090004 Growth and Development in the Older Child (the preschool years)
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 090001 Foundations of Child and Family Health AND 090002 Family and Community Health in Practice
There are course requisites for this subject. See access conditions.
Description
The pre-school years can be delightful and challenging as the child begins to navigate the world on its own terms. This subject teaches students essential skills for practice in working with families with young children from ages three to five. It includes the practical application of the parameters of normal development in early childhood, with particular focus on normal variations in child behaviours. It supports the health role of the child and family health practitioner in undertaking comprehensive assessments of young children 3–5 years of age and in providing anticipatory guidance to alleviate distress and worry in parents. The subject increases students' abilities to support and instil confidence in parents caring for a preschool age child, 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 facility.
Subject learning objectives (SLOs)
| A. | Demonstrate effective communication skills when engaging with families and working in partnership with individual children, families, groups, health professionals and community organisations. |
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| B. | Demonstrate an ability to conduct physical assessments on infants, toddlers and preschoolers, using techniques that appropriately reflect a child’s developmental stage, cognitive level, cultural background, and the purpose of the assessment |
| C. | Communicate and reflect on respectful approaches to working in partnership with families that values world view differences. |
| D. | Critically examine key nutrition issues in child, family and community health and propose strategies to collaborate with families to address these. |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Critically examine the contribution and use of theory and research evidence to inform practice. (1.1)
- 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)
- Apply appropriate communication strategies with families and the multidisciplinary team (4.1)
- Demonstrate clinical competence based on the professional standards and current evidence, and actively engage in ongoing continuing professional development (5.1)
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 120 hours of clinical placement in a child and family health facility. Under the supervision of a child and family health clinician, students will gain 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.
Assessment
Assessment task 1: Observational developmental assessment
| Intent: | Developmental assessment is a key part of the role of the child and family health practitioner. Through observing a child and employing selected developmental assessment tools, the CFH practitioner is able to determine age appropriate development across a range of ages and domains. This assessment will help students establish foundational knowledge required for application in the clinical setting. |
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| Objective(s): | This assessment task addresses subject learning objective(s): B and C This assessment task contributes to the development of graduate attribute(s): 1.1, 2.1, 3.1, 4.1 and 5.1 |
| Weight: | 55% |
| Length: | 1500 words |
Assessment task 2: Role-play: Regulation and behaviour – evidence and education
| Intent: | Supportive and positive communication is a key skill for clinical practice in child and family health. Developing competence in discussing challenging topics with parents and carers is a fundamental part of working in partnership. This assessment allows students to practice skills for parents and carers which use recommended supportive social and emotional guidance for their child, including emotion coaching. |
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| Objective(s): | This assessment task addresses subject learning objective(s): A, B and D This assessment task contributes to the development of graduate attribute(s): 2.1 and 5.1 |
| Weight: | 45% |
| Length: | Part One: Verbal recording 3-5 minutes. Written notes (clinical record) 250-300 words. Part Two: 1000-1200 words |
Assessment task 3: Clinical Placement (not graded)
| 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, B, C and D |
References
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
UTS Student Centre
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Monday to Friday: 9am - 5pm
Tel: 1300 ASK UTS (1300 275 887)
Details for student centres: www.uts.edu.au/current-students/contacts/general-contacts
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
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, health literature databases, workshops and bookable study rooms. There is also a team of librarians to help you with your questions available via online chat, phone and in person. W: https://www.lib.uts.edu.au/, Facebook: utslibrary, Twitter: @utslibrary Tel: (02) 9514 3666.
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
?The Accessibility Service can support students with disabilities, medical or mental health conditions, including temporary injuries (e.g., broken limbs). The Accessibility Service works with Academic Liaison Officers in each Faculty to provide ‘reasonable adjustments’ such as exam provisions, assistive technology, requests and strategies for managing your studies alongside your health condition. If you’re unsure whether you need assistance, we recommend getting in touch early and we can provide advice on how our service can assist you. Make an appointment with an Accessibility Consultant (AC) on +61 2 9514 1177 or Accessibility@uts.edu.au.
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