Graduate Diploma in Infant Education
In addition, students will be required to undertake 8 units to be chosen from the Curriculum Component Options listed below —
Creative Drama 4 units
Social Studies 4 units
Art 4 units
Science 4 units
Creative Movement 4 units
Music 4 units
CONTENT Human Development — IN 514, 515
Two prescribed components; 3 units — each 30 contact hours.
Aim
To further students' knowledge of human development by
— gaining deeper understanding of the cognitive, language, social, emotional and physical development of the child 0-8 years;
- acquiring skills in child study techniques;
- gaining a deeper understanding of their own development and increasing their effectiveness in relating to others.
Outline
According to the needs and interests of students, topics will be chosen from the following areas:
Developmental processes and stages; relationships across areas of develop- ment; processes and techniques of change; facilitating and hindering influences in home, school and society.
Current research and debate in child development.
Interpersonal Skills — Understanding one's own development in the context of the human life cycle. Looking at the self and its effects on others. Analysing response styles. Self-esteem and its importance in good relationships. The teacher as a model. Self-disclosure, congruance and openness. The features of effective communication. Practising listening skills. Self-assertion. Relationships with child- ren, parents and colleagues.
Child Study — Techniques of observation — individual records, standardization tests, interpretation of observations - Drawing up a developmental profile — cognitive, language, social and emotional, physical. Interpreting a developmental profile.
Facilitating Development — Using development profiles as a basis for educational planning which caters for individual differences, forming reasonable expectations of children, facilitating the growth of autonomy, positive self-concept.
Continuing one's own growth both as a teacher and as a person.
Preliminary Reading
Donaldson, M., Children's Minds. Glasgow, Fontana/Collins, 1978.
Representative References
Bronfenbrenner, U., The Ecology of Human Development: Experiments by Nature and Design. Cambridge (Mass.) and London, Harvard University Press, 1979.
Clarke, A. M. and Clarke, A. D. B., Early Experience — Myth and Evidence. Open Books, 1976.
Medinnus, G. R., Child Study and Observation Guide. New York, Wiley,1976.
Nedler, S. and Af foe, A., Working with Parents; Guidelines for Early Childhood and Elementary Teachers. Belmont, Wadsworth, 1979.
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Graduate Diploma in Infant Education
Language Arts — IN 502
A prescribed component; 6 units — 60 contact hours.
Aim
To assist students in developing knowledge and understanding of:
— the elements of language competence;
- the relationship which exists between oral and written language;
— the language skills which a child develops to become a 'successful reader;
- the nature of the reading task within the total communication process;
- the place of children's literature in a language programme;
- the extension of an understanding of children's literature into techniques for encouraging creative writing;
- the implementation of the above aims into effective teaching strategies.
Outline
Development and Use of Oral Language — the introduction to the Language Arts component in this course will concentrate upon the oral language development of children and how this oral language serves as a basis for the acquisition of literary skills.
Language and Reading — the basic intent of this section of the course Is for the student to come to a better understanding of the reading process and what happens when a child reads.
This focus is considered central to understanding and examining Issues involving reading, e.g., analysing reading behaviour and growth, and understanding the nature of reading problems and the task of learning to read, the role of instruction and reading material in learning to read.
Special attention will be given to the concept of multi-culturalism and Its implications for teaching English as a second language within the school setting.
Children's Literature — This section of the course focuses on the significance and potentialities of children's literature, story-telling and story-writing in the development and enrichment of children's language. There will be discussion of such questions as the evaluation, selection and presentation of children's books;
approaches to 'storying' (the give and take of stories and poems between teachers and students); encouragement of children's writing as an extension of experience, storying, and a growing feeling for form; and the possibilites for the teacher-as- writer.
Preliminary Reading
Smith, Frank, Understanding Reading. N.Y., Holt, Rinehart and Winston, 1971.
Representative References
Berg, L, Reading and Loving.Routledge and Kegan Paul, 1977.
Britton, James, Language and Learning. Penguin, 1972.
Davies, Alan (ed.), Language and Learning in Early Childhood.Heinemann, London, 1977.
Schonell, F. H. and Goodacre, E., The Psychology and Teaching of Reading, 5th ed. Edinburgh, Oliver & Boyd, 1974.
Tough, J., Talking and Learning. Ward Lock Edn., 1977.
Mathematics — IN 503
A prescribed component; 6 units — 60 hours.
Aim
This component aims to assist students to plan mathematics programmes that take into account both the nature and the thinking strategies of the young child as well as the mathematical processes themselves.
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Graduate Diploma in Infant Education Outline
What is mathematics? — the perceptual basis of mathematical processes; the conceptual skills involved in mathematical processes; the language skills involved in mathematical processes; social-cultural factors affecting an understanding of mathematical concepts; children's concepts of measurement.
Evaluating Materials and Methods in developing — cardinal and ordinal number concepts; knowledge of logical relationships; classification skills; comprehension of conservation; skills of ordering; problem solving skills; knowledge of place value;
computational skills.
Theories delineating the way in which mathematical knowledge is acquired and the stages at which it is consolidated, e.g., Dienes, Piaget, Bruner. This will include detailed analysis of research pointing to developmental differences between cultures. Specific attention will be paid to Aboriginal children.
The relationship between mathematical concepts and linguistic knowledge, e.g., word classification skills, verbal analogies, grammatical structure signalling logical relationships, specific vocabulary and labelling skills.
Programme Development — selection of aims; criteria for selection of materials; integration of the mathematics programme with other curriculum areas;
using the wider community as a field for instruction; planning for second language users and children with learning difficulties; games and puzzles for the development of higher order mathematics.
Evaluation and assessment procedures with a particular emphasis upon error analysis and difficulties relating to the language of mathematics.
Preliminary Reading
Copeland, E. W., How Children Learn Mathematics. Collier Macmillan, Canada, 1974.
Representative References
Bruner, J. S., Toward a Theory of Instruction. Harvard University Press, Cambridge, Mass., 1966.
Cazden, C., John, V. P. and Hymes, D., Functions of Language in the Classroom.
Teachers College Press, Columbia, 1972.
Chapman, L. R., The Process of Learning Mathematics. Pergamon Press, 1974.
Kennedy, Leonard M., Guiding Children to Mathematical Discovery. California, Wadsworth, 1980.
Reisman, F. and Kauffman, S., Teaching Mathematics to Children with Special Needs. Ohio, Merrill, 1980.
Curriculum Development — IN
510
A prescribed component; 6 units — 60 contact hours.
Preamble
This component provides a study of influences upon the curricula of the Infant School and of models for teaching and evaluating such curricula.
Outline
1. Influences on curriculum development:
Social influences:
The concept of the 'worth' of various areas of knowledge and its selection for transmission in the school systems; curriculum responses to social expecta- tions of the school; mutual involvement of school and community.
Psychological Influences:
Behaviourist psychological viewpoints; humanist and other 'third force' psychological influences; cognitive psychological research and implications for curricula.
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Graduate Diploma in Infant Education 2. Models of teaching:
— The concept of theories and models of teaching.
— Analysis of objectives of Infant School curricula: intellectual, social, emotional, physical.
- Models of teaching appropriate for achieving particular objectives of the Infant School curriculum.
This consideration will include reference to a range of models for developing intellectual skills (e.g., Gagne and Briggs, Becker and Engelmann), cognitive strategies (e.g., Bruner, Kamii, Lavatelli) verbal knowledge (e.g., Gagne and Briggs) attitudes, values and interests (e.g., Bandura and Walters), Social skills (e.g., Dreikurs, role playing models) and motor skills (e.g. Gagne).
3. Curriculum evaluation:
Recent trends in curriculum evaluation; a model of evaluation appropriate for the Infant School curriculum (Ten Brink); measurement procedures appropriate for gathering evaluative data on particular objectives.
Representative References
Claydon, L and Knight, T., Curriculum and Culture. George Allen & Unwin, 1977.
De Cecco, J. P. and Crawford, W. R., The Psychology of Learning and Instruction: Education Psychology, 2nd ed. Prentice-Hall, 1974.
Fitzgerald, R., Musgrave, P. and Pettit, J., School and Neighbourhood. A.C.E.R., 1974.
Gagne, R. M. and Briggs, L. J., Principles of Instructional Design. Holt Rinehart
& Winston, 1979.
Joyce, B. and Weil, M., Models of Teaching, 2nd ed. Prentice-Hall, 1980.
Orlosky, D. E. and Smith, B. O., Curriculum Development: Issues and Insights.
Rand McNally, 1978.
Curriculum Development II — Practical Project — IN 511 A prescribed component; 4 units — 40 contact hours.
Preamble
This component comprises an Individual project which, while seen as an extension of the Curriculum Development I course, may take any one of a number of forms. It is anticipated that the project will not only encourage the students to develop and extend their particular interests, but will do so within the framework provided by the aims and content of the overall diploma course.
The student will be required to:
(a) successfully carry out a comprehensive plan for a particular curriculum project;
(b) implement the project in a practical situation In accordance with the plan which has been developed;
(c) provide a sound critical evaluation of the project following the Implementa- tion stage;
(d) demonstrate, through the foregoing three activities, a thorough under- standing of major theoretical elements in the diploma course and a high measure of competence in translating theory into practice.
Organization
All projects must be approved by the Course Committee and an Individual supervisor will be appointed by the Course Committee to:
assist with the selection of reading; supervise the student's work and review the student's progress.
In carrying out this duty the supervisor will help design a project which takes into account the student's previous experience, current responsibilities and
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Graduate Diploma in Infant Education
intended future work. It is expected that the project will be incorporated into the everyday educational programme at the student's place of employment.
Assessment
The assessment will be both ongoing and summative:
(a) The supervisor will undertake periodic visits to observe or participate in the project and discuss with the student the manner in which the project is being implemented;
(b) Occasional reports will be made by the student to seminar discussion groups at times required by the Course Committee;
(c) The student's final report will be examined from the viewpoint of:
— the quality of planning, implementation and evaluation of the project
— the degree to which the student has demonstrated a practical aware- ness of relevant major elements from the diploma course.
Creative Drama — IN 504
An optional component; 4 units — 40 contact hours.
Aim
The student is expected to:
— develop — the individual resources of the body, voice and imagination
— imaginative problem-solving skills;
— become familiar with a wide range of sources of creative drama material suited to the growth needs of the individual child;
— demonstrate the use of a variety of dramatic approaches, at the student's own level, and with young children;
- show an ability to integrate drama with other subject areas.
Outline
Drama in Education — a critical examination: rationale, historical development, the current scene.
The Drama Experience — a self-expressive medium; group interaction and integration; elements of dramatic design and the dynamics of speech; exploration of sources and resources; integration of drama in the curriculum.
Drama and the Young Child — play, dramatic play and creative drama; creative approaches and diversity of individual needs; a stimulus of language; the releaser and amplifier of ideas; a method and a resource — integrated approaches; practical experiences — implementation and evaluation.
Drama and the Community — a communication.
Preliminary Reading
Hodgson, J., The Uses of Drama. Methuen, 1972.
Representative References
Allington, A. F., Drama in Education. Blackwell, 1961.
Heathcote, Dorothy. Learning Through Drama (films and interview transcripts).
Department of Further Education, S.A., 1975.
Slade, P., Child Drama. U.L.P, 1954.
Way, B., Development Through Drama. Longmans, 1968.
Social Studies — IN 505
An optional component; 4 units — 40 contact hours.
Aim
For students to gain an understanding of social processes and to acquire, through their own experiences, the skills for studying society. To further students'
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Graduate Diploma in Infant Education knowledge of the factors they need to consider when teaching social studies in the infant school. To further students' understanding of how children construct their image of social reality.
Outline
Topic areas such as 'The Family' and 'The Community' will form the basis for viewing society from the perspectives of the various social science disciplines.
An analysis of concepts related to the particular social sciences such as culture, ethnocentrism, change, role and work through the study of topic areas.
The processes by which a child learns concepts about society.
The social arenas in which the child experiences society and the particular contribution of each to his development of an Image of social reality, e.g., the family, the peer group.
The relationship between the child's development of langage skills and the conceptual skills necessary for him to understand society.
The sequence in which children learn the skills for inquiry about society — the process outlined by Fenton; Bloom's hierarchical classification of Intellectual abilities and skills.
Procedures that can be adopted by teachers to develop positive attitudes towards members of diverse groups In a pluralist society.
An evaluation of social studies curricula for the lower primary school.
Strategies for teaching social studies — including the unit approach.
Methods of implementing affective teaching-learning strategies.
Preliminary Reading
Seefeldt, C., Social Studies for the Preschool-Primary Child. Columbus, Bell &
Howell, 1977.
Representative References
Banks, J. A., Teaching Strategies for the Social Studies,2nd ed. Reading, Mass., Addison-Wesley Publishing Co., 1977.
Connell, R., The Child's Construction of Politics. M.U.P., 1971.
Duffy, D. (ed.), Teaching About Society. Melbourne, Rigby, 197 0.
Jarolimek, J., Social Studies in Elementary Education, 3rd ed. London, Collier- Macmillan, 1970.
Lofland, J., Analysing Social Settings. Belmont, Wadsworth Publishing Co., 1971.
Art
-
IN 507An optional component; 4 units - 40 contact hours.
Aim
To study the nature, the significance and the range of possibilities of art activities of young children.
Outline
Realism and the use of symbols: a study of the pictorial language of children and artists.
An examination of the objectives appropriate to the setting up of an art programme for young children followed by relevant practical work.
Art activities seen and experienced as:
(a) an expressive language for clarifying the child's concept of self In relation to his environment;
(b) a learning experience for developing his/her emotional, Intellectual and aesthetic responses to the environment;
(c) a means of exploring and using inter-relationship of learning processes:
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Graduate Diploma in Infant Education
mathematics, drama, music and movement and the exploration of the natural environment.
Material studies to extend the teachers' own practical skills and creative potential to demonstrate the nature of the creative experience at a level meaningful to themselves. Specific emphasis on the use of clay.
Setting up a stimulating visual environment.
Evaluating art activities currently practised in schools.
Studying children's art produced as part of the teacher's school programmes.
Preliminary Reading
Jameson, K., Preschool and Infant Art. Studio Vista, London, 1968.
Representative References
Goodnow, J. J., Children's Drawings. London, Fontana/Open Books,1977.
Kellogg, Rhoda, Analysing Children's Art. Nat. Press Books, Calif., 1969.
Lowenfeld, V., Creative and Mental Growth. Macmillan, U.S.A., 1970.
Montgomery, C., Art for Teachers of Children. Charles E. Merrill, Columbia.
Science - IN 508
An optional component; 4 units — 40 contact hours.
Aim
To further the ability of the student to plan, develop, implement and evaluate programmes related to the subject area of science for children in infant grades.
Outline
Science concepts and children's thinking and cognitive development.
Consideration of various programmes: planning and implementing pro- grammes.
Study of the following areas in accordance with needs and demands of students: various animal phyla, plants, matter and energy, the solar system, gravitation, rockets. Activities for developing children's knowledge of and attitude to living things, and associated skills and techniques needed by teachers.
Preliminary Reading
Science 5/13. Macdonald, 1975.
Representative References
Blough, G. and Schwarts, J., Elementary School Science and How to Teach It.
Holt, Rinehart & Winston, 1974.
Carin, A. and Sund, R., Teaching Science Through Discovery. Merrill, 1975.
Close, B., Science in Primary Schools. McGraw Hill, 1973.
Good, R. G., How Children Learn Science. Macmillan, 1977.
Hill, K. E., Exploring the World with Young Children. H. B. Jovanovich, 1976.
Isaacs, A., Introducing Science. Penguin, 1972.
Isaacs, A. (ed.), The Penguin Book of the Physical World. Penguin, 1976.
Keeton, W., Biological Science. Norton, 1972.
Martin, E. (ed.), The Penguin Book of the Natural World. Penguin, 1976.
Creative Movement — IN 509
An optional component; 4 units — 40 contact hours.
Aim
Students will be expected to:
extend individual movement capabilities and skills;
develop/increase the understanding of the range of movement material considered useful for the educative process at the infant level;
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Graduate Diploma in Infant Education
- gain a wider understanding of the relationship between movement, music, art and other areas of learning (e.g., language development, science, mathematics);
— gain the ability to organize movement material into appropriate frame- works for teaching;
- gain the ability to assess the effectiveness of chosen movement tasks in relation to the needs of a particular group and/or individual.
Outline
Body awareness: kinesthetic sensitivity, relaxation, body rhythms, posture, balance.
Body activities: locomotion, gesture, turning, elevation, falls.
The body as an instrument for creative expression.
Movement observation.
Movement principles.
Partner and group work.
Common elements between movement and other disciplines, e.g., shape in movement, art and mathematics, rhythm in movement, language and music.
Graded programming of movement material and appropriate choice of move- ment stimuli, movement topics and links with related arts.
Preliminary Reading
Exiner, J. and Lloyd, P., Teaching Creative Movement. Angus & Robertson, 1973.
Representative References
Barton, H., Do You Move as I Do? London, Acland Schuman, 1963.
Bruce, V., Dance and Dance Drama in Education. Pergamon Press, 1965.
Canner, N., ... and a Time to Dance. Beacon Press, 1968.
Frostig, M., Movement Education. Follett, 1973.
King, B., Creative Movement. Montana State Univ., 1968.
Mettler, N., Materials of Dance. Mettler Studios.
Redfern, H. B., Concepts in Modern Education Dance. London, Henry Kimpton, 1973.
Rowen, B., Learning Through Movement. Columbia Teachers' College Press, 1963.
Spencer, C., How Art and Music Speak to Us. Angus & Robertson, 1968.
Watt, E., Towards Dance and Art. London, Lepus, 1977.
Music — IN 506
An optional component; 4 units — 40 contact hours.
Aim
To assist students in further developing knowledge and understanding of:
- the nature of music, and the main factors involved In musical experience;
- objectives in music education, and the role of music In the general education of the child;
- the musical development of the child;
- modern approaches to music education;
To extend students' improvizational and creative skills.
To develop students' ability to synthetize all of the above Into teaching strategies.
To evaluate these teaching strategies on a group and/or individual basis.
Outline
The approach will be essentially practical and will take Into account the students' existing levels of experience. They will experience modern approaches to Music Education and examine its role in the overall education of the child.
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Graduate Diploma in Infant Education
Lecture/workshop sessions will include group singing, instruction in solfa using the Kodaly method, group improvization and accompaniment using Orff techniques and instruments, together with experimental work in sound and graphic notation using a variety of resources. Students will also explore and evaluate the implementa- tion of teaching strategies within their own classrooms.
Preliminary Reading
Zimmerman, Marilyn, Musical Characteristics of Children. Music Educators' National Conference, 1971.
Representative References
Brocklehurst, B., Responses to Music. Routledge & Kegan Paul, London, 1974.
Choksy, L., The Kodaly Method. Prentice-Hall, 1974.
Moog, H., The Musical Experience of the Pre-School Child. Schott, 1976. (N.B.:
Moog deals with the child up to the age of six years.)
Paynter, J., Sound and Silence. Cambridge University Press, London, 1970.
COURSE REGULATIONS 1.0 THE AWARD
The Graduate Diploma in Infant Education is awarded in one grade only by the Council of the Melbourne College of Advanced Education upon the recom- mendation of the Board of Studies of the Institute to students who have satis- fied the requirements of the course. A transcript of record of components under- taken and the grades (high distinction, distinction, credit, pass, fail) achieved in each will also be provided at the completion of the course.
2.0 DEFINITIONS 2.1 Course
Prescribed and elective studies, the to the award.
2.2 Component
A defined body of content of varying may be prescribed or elective.
2.3 Unit
Ten hours of programmed contact time.
2.4 Institute
Institute of Early Childhood Development.
2.5 Board
Board of Studies of the Institute of Early Childhood Development.
2.6 Course Committee
The Graduate Diploma in Infant Education Committee: a standing committee of the Board.
3.0 LENGTH OF COURSE
3.1 The course requires a minimum of two years of part-time study.
3.2 The maximum period of time for which a candidate may be enrolled in the Graduate Diploma in Infant Education course shall be five years, provided that, in special circumstances, the Board may grant an extension of time where a student is permitted to intermit.
successful completion of which leads
length within the course. Components
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