090003 Growth and Development in the Younger Child (the first 1000 days)
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particular session, location and mode of offering is the authoritative source
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 090001 Foundations of Child and Family Health
There are course requisites for this subject. See access conditions.
Description
The first period of a child's life is a unique experience for every family. This subject teaches students essential skills for practice in working with families with young children from birth to age two. It includes the practical application of the parameters of normal development in early childhood, with particular focus on attachment theory in infancy and normal variations in baby behaviour. Students are supported to undertake comprehensive assessments of infants aged 0–2 years of age and to provide advice to parents regarding infant feeding, nutrition, and sleep and settling. The subject increases students' abilities to support and instil confidence in parents caring for a young baby, and to provide opportunities for social support and education. The subject requires the successful completion of a clinical experience program in an early childhood health setting.
Subject learning objectives (SLOs)
| A. | Adopts a strength-based and wellness focus to promote the health and well-being of children and families, identifies variations in health and development, and refers when appropriate. |
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| B. | Collaborates with parents and/or caregivers to competently perform comprehensive developmental, physical and socio-emotional health assessments of an infant and their parent to identify health and developmental problems using a range of evidence-based assessment tools. |
| C. | Demonstrate a foundational understanding and application of attachment theory and early brain development in practice. |
| D. | Promote and communicate evidence-based nutrition practices for infants, toddlers, preschoolers and families. |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Prioritise and lead integrated care, based on collaborative approaches with families, caregivers, and interdisciplinary teams to promote optimal health outcomes. (2.1)
- Demonstrate social and ethical accountability to enable efficient use of resources and equity of access to optimal and safe health care (3.1)
- Embody the professional qualities appropriate to the scope of their role (5.0)
- Demonstrate clinical competence based on the professional standards and current evidence, and actively engage in ongoing continuing professional development (5.1)
- Critically reflect on Indigenous Australian contexts to inform professional cultural capability to work effectively with and for Indigenous Australians within the health and social care profession (6.1)
Teaching and learning strategies
Orientation activities
In preparation for the session students have access to activities during orientation week. These activities are designed to introduce students to the subject and their peers, and will assist students to prepare for the subject's assessment tasks.
Independent learning activities
This subject is taught using a variety of teaching and learning strategies. The strategies used emphasise active and applied approaches to developing students’ ability to understand the structure, function and purpose of primary health care and health promotion from the perspective of a child and family health practitioner. An overarching theme of the approaches to teaching and learning is to support students to actively learn with the support of a facilitator who can assist and coach them. Understanding and critical thinking skills will be encouraged via a range of activities, including but not limited to:
- On-line resources to prepare students for active engagement with the subject content
- Thought provoking readings, videos and other activities to stimulate thinking, promote understanding and support analysis and evaluation
- Problem solving, discovery-based and critical thinking activities via a range of guided and self-directed learning opportunities
- Learning that is supported by real world examples, case studies, illustrations and data
- Real-time feedback to student responses to key online activities
- Opportunities for students to reflect on, explain and record their input under advice and guidance.
Readings, videos and activities will be available online relevant to the topic of the week. This will help you progress through the subject and complete assessment items effectively. The online material aims to enhance your understanding of the topic or delve deeper into a more specific area, compare experiences and ideas with others and gain feedback. Information and links to learning activities can be accessed via Canvas.
Zoom meetings
Students are strongly encouraged to attend all scheduled Zoom meetings as they will provide opportunities for group activities, discussion, self-assessment, peer review and formative feedback from the subject coordinator and the teaching team. Additionally, they will also help students prepare for the subject’s assessment tasks. The schedule for this subject’s zoom meetings is below in the program section.
Clinical placement
As part of this subject, students will undertake 40 hours of clinical placement in a child and family health facility (including Tresillian Family Care Centres if available). Under the supervision of a child and family health clinician, students will gain in experience in working with parents, carers and their families to develop and consolidate their knowledge, skills and attributes.
Feedback
Feedback in this subject takes several forms including self-assessment, peer review, automatic feedback from interactive activities and the teaching team. Formative feedback throughout the subject aims to increase the student’s performance in summative assessments.
Content (topics)
- Parenting in partnership
- Health literacy and parental support
- Social policy and the family
- Child growth and development
- Brain development and attachment theory
- Comprehensive child health assessment
- Health promotion
- Sleep and settling
- Nutrition and feeding
- Recognition of the unwell baby
- Identifying risk of harm and facilitating protection
Assessment
Assessment task 1: Infant feeding management
| Intent: | Breastfeeding is a dynamic and complex process that has many intersecting factors than can work to create a positive breastfeeding experience and outcome or create challenges that require additional support. Infant feeding is a common reason for presentation to CFH services and knowing how to identify, support and plan for the management of feeding difficulties is integral to working in partnership with families. |
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| Objective(s): | This assessment task addresses subject learning objective(s): A and B This assessment task contributes to the development of graduate attribute(s): 2.1, 3.1, 5.1 and 6.1 |
| Type: | Exercises |
| Weight: | 50% |
| Length: | Part A: 800-1000 words Part B: Variable |
Assessment task 2: Case Study Report and Plan
| Intent: | Working in a multidisciplinary team is an integral part of child and family health practice and variation in child growth or development requires further intervention. This assessment provides an opportunity for the student to identify a variation in child development or health and to work in partnership with the parent or caregiver to develop a plan for medical investigation or referral to an allied health professional. |
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| Objective(s): | This assessment task addresses subject learning objective(s): A and B This assessment task contributes to the development of graduate attribute(s): 2.1, 3.1, 5.0 and 6.1 |
| Type: | Case study |
| Weight: | 50% |
Assessment task 3: Clinical Placement
| Intent: | Child and Family Health (CFH) practice is parent and family centred and evidence based. A CFH practitioner is responsible for autonomous practice within dynamic systems, working in partnership with parents, families and communities to support the health and wellbeing trajectories of children aged 0-5 years. Workplace learning in the clinical environment is an essential component of the education of child and family health practitioners. The Clinical Placement Assessment Tool (CPAT) and assessment procedure is based on the Registered Nurse Standards for Practice (NMBA, 2016), the Australian Midwifery Standards for Practice (NMBA, 2018) and the Maternal, Child and Family Nursing Association (MCAFNA) National Standards for Practice. |
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| Objective(s): | This assessment task addresses subject learning objective(s): A and B This assessment task contributes to the development of graduate attribute(s): 5.1 |
| Type: | Demonstration |
| Weight: | Mandatory task that does not contribute to subject mark |
References
References used to prepare this subject
Australian Health Minister's Advisory Council. (July 2011). National Framework for Universal Child and Family Health Services
Grant, J., Mitchell., C & Cuthbertson, L. (2017). National Standards of Practice for Maternal, Child and Family Health Nursing Practice in Australia. Adelaide, Flinders Press.
NSW Maternity, Child and Family Health (2015). Our babies, the state’s best asset: a history of 75 years of baby health services in New South Wales. NSW Health.
Black Dog Institute. (n.d.). Anxiety and Depression during Pregnancy and the Postnatal Period. Black Dog Institute.
COPE. (September 2022). Facebook post, The stigma of parenthood and mental illness. Accessed October 26, 2022.
Department of Health (2022). Future focused primary health care: Australia’s Primary Health Care 10 Year Plan 2022-2032. Commonwealth of Australia (Department of Health).
Highet, Nicole. (n.d.). Postnatal Mental Health Conditions. COPE (blog). Accessed October 18, 2022.
PANDA. (n.d.). Nick’s Story. Accessed October 26, 2022.
UNICEF (2020). Investing in our future: A comprehensive agenda for the health and well-being of children and adolescents. [Working Document]. World Health Organisation.
World Health Organisation. (1986). Ottawa Charter for Health Promotion: First International Conference on Health Promotion Ottawa, 21 November 1986. World Health Organisation.
Australian Food Safety Information Council. Food safety Tips. web page.
Public Health Association of Australia. (2019). Health Equity Policy Position Statement. Public Health Association of Australia.
Chung A, Hall A, Brown V, Kuswara K, Howse E, Stickney B, Signy H, Rychetnik L. The first 2000 days: Synthesis of knowledge from the Australian Prevention Partnership Centre and CERI. Sydney, Australia: The Australian Prevention Partnership Centre, 2022
Emeritus Professor Richard Henry AM (December 2019). Review of health services for children, young people and families within the NSW Health system. NSW Health.
International conference on primary health care. (n.d.). WHO called to return to the Declaration of Alma-Ata. World Health Organisation.
New South Wales Health. (n.d.). The First 2000 Days of Life. Accessed October 26, 2022.
New South Wales Government. (April 2021). Brighter Beginnings: The First 2000 Days of Life.
NSW Department of Premier and Cabinet. (September 5, 2020). Brighter Beginnings. Landing Page. NSW Government.
Other resources
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For other resources/ information refer to the Faculty of Health website (www.uts.edu.au/about/faculty-health) and Canvas at: https://canvas.uts.edu.au/.
UTS Library
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Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.
HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS (www.ssu.uts.edu.au/helps). HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733.
Please see www.uts.edu.au for additional information on other resources provided to students by UTS.
The Accessibility and Financial Assistance Service
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