Relationships with children, families and community

Unit Outline (Higher Education)

Level of Unit in Course

AQF Level(s) of Course

Level of Unit in Course

Introductory

Intermediate

Effective Term:

2026/20

Institute / School :

Institute of Education, Arts & Community

Unit Title:

Relationships with children, families and community

Unit ID:

ECCOP2301

Credit Points:

30.00

Prerequisite(s):

(ECCOP2001 and ECCOP2002 and ECCOP2004)

Co-requisite(s):

Nil

Exclusion(s):

Nil

ASCED:

070101

Other Change:

Brief description of the Unit

This unit explores the pivotal role of relationships in the everyday routines and curriculum of early childhood education, with a focus on enhancing children's wellbeing through meaningful connections with families, communities, and cultures. Pre-service teachers (PSTs) will develop strategies to support children’s safety, mental health and resilience using inclusive, holistic, and trauma-informed approaches. Emphasis is placed on building culturally responsive relationships and pedagogies, including those that support Aboriginal and Torres Strait Islander children, families, and communities. Through theoretical and practical engagement, PSTs will examine how cultural identity, community connectedness, and relationships influence children's development and learning. The unit supports the development of inclusive and sustainable curriculum and pedagogies that foster a sense of belonging and wellbeing. This unit includes a 10-day placement.

Grade Scheme:

Graded (HD, D, C, P, MF, F, XF)

Work Experience Indicator:

Student is undertaking work experience in industry where learning and performance is not directed by the provider, but support is received from the provider. Fees (provider may charge a student contribution amount or tuition fee).

Placement Component:

Yes - 10 days

Supplementary Assessment:Yes

Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment

Course Level:

Learning Outcomes:

Knowledge:

K1.	Understand the role of family and community in supporting child wellbeing.

K2.	Recognise the influence of personal and cultural perspectives on social and emotional wellbeing.

K3.	Identify inclusive, ethical and trauma-informed strategies that foster resilience, belonging and safety.

K4.	Understand how trauma, attachment and adversity may affect development and learning.

Skills:

S1.	Articulate the impact of life experiences on wellbeing, identity and learning.

S2.	Identify and engage relevant community members, services and interagency supports for children and families.

S3.	Apply responsive, respectful and ethical teaching and communication strategies.

S4.	Demonstrate interpersonal and intrapersonal skills to manage challenging conversations and build trust.

Application of knowledge and skills:

A1.	Critically reflect on the relationship between educator wellbeing, identity and professional practice.

A2.	Develop and implement strategies to support children’s psychological and emotional self-regulation.

A3.	Evaluate and improve educational practices that strengthen collaborative partnerships and inclusive pedagogy.

Other outcomes:

Unit Content:

Topics to be covered

· Family and community engagement in early years settings

· Parenting styles

· Respectful and responsive routines and transitions

· Resilience, wellbeing, and mental health for children and teachers

· Social determinants of wellbeing and early intervention

· Trauma-informed practices

· Attachment theory

· Children’s agency, dignity and rights

· Social-emotional skills

· Self-regulation

· Difficult conversations

· Interpersonal and intrapersonal skills

· Code of Ethics and National Quality Standards

· Child Safe Standards

· Aboriginal and Torres Strait Islander perspectives

· Inclusive pedagogies and cultural responsiveness

· Transitions including to school

· Community services and interagency collaboration

Graduate Attributes:

Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.

FED TASK and descriptor		Development and acquisition of FEDTASKS in the Unit
FED TASK and descriptor		Level
FEDTASK 1 Interpersonal	Students at this level will demonstrate an advanced ability in a range of contexts to effectively communicate, interact and work with others both individually and in groups. Students will be required to display high level skills in-person and/or online in: • Using and demonstrating a high level of verbal and non-verbal communication • Demonstrating a mastery of listening for meaning and influencing via active listening • Demonstrating and showing empathy for others • High order skills in negotiating and conflict resolution skills\\ • Demonstrating mastery of working respectfully in cross-cultural and diverse teams.	Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context
FEDTASK 2 Leadership	Students at this level will demonstrate a mastery in professional skills and behaviours in leading others. • Creating and sustaining a collegial environment • Demonstrating a high level of self -awareness and the ability to self-reflect and justify decisions • Inspiring and initiating opportunities to lead others • Making informed professional decisions • Demonstrating initiative in new professional situations.	Level 2 - Student demonstrates some independence within provided guidelines
FEDTASK 3 Critical Thinking and Creativity	Students at this level will demonstrate high level skills in working in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically to generate and consider complex ideas and concepts at an abstract level • Analysing complex and abstract ideas, concepts and information • Communicate alternative perspectives to justify complex ideas • Demonstrate a mastery of challenging conventional thinking to clarify complex concepts • Forming creative solutions in problem solving to new situations for further learning.	Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context
FEDTASK 4 Digital Literacy	Students at this level will demonstrate the ability to work competently across a wide range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Mastering, exploring, evaluating, managing, curating, organising and sharing digital information professionally • Collating, managing complex data, accessing and using digital data securely • Receiving and responding professionally to messages in a range of professional digital media • Contributing competently and professionally to digital teams and working groups • Participating at a high level in digital learning opportunities.	Level 2 - Student demonstrates some independence within provided guidelines
FEDTASK 5 sustainable and Ethical Mindset	Students at this level will demonstrate a mastery of considering and assessing the consequences and impact of ideas and actions in enacting professional ethical and sustainable decisions. Students will be required to display skills in: • Demonstrate informed judgment making that considers the impact of devising complex solutions in ambiguous global economic environmental and societal contexts • Professionally committing to the promulgation of social responsibility • Demonstrate the ability to evaluate ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Communicating lifelong, life-wide and life-deep learning to be open to the diverse professional others • Generating, leading and implementing required actions to foster sustainability in their professional and personal life	Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context

	Learning Outcomes Assessed	Assessment Tasks	Assessment Type	Weighting	Professional Standards
1.	K1, K2, K3, K4, S3, S4, A2	In small groups, PSTs will engage in role-play scenarios simulating parent-teacher meetings that address transitions, behaviour challenges, or trauma-related concerns. Scenarios will focus on applying culturally responsive, respectful communication, ethical principles, and trauma-informed responses. Individually, PSTs will submit a written reflection on their communication style, professional standards (e.g. Code of Ethics), and identify areas for improvement in practice and interpersonal skill development.	Group Task - Role play and individual reflection	40%-60%	APST 1.1, 1.3, 1.4, 1.6, 2.4, 3.7, 4.1, 4.3, 4.4, 5.4, 7.1, 7.3
2.	K1, K3, K4, S1, S2, A1, A3	PSTs will conduct a critical review of policies and practices in an early childhood setting, mapped against National Quality Standards (NQS) Quality Areas 4, 5, and 6. PSTs will identify current strengths and areas for growth in relation to relationships with children, educator wellbeing, family engagement, and inclusion. Drawing on unit materials and wider research, PSTs will propose an improvement plan that incorporates Aboriginal and Torres Strait Islander perspectives, trauma-informed practices, Child Safe Standards and interagency collaboration.	Quality improvement plan	40%-60%	APST 1.1, 1.3, 1.4, 1.6, 2.4, 3.7, 4.4, 6.1, 6.3, 7.1, 7.3, 7.4
3.	K1, K2, K3, K4, S1, S2, S3, S4, A1, A2, A3	10 days placement with children aged 3-5 years – focus on school transitions.	Placement. Not available for supplementary assessment.	Hurdle S/U	APST 1.1, 1.3, 1.4, 1.6, 2.4, 3.7, 4.1, 4.3, 4.4, 5.4, 6.1, 6.3, 7.1, 7.3, 7.4

Adopted Reference Style:

APA ()

Professional Standards / Competencies:

Standard / Competency