweave with movement and dance through studying small group behaviour, exploring the links between body and mind. and facilitating the expression of self through words and actions. This Is an Introductory course and, as the group size will be limited to fifteen, priority will be given to those who have not had other group experiences.
Preliminary reading: Shrostrom, E. Man, The Manipulator. Bantam, N.Y., 1967.
Developmental Psychology — this unit will be offered In Term 2 and individual students may specialise in a particular period such as Early Childhood. PSY 1; Middle Childhood, PSY 2; and Adolescence to Adulthood, PSY 3. In lectures, aspects of development such as social, emotional, language and cognitive development will be studied. (2 units).
EDUCATION. Multifacets of Education — an introduction to the study of educa-
tion using a number of issues of current Interest as a basis for class discussion. This 2 unit component Is recommended for students with-out a background In Education.
Preliminary reading: Johnston, A. (ed.). Six Questions: Controversy and Conflict In Education. Sydney Wlecy, 1975.
Education Through the Arts — this two unit component comprises. a study of the role of the arts in education. Topics to be discussed will Include the nature of creativity, art as communication, and the differing roles of the artist and the critic.
Preliminary reading: Bruner, J. On Knowing: Essays for the Left Hand. O.U.P., 1962.
Cultural Foundations of Education — this two unit component comprises a study of the foundations of the educational tradition that we know today. The course will be designed around a number of Interest areas such as curriculum, teaching methods changing educa-tional aims and the plan accorded to the needs of the child.
Preliminary reading: Brubacher, J. S. A History of the Problems of Education. 2nd Edition, McGraw Hill.
55
IN-SERVICE COURSES (No Qualification Given)
The In-Service Advisory Committee set up by the Institute Council In 1968 has, among its members, teachers representing every regional teacher group in Victoria, the Kindergarten Teachers' Association and the Graduates' Association. This committee advises the Principal on the courses needed by teachers, both to give them further professional skills and to keep them in touch with current trends in education.
A brochure, setting out details of all courses, is available from the secretary of this Committee, at the Institute.
STUDENT ORGANIZATION The Student Representative Council is elected annually by all mem-
bers of the student body. First, Second and Third year students and Advanced Studies students are represented on the Council. The S.R.C. has responsibility for planning a policy that reflects the services wanted by the student. This policy is implemented through a number of com-mittees formulated by the S.RC. The students elect representatives to head these committees, but any student can become a member.
For the S.R.C. to represent truly the students of the Institute there must be a continual flow of information concerning students' reaction to present S.R.C. policy and action and matters they wish to be considered.
For current information about what is happening with the S.R.C. there are notices on the board outside the S.R.C. room and on the bulletin boards on the concourse. The S.R.C.'s weekly newsletter is also a good source of information about S.R.C. activities, and it may be used for students to voice their opinions publicly about the S.R.C.
The Executive members of the S.R.C. for 1978 are: PRESIDENT — SOPHIE KATSIFOLIS VICE-PRESIDENT — ROBYN SHRIVES SECRETARY — MARY BOURKE ASSISTANT SECRETARY — MICHELLE BAXTER TREASURER — ELLY STEWART ASSISTANT TREASURER — ANNETTE GORRIE ADMINISTRATIVE SECRETARY — JOYCE WAGNER
GRADUATES' ASSOCIATION This is an Association of graduates of this Institute. The Association
seeks to perpetuate the Ideals and traditions of the Institute in all its activities. Year groups are formed to establish closer contact between contemporaries and to foster the special relationship existing between those who were students together.
Graduates moving into country areas or interstate may contact the Graduates' Association to obtain names and addresses of other graduates living or working in the area.
Financial members receive twice a year a copy of Audax, the Graduates' News sheet of happenings and activities.
Functions of a social and educational nature are held each year, and the Association owns and is responsible for two emergency care kindergartens, Warrawong and Forest Hill.
Correspondence should be addressed to the Secretary, Graduates' Association, c/o the Institute. Graduates are requested to notify through this office changes of name and address. Only in this way can they be kept in touch with the Association and be informed of its activities.
56
INSTITUTE CALENDAR, 1978
THE 1;I:IiY`E.1.
** 9tY OF MELBOURNE EDUCA_iII
fEq01! P.CE CLEâTR
TERM 1
February Monday 6
Monday 13
Monday 20
March Monday 13 Thursday 23
Friday 24 to Tuesday 28
April Tuesday 25
May
— Gra enrol.
— Graduate Diploma students commence lectures. B.Ed.4 students enrol and commence lectures. Diploma of Teaching 2nd and 3rd Year students and Associate Diploma in Child Care 2nd Year students re-enrol and resume lectures.
— Diploma of Teaching 1st Year students and Asso-ciate Diploma In Child Care 1st Year students enrol and commence lectures.
— Labour Day holiday. — Maundy Thursday (Institute closed for the after-
noon).
Easter holidays.
NOT AVAIiALLt ß-o1 LOAN — Anzac Day holiday.
Friday 12
TERM 2
May Monday 29
June Monday 5
— End of term for all except Associate Diploma In Child Care students.
— Diploma of Teaching, B.Ed.4 and Graduate Diploma students resume lectures.
— Queen's Birthday holiday.
July Friday 21
August Monday 14
Friday 25
TERM 3
September Monday 11
Friday 22 Thursday 28
Musical arranged by Music Club. — Associate Diploma In Child Care
Semester 1.
— Associate Diploma in Child Care lectures.
— End of Term for all except Associate in Child Care students.
end of
resume
Diploma
— Diploma of Teaching, B.Ed.4 and Graduate Diploma students resume lectures.
— Information Day. — Show Day holiday.
November Tuesday 7
December Monday 11 Wednesday 20
— Cup Day holiday.
— Graduation Ceremony. — End of Academic Year.
Library Digitised Collections
Author/s:
The University of Melbourne
Title:
Handbook: Institute of Early Childhood Development 1978
Date:
1978
Persistent Link:
http://hdl.handle.net/11343/129263
