EUB247 Trauma-aware Education in the Early Years
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUB247 |
|---|---|
| Prerequisite(s): | EUB141. This can be studied concurrently. |
| Credit points: | 6 |
| Timetable | Details in HiQ, if available |
| Availabilities |
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Unit Outline: Semester 1 - 6 Week A 2027, Online
| Unit code: | EUB247 |
|---|---|
| Credit points: | 6 |
| Pre-requisite: | EUB141. This can be studied concurrently. |
Overview
This unit is designed to develop your understanding and skill in neuroscience-informed support and education of infants and young children who are living with the outcomes of complex childhood trauma and adversity. The behavioural and developmental concerns experienced by infants and young children who have experienced trauma and adversity can be significant. By examining the impact of trauma on the developing brain and nervous system, you'll develop your understanding of why and how these concerns occur and explore approaches and strategies recommended to address short and longer-term impacts for infants and young children, their families and the community. You'll be informed and prepared for the times you are responsible for the learning and well-being of these infants and young children while minimising any negative influences on your well-being or teaching practice.
Learning Outcomes
On successful completion of this unit you will be able to:
- Identify and explain the effects of trauma and adversity on infant and child development drawing on professional and scholarly literature.
- Plan ways to apply trauma-aware practices to build inclusive and safe environments for infants and young children.
- Articulate the importance of professional learning and resilience for educators working with infants and young children affected by trauma and adversity.
Content
- the theory and neuroscience underpinning trauma and adversity and the developmental impacts for infants and young children.
- strategies and approaches for supporting and educating trauma-impacted infants and young children.
- professional resilience when facing challenges that may present when working with infants and young children living with the outcomes of trauma and adversity.
Learning Approaches
In this unit, you will learn by engaging in active and reflective learning. Learning activities are designed to draw upon your professional experience and prior learning.
A range of teaching and learning experiences will be used including:
- professional readings
- video and/or audio recordings
- online interactives and activities.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- feedback from peers in group discussions
- unit coordinator and tutor comments to the cohort
- formative assessment tasks, and
- summative assessment tasks.
Assessment
Overview
This unit has one assessment task:
1. Interactive professional development workshop - this task draws on your understanding of trauma and trauma-aware practices to plan a workshop for educating colleagues.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Interactive professional development workshop
You will plan an interactive, 1 hour professional development workshop advocating for implementing trauma-aware education practices in an early childhood education and care context.
Your workshop will include activities and cover key aspects of trauma-awareness in the early years including:
- An explanation of trauma and adversity and how development is affected by these experiences
- Trauma-aware education practices that can support infants and young children
- Trauma-aware education practices that can support the early childhood education workforce
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED34 Bachelor of Early Childhood Education (Birth to Five)
- Knowledgeable: Integrate theory, curriculum and context to plan, implement and evaluate learning and teaching.
Relates to: ULO1, Interactive professional development workshop - Inclusive: Apply inclusive, culturally safe and strengths-based principles to plan for and respond to children, families and communities in early childhood education and care.
Relates to: ULO2, Interactive professional development workshop - Communicative: Articulate early childhood teaching philosophies, pedagogies and practices to a variety of audiences.
Relates to: ULO3, Interactive professional development workshop