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HE Unit Template
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Wellbeing in Early Childhood Contexts
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EDECE2021 - Wellbeing in Early Childhood Contexts
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20250200
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Course
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2.3
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2026-09-10
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2026-09-10
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Education
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Institute of Education, Arts & Community
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Education
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Undergraduate
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15
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.125
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070101
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Teacher Education: Early Childhood
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070101 - Teacher Education: Early Childhood
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<a href="http://www.federation.edu.au/locate/unit/edece2021">View unit fees</a>
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Graded (e.g. HD, D, C, etc)
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7
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Bachelor Degree
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Intermediate
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1
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<p>This unit is designed to immerse Pre-Service Teachers (PSTs) in the discourse surrounding social and psychological wellbeing in relation to children within early childhood education and care settings, families, colleagues and themselves personally and professionally. The unit will encourage PSTs to critically analyse the ways in which social and psychological wellbeing can be promoted within education and care contexts and within the transition between services and school. PSTs will draw upon their knowledge of social, and psychological development to recognise inclusive teaching approaches that foster resilience in young children from diverse backgrounds. PSTs will demonstrate an understanding of the correlation between responsive and secure relationships with children families and colleagues that are inclusive of socially and culturally diverse perspectives and mental health.</p>
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<p>Topics to include<br>
• Social and psychological development and learning<br>
• Importance of mental health and wellbeing<br>
• Promoting mental health<br>
• Social determinants of mental health<br>
• Social and psychological wellbeing and transitions<br>
• Connecting with families and the community<br>
• Social and psychological wellbeing and designing the curriculum<br>
• Promoting social and psychological wellbeing with Aboriginal and Torres Strait Islander peoples<br>
• Play and mental health<br>
• Understanding teacher burnout<br>
• Strengthening social and psychological learning in children with additional needs<br>
• Building capacity of teachers in early childhood to promote children’s mental health<br>
• Mental health and the responsibility of the leader</p>
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<p>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.</p>
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2027
Current Year
2026
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EDECE2021 - Wellbeing in Early Childhood Contexts
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EDECE2021 - Wellbeing in Early Childhood Contexts
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Semester
Semester 1
Semester 2
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Year
2027
2026
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Overview
Key information
Requisites
Learning outcomes
Assessment
FedTASK
Parent Region
Overview
Unit description
<p>This unit is designed to immerse Pre-Service Teachers (PSTs) in the discourse surrounding social and psychological wellbeing in relation to children within early childhood education and care settings, families, colleagues and themselves personally and professionally. The unit will encourage PSTs to critically analyse the ways in which social and psychological wellbeing can be promoted within education and care contexts and within the transition between services and school. PSTs will draw upon their knowledge of social, and psychological development to recognise inclusive teaching approaches that foster resilience in young children from diverse backgrounds. PSTs will demonstrate an understanding of the correlation between responsive and secure relationships with children families and colleagues that are inclusive of socially and culturally diverse perspectives and mental health.</p>
Unit content
<p>Topics to include<br> • Social and psychological development and learning<br> • Importance of mental health and wellbeing<br> • Promoting mental health<br> • Social determinants of mental health<br> • Social and psychological wellbeing and transitions<br> • Connecting with families and the community<br> • Social and psychological wellbeing and designing the curriculum<br> • Promoting social and psychological wellbeing with Aboriginal and Torres Strait Islander peoples<br> • Play and mental health<br> • Understanding teacher burnout<br> • Strengthening social and psychological learning in children with additional needs<br> • Building capacity of teachers in early childhood to promote children’s mental health<br> • Mental health and the responsibility of the leader</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Undergraduate
Credit points:
15
EFTSL:
0.125
Field of education:
070101 - Teacher Education: Early Childhood
Offering:
<p><strong>Semester 2</strong><p>Ballarat - Mt Helen (On Campus)</p><p>Berwick (On Campus)</p><p>Gippsland - Churchill (On Campus)</p><p>On-line Learning</p></p> <p><strong>Teaching Period 2</strong><p>Federation University Online</p></p> <p><strong>Teaching Period 4</strong><p>Federation University Online</p></p>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
No
Fee information:
<a href="http://www.federation.edu.au/locate/unit/edece2021">View unit fees</a>
Requisites
Prerequisite
None
Corequisite
None
Exclusion
None
Learning outcomes
Learning outcomes
<p>On successful completion of this unit, students are expected to gain the following [K]nowledge, [S]kills and [A]pplication of knowledge & skills</p>
Learning Outcomes
Ref
Outcome
K1
<p>Demonstrate an understanding of the influence of social and psychological theories of development and learning on mental health</p>
K2
<p>Analyse the importance of promoting social and psychological wellbeing in early childhood contexts and the wider community</p>
K3
<p>Identify the correlation between social and psychological wellbeing and resilience</p>
K4
<p>Demonstrate an understanding of how to integrate social and psychological wellbeing within the curriculum.</p>
K5
<p>Articulate strategies for connecting with families, communities and a wider professional network</p>
K6
<p>Explain the significance of cultural perspectives, including those of Aboriginal and Torres Strait Islander people, as it relates to wellbeing of children, families, communities and other professionals</p>
K7
<p>Recognise the importance of resilience in children, staff and families and the impact of this on teaching and leadership practices</p>
K8
<p>Identify planning, implementation and evaluation strategies that foster resilience, including the importance of the indoor and outdoor play-based environments</p>
S1
<p>Articulate how PSTs own life experiences impact on their understanding of social and psychological wellbeing</p>
S2
<p>Demonstrate how an understanding of social and psychological wellbeing impacts on the development of relationship teaching and assessment approaches used in early childhood contexts</p>
S3
<p>Identify the relevance and importance of community connectedness and its impact on wellbeing</p>
A1
<p>Critically reflect on personal experiences to illustrate the links between social and psychological wellbeing and resilience</p>
A2
<p>Draw upon an understanding of social and psychological wellbeing to develop approaches that enable children to take an increasing responsibility for their own psychological and emotional wellbeing</p>
A3
<p>Identify services in their community that support the wellbeing of children and families</p>
Assessment
Learning Tasks and Assessment
Ref
Learning task
Assessment type
Weighting
Learning outcomes assessed
1
<p>Reflective documentation and analysis: This assessment task is divided into 2 main parts. This part of the assessment task requires students to research, explore and document the factors that have impacted upon their own social and psychological wellbeing from infancy until the present. Students will draw on a range of theories to explore their identity and analyse their own psychosocial development across time. The second part of the assessment task asks students to draw upon their understanding of their own personal psychosocial journey and to ascertain strengths and areas for further development. Students will then identify goals for their future development and will use theoretical perspectives to document strategies for achieving these goals.</p>
<p>Reflective Documentation</p>
<p>40 – 50%</p>
K2, K3, K4, S1, S3, A1, A3
2
<p>Students will design a learning environment that integrates principles of social and psychological wellbeing. A hypothetical scenario will be provided and students will be expected to draw upon a range of theoretical perspectives to develop an overall philosophy, a series of learning outcomes as well as teaching and assessment strategies focusing upon the indoor and outdoor environments. Students will also include in this design the ways in which community services will be linked to the learning environment and how families will be encouraged to seek additional services as appropriate to support wellbeing.</p>
<p>Learning Environment Design</p>
<p>50 – 60%</p>
K1, K2, K4, K5, K6, K7, K8, S2, S3, A2
Supplementary assessment available:
Yes
Supplementary assessment information:
<p>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.</p>
FedTASK
FedTASK
Description of FedTASK outcome
Level
FedTASK 1: Interpersonal
The ability to effectively communicate, interact and work with others both individually and in groups.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
FedTASK 2: Leadership
The ability to apply professional skills and behaviours in leading others.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
FedTASK 3: Critical Thinking and Creativity
The ability to work in complexity and ambiguity using imagination to create new ideas.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
FedTASK 4: Digital Literacy
The ability to work fluently across a range of tools and applications to achieve a range of skills.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
FedTASK 5: Sustainable and Ethical Mindset
The ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
FedTASK
<p>Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FedTASKs (<strong>T</strong>ransferable <strong>A</strong>ttributes <strong>S</strong>kills and <strong>K</strong>nowledge) provide a targeted focus on five key, transferable Attributes, Skills, and Knowledge that are embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and co-operative learning opportunities.</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Undergraduate
Credit points:
15
EFTSL:
0.125
Field of education:
070101 - Teacher Education: Early Childhood
Offering:
<p><strong>Semester 2</strong><p>Ballarat - Mt Helen (On Campus)</p><p>Berwick (On Campus)</p><p>Gippsland - Churchill (On Campus)</p><p>On-line Learning</p></p> <p><strong>Teaching Period 2</strong><p>Federation University Online</p></p> <p><strong>Teaching Period 4</strong><p>Federation University Online</p></p>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
No
Fee information:
<a href="http://www.federation.edu.au/locate/unit/edece2021">View unit fees</a>
Additional information
Add Info Static Text
Internal reference: EDECE2021 - U2.3