ASSOCIATE DIPLOMA/DIPLOMA MODELS SHOWING AREAS OF REQUIRED STUDY
Part 3 4 units)
Class, status and power
The examination will commence with an analysis of the concepts of class, status and power as they have been used by major sociological theorists. The knowledge gained will provide the basis for the analysis of the way in which class, status and power manifests itself in Australian society. Selected indicators of class, status and power such as wealth, income, education, prestige, ethnic origin, race, sex will be examined at the national level.
Social structure and community
A detailed examination of class, status and power in one Australian community will be undertaken. The case study will illustrate how the concepts class, status and power are manifested in actual social situations.
In the last few years, Australia has witnessed an upsurge in community participation and action groups. This new form of lobbying poses interesting questions in relation to the distribution of power and resources. Students will explore such questions as:
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Diploma of Arts (Child Care Services) Associate Diploma in Arts (Child Care)
• Do community action groups exercise power and, if so, how successful are they at appropriating resources?
• Do these groups exercise real power or is it merely token power, i.e., are they instrumental in having their will prevail or are they only effective when not opposed to any established power group?
• Have community action groups provided avenues for those traditionally devoid of power to enter the decision making process or have those always with power simply found another avenue through which to exercise power?
• Is the traditional decision-making structure undergoing qualitative change or are the changes merely superficial?
In addition, students will also undertake an analysis of the effectiveness of these groups and the degree to which these groups have been institutionalized into the established and formal decision-making structure, thus defusing their potential for disruption.
Social equality
An examination of the social barriers, as currently understood, and the extent to which they impede social equality within Australian society. These barriers will be examined within the dimensions of social class, education, language, racial and ethnic prejudice, geographic isolation and sex discrimination.
The outsider in society
This section will examine sociological explanations for the way in which society defines individuals and groups as outsiders, and the meaning which this has for those so defined. The concepts of social order and social control will be discussed, and notions which will facilitate the understanding of students such as deviance, norms, reference groups, in-group and out-group will be presented.
The focus of the section will be those individuals and groups who are regarded as outsiders by society, either by choice or circumstance. They will include the poor, the unemployed, the elderly, the Australian Aborigine, and immigrants.
PROGRAMME STUDIES SUBJECTS Preamble
The purpose of these subjects is to provide knowledge and skills concerning a wide range of activities in which children and adolescents engage while In care, and the principles which underlie the planning of programmes for children.
Programme Studies 1
Students acquire knowledge of a variety of activities relating to their physical environment including games, art, drama, movement, literature and music. Students also acquire a knowledge of the role of play and leisure in the lives of children and adolescents and of elementary techniques of planning activities for children in care.
Programme Studies 2
This subject builds on the content of Programme Studies 1. Further knowledge of activities drawn from each of the areas contained In Part 1 is provided; however, in this subject the interrelation of activities is emphasised, together with Its Import- ance for planning the activities programme.
Programme Studies 3
This subject provides an advanced study of programme planning, the psycho- logical principles underlying such planning, and of Issues concerning care, education, welfare and recreation.
A unit analysis of the content of Programme Studies, Parts 1 and 2, is as follows:
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Diploma of Arts (Child Care Services) Associate Diploma in Arts (Child Care)
Part 1 Part 2
Programme Planning. 2.5 4.0
Education and care issues 1.0
Activities flowing from
exploration of the environment 2.3 2.3
Art Activities 2.2 1.3
Drama Activities 1.3 0.8
Movement Activities 1.3 0.8
Language and Literature 1.3 0.8
Music 1.7 0.8
Sports and Games 1.4 1.2
TOTAL 14.0 13.0
Because of the variety of interests of children and adolescents which must be catered for by the graduate of the course, students may negotiate to undertake limited studies outside of the Institute for credit in Programme Studies 2 (up to the value of 1 unit) which will develop specializations and hobbies relevant to particular age groups, e.g., courses conducted by the Council for Adult Education, technical colleges and clubs. Such courses might include, for example, bonsai, dressmaking, cooking, motorcycle mechanics, hi-fi and mod music, orienteering, horse-riding.
Part 1 (14 units)
Programme Planning (2.5 units)
Observational techniques: as the basis for programme planning.
An overview of the programme development process.
Developmental objectives in the process of programme development.
Defining goals and objectives for programme development:
infants — developmental levels; equipment and activities; adult role; in different situations (home, centre, residential/family day care, etc.);
toddlers — developmental levels; equipment and activities;. adult role; in different situations (i.e., playgroups, residential, day care, etc.);
preschool child — developmental levels; equipment and activities; adult role in different situations;
school-age child — understanding play/leisure activities; understanding needs; supervision of children; role of children in determining activities;
organizing programmes in a vartiety of settings; understanding particular needs in residential situations; implications for programme planning;
adolescent years — understanding leisure activities; needs of the adolescents; supervision; roles of staff and adolescents in determining the programme; organizing programmes in a variety of settings; particular needs in residential situations; implications for programme planning.
Multi-age grouping — special consideration of; advantages/disadvantages of;
implications for programme planning.
Integrating activities from various areas into the programme.
Parent involvement in programme planning.
The process of evaluation: evaluation techniques.
Activities from the Physical and Social Environment (2.3 units)
Activity-based sessions around the following themes: animals, plants, food, soil, fibres and fabrics, colour and light, matter and energy, making models;
sources of information on these themes including books, equipment, external resources and play materials.
Students are encouraged to integrate other areas of activity with the themes above, e.g., dance, drama, music.
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Diploma of Arts (Child Care Services) Associate Diploma in Arts (Child Care) Art Activities (2.2 units)
These sessions will take the form of workshops for play and leisure activities set up separately for preschool and school-age children. Students will be introduced to a range of activities including the use of papers, paints, and drawing tools, threads and textiles, wood, clay, manufactured and natural materials and tools.
The importance of a visually stimulating and aesthetically pleasing environ- ment will be demonstrated through the presentation of the materials in the workshops, and through excursions.
Drama activities (1.3 units)
Exploration and realization of the individual resources of the body, voice and imagination;
application of drama skills and development of programmes of appropriate activities for differing age, rituals and backgrounds in the community;
concept and discovery of 'own space', use of available space, exercises and techniques of relaxation;
sense-awareness: exploration of the individual's sense of deprivation; isolation of the body parts;
mime and imagination: imaginative mime activities;
pair activities: mime; mirror and shadow images; small group activities;
group interaction: exercises in interdependence and trust;
improvisation: discussion and explanation of introductory techniques; sources for improvisation in drama; small group improvisations using various resources;
puppetry.
Movement activities (1.3 units)
Introduction to the basic principles governing Movement and to activities suitable for the age range 0-17.
Differentiation between the needs of different age groups. For example:
Babies:
The needs of babies to participate in the movement and rhythms which occur in the environment. Techniques to meet these needs, e.g., caretaker to engage the baby in rocking, bouncing, swinging and appropriate movements which exercise its limbs, torso, etc.
Toddlers:
Ways of providing an environment for toddlers which is both safe and challenging, so that they may explore their growing motor skills to their full potential; the importance of continued tactile stimulation through physical contact with the caretaker.
Preschool children:
Ways of extending the individual child's rhythmic "movement play" and directing it towards creating kinesthetically satisfying, as well as expressive movement patterns — for instance, joining the child as he skips and vocalizes, or picking up the child's rhythm by clapping; group activities for this age level.
The older child and adolescent:
Graded activity which may be adapted to out-of-school and 24-hour care situations; ways of developing physical skills and creative expression In the individual and interaction between partners and within groups; dance drama activities appropriate for older children; possible stimuli which may be used such as scarves, percussion instruments, hoops, etc.; ethnic and social dances appropriate for the adolescent.
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Diploma of Arts (Child Care Services) Associate Diploma in Arts (Child Care) Language and Literature (1.3 units)
The importance of talking to the young child, of sharing nonsense rhymes and word play, and of telling and reading stories to young children; brief study of the major areas of children's literature and of the criteria for evaluating books suitable for children of all ages; consideration of practical ways of using the theoretical knowledge acquired in the early part of the course, e.g., practice in story-telling/reading, ways of making a book corner attractive, discussions of novels read by children and adolescents; experimentation in ways of encourag- ing older children to write creatively, e.g., wall newspapers, production of simple books; practical suggestions of ways of using books and resource materials for children whose first language is not English.
Music activities (1.7 units)
The student will be offered a choice between component A and component B.
Note: Students electing component B must possess their own guitar.
Component A (General)
Students will be introduced to the elements of music through a series of workshops involving the development of musical skills. Several approaches will be used, including those of Kodaly, Orff and Self. Activities and repertoire used will cover the age range of preschool to upper primary.
Component B (Folk Guitar — Introductory)
Students will receive tuition in elementary folk-guitar technique, including:
— correct holding and tuning
— basic chords in 1st position
— interpretation of guitar graphics
- elementary strumming and finger picking
- repertoire of songs for use with children of all ages.
Sports and Games (1.4 units)
Basic principles of sports and games including activities which involve sending away, gaining possession of, and travelling with objects, so leading to the skills required in formal games such as tennis, billiards, soccer, cricket, netball, table tennis; aquatic games and water safety; the more traditional playground games, e.g., hopscotch, jacks, marbles, etc.; table and floor games, e.g., monopoly, card games, ludo, snakes and ladders; considered in relation to the various age levels.
Part 2 (13 units)
Programme Planning: (4 units)
the process of programme planning: values examination developmental tasks;
approaches to planning: activity based; developmental planning, thematic approaches; integrating experiences and activities;
planning for infants and toddlers, preschool children, school-age children, adolescents and children in residential care;
leadership styles: planning for children with special needs (e.g., handicapped children; bi-lingual programmes; Family Day Care; evaluation.
Educational Issues: (1 unit)
An examination, from a philosophical perspective, of the concepts of education and care. A brief study of the history of care services for young children in Australia, and comparison with the development of the preschool education system.
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Diploma of Arts (Child Care Services) Associate Diploma in Arts (Child Care) Activities flowing from exploration of the physical and social environment (2.3 units) Students undertake a major project, e.g., designing an adventure playground, involving the exploration of recycled and junk material to develop and produce equipment suitable for children in care. Students must give consideration to identifying the areas of the project, the age range for which it is intended, the practical stages followed to implement the project including ways of involving community members in the development and its evaluation through trial with a group of children.
An introduction to the skills of using a video recorder (which is used in recording the trial of the project).
The use of outdoors as a learning environment.
Adolescent activities; a workshop on ideas for adolescent activities, e.g., simple machines and engines and their repair; basic photographic techniques.
Resources available to child care workers, e.g., Gould League, Reverse Garbage, Zoo Education Centre, Botanic Gardens Education Centre, Garden Advisory Service.
Art activities (1.3 units)
An extension of the range of leisure activities deriving from the Arts (including sculpture, weaving, painting, woodwork, photography and other graphic arts), literature, drama, movement and music, with the opportunity to specialize in one or two of these.
These aspects of the course will emphasize the interrelation of the arts, and suggest techniques for presentation of this interrelation, e.g., themes.
Drama (0.8 units)
A thematic approach to drama will be explored based on the activities and skills developed in the previous year. The use of diverse resources such as environ- ment, lighting, sound, current events, as stimuli for drama will be considered.
Students will have experience in the planning and appraising of short drama programmes organized as a theme for the toddler, kindergarten, primary and secondary age groups.
Music (0.8 units)
The student will be offered a choice between component A and component B.
Note: Students electing component B must possess their own guitar.
Component A (General)
Students will further develop musical skills in a series of workshops concen- trating on activities and repertoire appropriate to secondary school-aged children.
Component B (Folk-Guitar extension)
Students will develop and consolidate technical elements already introduced in Part 1, including:
— refining methods of tuning
— introduction of basic chords
— more advanced finger picking
— chording of songs
- transposition and use of capo Language and Literature (0.8 units)
Practical ideas for using books with children: students will develop skills in creative writing; the preparation of literature-based activities; and the adapta- tion of literature for use in the playground or workshop. Discussion of adol- escent literature and other materials.
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Diploma of Arts (Child Care Services) Associate Diploma in Arts (Child Care) Movement (0.8 units)
Emphasis will be on folk dance, from various bands, social (disco) dance and exercise techniques suitable for adolescents. Further techniques for stimulat- ing a feeling for movement, particularly with the younger child, will be explored.
Sports and Games (1.2 units)
An extension of the range of sports and games available for children and adolescents. Introduction to the recreation activities specific to the adolescent, such as orienteering, canoeing, hiking, camping, climbing. While Part 1 emphasized the acquisition of the basic skills of participating in such activities, Part 2 emphasizes skills involved in organizing these activities and the child care worker's role as umpire, referee, coach, etc., in relation to such activities.