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Bachelor of Early Childhood Education and Care (Birth-5): ECCDD103A Children's Self-Identity and Family Contexts

Prescribed and Recommended Texts

Programming and planning in early childhood settings (2021) - eBook and book by Leonie Arthur; Bronwyn Beecher; Elizabeth Death; Sue Dockett; Sue Farmer

The books below are used in weekly readings:

Readings

Australian Council on Children and the Media. (2012). Effects of the media from a child development perspective [Factsheet].
http://childrenandmedia.org.au/assets/files/resources/fact-sheets/developmental-stages/Effects-of-the-media-from-a-child-development-perspective-.pdf
Australian Council on Children and the Media. (n.d.). Too sexy, too soon: The sexualisation of children in the media [Factsheet].
https://childrenandmedia.org.au/assets/files/resources/fact-sheets/impact-of-content/Too-sexy%2C-Too-soon.pdf
Australian Government Department of Education. (2022). Belonging, being & becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council.
https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
Australian Institute of Health and Welfare. (2012, April 10). Social and emotional wellbeing: Development of a children’s headline indicator [Information paper].
https://www.aihw.gov.au/reports/children-youth/social-emotional-wellbeing-development-of-chi/summary
Ba Akhlagh, S. (2022, March 08). Promoting cultural competence in early childhood.
The Spoke: Early Childhood Australia’s Blog. https://thespoke.earlychildhoodaustralia.org.au/promoting-cultural-competence-early-childhood/
Be You. (2018, July 17). Social and emotional learning.
The Spoke: Early Childhood Australia’s Blog. http://thespoke.earlychildhoodaustralia.org.au/social-emotional-development/
Carter, M. A. (2016). Social rules according to young children.
Australasian Journal of Early Childhood, 41(2), 32–40. https://doi.org/10.1177/183693911604100206
Center on the Developing Child. (n.d.). 5 steps for brain-building serve and return: From Filming Interactions to Nurture Development (FIND). Harvard University.
https://developingchild.harvard.edu/resources/5-steps-for-brain-building-serve-and-return/
Chen, F. (2015). Parents’ and children’s emotion regulation strategies in emotionally situated zones: A cultural-historical perspective.
Australasian Journal of Early Childhood, 40(2), 107-116. https://doi.org/10.1177/183693911504000213
Children’s Services Central. (n.d.). Self-regulation: A foundation for wellbeing and involved learning.
https://www.acecqa.gov.au/media/31371
Cummins, J. (Producer). (2006-2012). The life series [TV series]. Heiress Films.

Dan, M. (2020). Early childhood identity: Ethnicity and acculturation.
Journal of Education Culture and Society, 5(1), 145–157. https://doi.org/10.15503/jecs20141.145.157
Denham, S. A., & Bassett, H. H. (2020). "You hit me! That's not nice and it makes me sad!!": Relations of young children's social information processing and early school success.
Early Child Development and Care, 190(6), 791-805. https://doi.org/10.1080/03004430.2018.1491562
Department of Education, Employment and Workplace Relations. (2010). Educators belonging, being and becoming: Educators' guide to the Early Years Learning Framework for Australia.
https://www.dss.gov.au/sites/default/files/documents/05_2015/educators_guide_to_the_early_years_learning_framework_for_australia.pdf
Department of Education, Employment and Workplace Relations. (2018). Developmental milestones and the Early Years Learning Framework and the National Quality Standards.
https://www.acecqa.gov.au/sites/default/files/2018-02/DevelopmentalMilestonesEYLFandNQS.pdf
Department of Education. (2023, June 9). Transition to school. NSW Government.
https://education.nsw.gov.au/teaching-and-learning/curriculum/early-learning/transition
Dockett, S., & Perry, B. (2015). Transition to school: Times of opportunity, expectation, aspiration, and entitlement.
In J. M. Iorio, & Parnell, W. (Eds.), Rethinking readiness in early childhood education (pp. 123-139). Critical Cultural Studies. https://doi.org/10.1057/9781137485120_9
Early Childhood Resource Hub. (2019, September). Trauma informed practice. Early Childhood Resource Hub Newsletter.
https://www.acecqa.gov.au/sites/default/files/2020-12/Trauma-informed%20practice.PDF
Fatima, Y., Cleary, A., King, S., Solomon, S., McDaid, L., Hasan, M. M., Al Mamun, A., & Baxter, J. (2022). Cultural identity and social and emotional wellbeing in Aboriginal and Torres Strait Islander children.
In J. Baxter, J. Lam, J. Povey, R. Lee, S. R. Zubrick (Eds.), Family dynamics over the life course. Life Course Research and Social Policies, (pp.57-70). https://doi.org/10.1007/978-3-031-12224-8_4
Fraser, J., & Hydon, C. (2015). Cultural competency: Honoring children’s cultural and linguistic rights in early childhood services.
Preschool Matters, (4), 10-11.
Hawkins, K. (2014). Looking forward, looking back: Framing the future for teaching for social justice in early childhood education.
Australasian Journal of Early Childhood, 39(3), 121-128. https://doi.org/10.1177/183693911403900315
Keller, H. (2018). Universality claim of attachment theory: Children’s socioemotional development across cultures.
PNAS: Proceedings of the National Academy of Sciences of the United States of America, 115(45), 11414-11419. https://doi.org/10.1073/pnas.1720325115
Kidsense. (n.d.). Play and social development charts.
https://childdevelopment.com.au/resources/child-development-charts/play-and-social-developmental-charts/
Lucas, F. (2019, April 15). Spirituality is an aspect of children’s self identity-but how do we teach it?
The Sector. https://thesector.com.au/2019/04/15/spirituality-is-an-aspect-of-childrens-self-identity-but-how-do-we-teach-it/

Merton, J. (2018). Empowering children: Building social resilience and emotional wellbeing in the early years.
Educating Young Children, 24(3), 40-43.
Morkel, V., & McLaughlin, T. (2015). Promoting Social and Emotional Competencies in Early Childhood: Strategies for Teachers.
Kairaranga, 16(1), 45–51. https://doi.org/10.54322/kairaranga.v16i1.194
National Scientific Council on the Developing Child. (2015). Supportive relationships and active skill-building strengthen the foundations of resilience: Working paper 13.
Center on the Developing Child. https://developingchild.harvard.edu/wp-content/uploads/2015/05/The-Science-of-Resilience.pdf
Peplar, D., & Bierman, K. (2018, November). With a little help from my friends – The importance of peer relationships for social-emotional development. The Pennsylvania State University.
https://www.rwjf.org/en/insights/our-research/2018/11/with-a-little-help-from-my-friends--the-importance-of-peer-relationships-for-social-emotional-development.html
Pickering, J., & Sanders. M. (2015). The Triple P-Positive Parenting Program: An example of a public health approach to evidence-based parenting support.
Family Matters, 96, 53-63. https://aifs.gov.au/publications/family-matters/issue-96/triple-p-positive-parenting-program
Preston, K. S. J., Gottfried, A. W., Oliver, P. H., Delany, D. E., Gottfried, A. E., & Ibrahim, S. M. (2016). Positive family relationships: Longitudinal network of relations.
Journal of Family Psychology, 30(7), 875-885. https://doi.org/10.1037/fam0000243
Ramey, C. (2015). Why early childhood intervention is a key investment for state and local policy makers.
https://www.purdue.edu/hhs/hdfs/fii/wp-content/uploads/2015/07/s_mifis01c02.pdf
Reich, S.M., Black, R.W., & Foliaki, T. (2018). Constructing difference: Lego® set narratives promote stereotypic gender roles and play.
Sex Roles 79(5/6), 285–298. https://doi.org/10.1007/s11199-017-0868-2
Salerni, N., & Caprin, C. (2022, February). Prosocial behavior in preschoolers: Effects of early socialization experiences with peers.
Frontiers in Psychology, 13(840080), 1-10. https://doi.org/10.3389/fpsyg.2022.840080
Shirvanian, N., & Michael, T. (2017). Implementation of attachment theory into early childhood settings.
The International Education Journal: Comparative Perspectives, 16(2) 97-115. https://openjournals.library.sydney.edu.au/index.php/IEJ/article/view/10978
Stonehouse, A. (2013). Supporting babies' social and emotional wellbeing.
NQS PLP e-Newsletter, (61). https://www.acecqa.gov.au/sites/default/files/2020-11/SupportingBabiesSocialAndEmotionalWellbeing.pdf
Tang, F. (2022, December 10). Nurturing children spiritual development in early childhood context.
Foundation Stage Forum. https://eyfs.info/articles.html/personal-social-and-emotional-development/nurturing-children%E2%80%99s-spiritual-development-in-early-childhood-context-r403/
Tominey, S. L., O’Bryon, E.C., Rivers, S. E., & Shapses, S. (2017). Teaching emotional intelligence in early childhood.
YC: Young Children, 72(1), 6-12.
Toumbourou, J.W., Hall, J., Varcoe J., & Leung R. (2014). Review of key risk and protective factors for child development and wellbeing (antenatal to age 25). Australian Research Alliance for Children & Young People.
https://www.aracy.org.au/publication-resources/command/download_file/id/309/filename/ARACY-Report-Review-of-key-risk-protective-factors-for-child-development-and-wellbeing-17-April-2014.pdf