This subject introduces students to early childhood education within the context of a contemporary and changing world. They will engage with theoretical perspectives that have contributed to the history and philosophy of early childhood education. Students will identify and analyse connections between historical and contemporary philosophical and theoretical perspectives and educational practice, examining the impact of past and current policies and practices, and will critically engage with current research and theoretical perspectives informing multiple understandings of children and childhoods. They will consider historical perspectives on children and childhood and the development of education and care in Australia. Students will also analyse philosophies, theories, and theorists that have helped shape views about children and children’s learning, curriculum development and the role of the teacher. They will also develop comprehensive knowledge about the principles of practice embedded within legislative, regulatory practices and curriculum documents.
This subject introduces students to the various discourses that inform teachers’ knowledge and pedagogical practice and provides them with the opportunity to critically engage with models of pedagogy. It considers the professional role of the teacher by exploring the relevant industry standards and the Early Years Learning Framework. This unit provides a comprehensive analysis of theoretical and philosophical perspectives. Contemporary curriculum will be examined with particular emphasis on relevant approved learning frameworks and curriculum documents. Students are introduced to a wide range of assessment and reporting techniques including documentation to enhance planning for learning. The aim of this unit is to build the student’s knowledge of pedagogical practices in the early years and build their capacity to transfer this knowledge into practice.
This subject provides students with an opportunity to understand the various discourses that inform teachers’ knowledge and pedagogical practice, as well as an opportunity to develop conceptual knowledge of holistic approaches to teaching in the Early Childhood context. Early Childhood pedagogy is examined with regard to learning, teaching and assessment, supporting connections and continuities across diverse contexts. Students will engage with a range of contemporary early childhood policies, curriculum documents, and frameworks. They will also explore an integrated approach to learning through key curriculum areas of science, technology engineering and mathematics (STEM), creative arts, language, history and physical wellbeing for children aged from birth to five years.
This unit introduces child development theories and approaches to child well-being, protection and inclusivity. Students will examine major theories and current issues in child development, well-being, and inclusivity and apply them to educational practice. They will also investigate the implications for early childhood education to maximise developmental outcomes, with particular emphasis within the Australian socio-cultural context. and develop an awareness of resources and pedagogies that value student diversities. Barriers to education will be explored together with a range of social, cultural, political, economic, and environmental factorsmand strategies for addressing these barriers. With emphasis on knowing individual students and how they learn, this subject also examines effective engagement and interaction with parents/carers and maintaining safe supportive, respectful, inclusive education and care environments.
This subject provides students with an opportunity to understand the potential for children’s learning, development, and care when teachers develop partnerships with families and communities. Students will analyse theoretical perspectives of partnership, explore philosophical perspectives, and investigate how collaborative partnerships are developed. Models of partnership will be deconstructed and critically analysed to develop student’s understanding of the role of the teacher in leading collaborative relationships. They will develop their own understanding of the communication, cultural responsiveness, and leadership skills they can apply to form effective partnerships.
This unit focuses on the theory, practice and representation of leadership and management in the field of Early Childhood Education and Care (ECEC), both nationally and internationally. Students explore a range of approaches to effective leadership and management practice within the current Early Childhood legislative context to support the development of relevant skills and knowledge required in the sector. Leadership roles and responsibilities in ECEC are examined through exploration of ethical approaches to leadership, regulatory requirements, advocacy, pedagogical leadership, and partnerships with families and communities. Research and reflective practice are examined in building a strong culture of professional inquiry. The subject introduces research in Early Education and Care to design ethical and appropriate research methods and practices and articulate relevant research topics, questions, and methods.
This first professional experience will focus on understanding of the early childhood profession through developing collaboration and networking skills within a host organisation with a birth to 35 months focus of a minimum 10 days, followed by a 3 to 5 years focus of a minimum 20 days. This professional experience provides opportunities for students to demonstrate and implement theoretical knowledge gained in other subjects within a workplace environment. Students will build on the development of personal and professional attributes, and effective interactions with children. Students will critically reflect on their role in documenting and assessing children’s learning and sharing understandings of children whilst employing a range of tools to ensure a collaborative approach to foster a child centred approach and partnerships with families and community.
In this second professional experience course, teacher education students will develop a professional portfolio based on their placement that demonstrates their knowledge and skills of teaching and learning, and pedagogical leadership, including skills in planning, teaching, assessing, and evaluating student learning. Students will consider their responsibilities and philosophy, working within a legal and ethical context, and in partnership with families and communities, The course requires students to undertake 30 days within an Early Childhood setting or school. Teacher education students will be expected to contribute to the setting and community.
