Focuses on students acquiring an understanding of the range of pedagogies and approaches to curriculum utilised in early childhood education and care. Analyses key issues pertaining to the role of play in learning; the relationships between philosophy, theory and pedagogy to learning environments for young children, and develops an understanding of what it is to be an early childhood educator.
1. Setting the contexts: Play and pedagogies in early childhood:
- history of early childhood education and childcare in Australia
- ECEC philosophy; guiding principles and key components of early childhood education and childcare pedagogy and programs
- perspectives, program models, and curriculum models on children's learning, play and development (e.g. developmentally appropriate practice; socio-cultural/constructivist theories; behaviouralist theory; postmodern-post-structural theories in ECEC)
2. Understanding the contexts: Relationships and interactions:
- theories of play and play in contexts: relationships to learning and development of young children in their many environments (planned and unplanned, social, physical, cognitive, commercial, environmental, cultural, economic, educational contexts)
- justifications for a play-based pedagogy in early childhood education and care
3. Consolidating and applying knowledge of ECEC philosophy, pedagogy and play:
- the types of interactions and relationships in ECEC contexts and within ECEC pedagogy
- Australian and international curriculum frameworks (e.g. DEEWR Early Years Learning Framework 2009; NSW DOCS 'Practice of Relationships' Curriculum Framework for Children's Services; C&K Building Waterfalls, 2009; Qld DETA Foundations for Success, 2010, NZ Education 'Te Whariki')
- issues in early childhood education and childcare curriculum: regulations, relationships and realities
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
Learning outcomes and graduate attributes
|On completion of this unit, students should be able to:||GA1||GA2||GA3||GA4||GA5||GA6||GA7|
|1||introduce types of play in learning, history, theories of, and challenges to, play-based pedagogy||Intellectual rigour||Knowledge of a discipline|
|2||demonstrate how a play-based pedagogy can be justified||Intellectual rigour||Lifelong learning|
|3||analyse key issues pertaining to the role of play in learning||Intellectual rigour||Knowledge of a discipline|
|4||discuss the diversity of approaches to curriculum and pedagogy utilised in early childhood education and care, and how they position children, teachers and parents||Intellectual rigour||Knowledge of a discipline|
|5||analyse the relationships between philosophy, theory and pedagogy to learning environments for young children (birth-8 years)||Intellectual rigour||Knowledge of a discipline|
|6||critically reflect on their personal approach to learning and teaching, the challenges they face and the learning competencies they need to achieve to succeed in their study and career as an early childhood professional.||Knowledge of a discipline||Lifelong learning|
- This booklet has been downloaded with permission from the Australian Government Department of Education and Training website and will be placed in the TCH10515 Blackboard site: Department of Education, Employment and Workplace Relations, 2009, Belonging, Being and Becoming: The Early Years Learning Framework, Commonwealth of Australia, Canberra.
Teaching and assessment
|Structured online learning Self Paced (Self Paced)|
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2016 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.