精东传媒app

A resilient child that has positive mental health, is social and emotionally well-adjusted and able to self-regulate, is better equipped in negotiating through their learning environments and daily lives. Along with parents, schools, and the early learning environment, the early childhood professional plays a critical role in creating safe spaces within which explicit learning opportunities for emotional regulation skills and positive relationships can be developed and modelled. There are many factors which impact on the resilience of today鈥檚 child. Authentic partnerships, relationships and interactions that occur with the child and key adults in a child鈥檚 life help shape their development, mental health and wellbeing.

This course assists early year's educators in developing a deeper awareness of the importance of resilient and self-regulated children. Early years educators will develop skills to identify the impact that ecological factors (eg risk and protective factors) have on a child's resiliency, social-emotional wellbeing and mental health. Contemporary literature, evidenced based research, and examples of early childhood pedagogy, and health promotion programs will be investigated to deepen students' knowledge of innovative strategies to support the social and emotional wellbeing and learning of young children.

The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership鈥檚 (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service educators should be able to:

1. explain and justify the importance of resilient and self-regulated learners in contemporary society drawing upon relevant literature (APST 1.1, 1.2);
2. identify and explain contextual factors that present challenges to children鈥檚 resilience, wellbeing and safety across a range of diverse cultural backgrounds using a social-ecological framework (including Aboriginal and Torres Strait Islander and remote communities) (APST 1.1, 1.2, 1.3, 1.4);
3. describe a response framework, that includes practical strategies, organised activities and relevant clear directions that support children鈥檚 resilience, wellbeing, positive behaviour and safety within centre/school and legislative requirements (4.2, 4.3, 4.4);
4. explain and justify a response framework within centre/school and legislative requirements that supports resilience, wellbeing, learning, and participation of young children, including collaboration and working with parents/carers and other key stakeholders (4.1, 4.4, 7.3, 7.4).