Outline

Overview

Occupational therapy is used to enhance, restore, or maintain participation of infants and their families in everyday home, community and early educational activities. Integrating an understanding of childhood development with family centred practice and early intervention service delivery, students will develop specific assessment, intervention, and evaluation skills to promote participation in everyday activities from infancy through pre school. In doing so, students will address how to provide occupational therapy within a family context, promote quality of life through participation in desired everyday occupation, and consider the complex interaction of a person's capacity (physical, emotional, and cognitive functioning) with environmental factors while focusing on the performance of activities of concern to families.

Unit details and rules

Unit code	OCCP3104
Academic unit	Participation Sciences
Credit points	6
Prohibitions ?	OCCP2088
Prerequisites ?	OCCP1103 and OCCP1105 and OCCP1104
Corequisites ?	None
Assumed knowledge ?	OCCP1101 and OCCP1102 and OCCP2103 and OCCP2104
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Ryan Chen, ryan.chen@sydney.edu.au
Lecturer(s)	Sarah Wilkes-Gillan, sarah.wilkes-gillan@sydney.edu.au

Type	Description	Weight	Due	Length
Supervised exam ?	Written exam Short answer questions	40%	Formal exam period	2 hours
Outcomes assessed:
Small test	In-class assessment Short answer questions	20%	Week 06	2 hours
Outcomes assessed:
Assignment	Practical skills portfolio: Evaluating child development through play Written and skill-based task	40%	Week 09 Due date: 08 Oct 2023 at 23:59	1300 words
Outcomes assessed:
= hurdle task ?

Assessment summary

In-class assessment: This assessment will examine whether students understand the foundational concepts of paediatric OT practice, and are able to evaluate children’s play behaviours against the criteria and interpret the children’s playfulness adequately. Students will complete short answer questions about playfulness based on children observed on videotape. Questions for this assessment will reflect content covered in lectures, readings and practice in tutorials.
Evaluating child development through play: The use of play as a means to enhance a child's development and performance in daily life is a fundamental approach in paediatric OT practice. This assessment task presents students with a valuable opportunity to apply their understanding of child development and play into practice. Working in pairs, students will take on the responsibility of recruiting a child between the ages of 2 and 6 with whom they do not have a close relationship (strategies for recruiting a child will be introduced and discussed in class). They will engage with the child and their caregiver to carry out a series of activities, including the creation and implementation of play-based activities that consider various assessments involving the child and caregiver. Detailed information about the assessment task and the activities involved will be provided to the caregivers. Written informed consent from the caregivers of all participating children will be obtained prior to conducting the assessment task. This assessment will count towards the practice education hours submitted via Sonia.
Written exam: Intervention planning: OTs use practical reasoning to implement best practice with young children and their families. Students will complete a written exam based on a case description received in week 11.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2021 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	1. The whole picture of paediatric OT 2. Play: The primary occupation for children	Lecture (2 hr)
Week 01	Introduction: The process of paediatric OT service	Tutorial (1 hr)
Week 02	1. Observing play and child's performance 2. More than the child is affected: From the caregiver's perspective	Lecture (2 hr)
Week 02	Understanding children’s play through behavioural observation	Tutorial (1 hr)
Week 03	Child development and self-care	Lecture (2 hr)
Week 03	Identifying the discrepancy	Tutorial (1 hr)
Week 04	Principles of paediatric OT assessment	Lecture (2 hr)
Week 04	Review of paediatric OT assessments	Tutorial (1 hr)
Week 05	Factors influencing performance & participation	Lecture (2 hr)
Week 05	Understanding a child's play and development in the living context	Tutorial (1 hr)
Week 06	In-class assessment	Lecture (2 hr)
Week 06	Practice: conducting a performance assessment	Tutorial (1 hr)
Week 07	1. How OT can help: Building intervention from theory 2. Intervention approaches to minimise discrepancies	Lecture (2 hr)
Week 07	Intervention planning in practice	Tutorial (1 hr)
Week 08	1. Intervention: When children have acute clinical conditions 2. Intervention: When children have difficulty in self-care	Lecture (2 hr)
Week 08	Case-based learning activity (1)	Tutorial (1 hr)
Week 09	1. Intervention: When children can’t play well 2. Telehealth practice	Lecture (2 hr)
Week 09	Case-based learning activity (2)	Tutorial (1 hr)
Week 10	Intervention: When children have sensory integrative dysfunctions	Lecture (2 hr)
Week 10	Case-based learning activity (3)	Tutorial (1 hr)
Week 11	Intervention: Therapeutic use of self and parent coaching	Lecture (2 hr)
Week 11	Case-based learning activity (4)	Tutorial (1 hr)
Week 12	Intervention: When children present challenging behaviours	Lecture (2 hr)
Week 12	Case-based learning activity (5)	Tutorial (1 hr)
Week 13	In class written exam	Lecture (2 hr)
Week 13	No tutorial	Tutorial (1 hr)

Attendance and class requirements

Attendance: Students are expected to attend all lectures and tutorials. Attendance will be recorded. Absences in excess of two weeks, without medical documentation, may incur academic penalty.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

There are no prescribed textbooks for this subject. However, some key references for this unit are listed below:

Bundy, A. & Lane, S. (2020). Sensory integration: Theory and practice (3rd ed.). Philadelphia: F.A. Davis

Case-Smith, J. & O’Brien, J. C. (Eds.). (2015). Occupational therapy for children and adolescents. (7th ed.). St Louis: Mosby.

Kramer, P., Hinojosa, J., & Howe, T.-H. (2019). Frames of reference for pediatric occupational therapy. (4th ed.). Wolters Kluwer.

Lane, S., Bundy, A. (2012). Kids can be kids: A childhood occupations approach. Philadelphia: F.A. Davis.

O'Brien, J.C. & Kuhaneck, H. (2020). Case-Smith’s Occupational therapy for children and adolescents (8th ed.). St Louis: Mosby.

Parham, L.D., & Fazio, L.S. (2008). Play in occupational therapy for children (2nd ed.). St. Louis, Missouri: Mosby/Elsevier.

Rodger, S. & Ziviani, J. (2006). Occupational therapy with children: Understanding children's occupations and enabling participation. Blackwell Publishing.

Sharma, A., Cockerill, H., & Ōkawa, N. (2021). Mary Sheridan’s from birth to five years: Children’s developmental progress (5th ed.). Routledge.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Utilise theoretical frameworks to analyse the interplay of (a) children’s characteristics, (b) demands of childhood occupations and (c) family and early education practice contexts influencing the development, occupational performance and well-being of children.
LO2. Explore and analyse childhood occupations which are relevant to Aboriginal and Torres Strait Islander peoples, with recognition of Aboriginal and Torres Strait Islander history, culture, values, and social practices.
LO3. Gather and interpret data across domains of child development and areas of childhood participation using observation, interview, and evidence informed standardised testing procedures.
LO4. Identify occupational therapy interventions which are family-centred and which align with early education practice settings to enhance the child’s performance and ensure positive influence on both child and family outcomes
LO5. Create a contextually relevant occupational therapy plan with congruence between client-centred goals, approach(s) of intervention and service delivery, and methods of evaluating intervention.
LO6. Analyse how knowledge of the specific cultural, social and educational needs of Aboriginal and Torres Strait Islander students can be incorporated into a strengths-based assessment of the child's performance.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian occupational therapy competency standards 2018 - 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals 3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
	Australian occupational therapy competency standards 2018 - 1.5. Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups 1.6. Incorporates and responds to historical, political, cultural, societal, environmental and economic factors influencing health, wellbeing and occupations of Aboriginal and Torres Strait Islander Peoples 2.4. Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices
	Australian occupational therapy competency standards 2018 - 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals 3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
	Australian occupational therapy competency standards 2018 - 2.3. Identifies and applies best available evidence in professional practice and decision-making 3.4. Develops a plan with the client and relevant others to meet identified occupational therapy goals 3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
	Australian occupational therapy competency standards 2018 - 3.10. Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes 3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals 3.4. Develops a plan with the client and relevant others to meet identified occupational therapy goals 3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
	Australian occupational therapy competency standards 2018 - 2.8. Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice 3.6. Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections 3.7. Reflects on practice to inform and communicate professional reasoning and decision-making

Australian occupational therapy competency standards 2018 -

Competency code	Taught, Practiced or Assessed	Competency standard
1.10		Practises within limits of her/his own level of competence and expertise
1.11		Maintains professional competence and adapts to change in practice contexts
1.12		Identifies and uses relevant professional and operational support and supervision
1.13		Manages resources, time and workload accountably and effectively
1.14		Recognises and manages her/his own physical and mental health for safe, professional practice
1.16		Contributes to education and professional practice development of peers and students, and
1.3		Maintains professional boundaries in all client and professional relationships
1.4		Recognises and manages conflicts of interest in all client and professional relationships
1.5		Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups
1.8		Adheres to all work health and safety, and quality requirements for practice
2.1		Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
2.2		Applies theory and frameworks of occupation to professional practice and decision-making
2.3		Identifies and applies best available evidence in professional practice and decision-making
2.5		Maintains current knowledge for cultural responsiveness to all groups in the practice setting
2.8		Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice
2.9		Maintains knowledge of relevant resources and technologies, and
3.1		Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
3.10		Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes
3.11		Evaluates client and service outcomes to inform future practice
3.2		Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
3.3		Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
3.5		Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
3.7		Reflects on practice to inform and communicate professional reasoning and decision-making
3.8		Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment
4.1		Communicates openly, respectfully and effectively
4.10		Seeks and responds to feedback, modifying communication and/or practice accordingly, and
4.2		Adapts written, verbal and non-verbal communication appropriate to the client and practice context
4.9		Uses effective communication skills to initiate and end relationships with clients and relevant others

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

This is the first time this unit has been offered.

Additional information

This unit contains 20 practice education hours which will contribute to 1000 practice education hours required for course accreditation and graduate registration. Learning activities within the dedicated practice education hours will provide opportunities for students to learn and apply skills related to the occupational therapy process, involving organising, preparation for and administration of developmental assessments with young children.

Verification is required to be completed prior to working with the child and family in the second assessment.

Work, health and safety

Students must complete WHS module in Canvas.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

OCCP3104: Infancy and Pre school Occ Performance

Semester 2, 2023 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect