Provides students with an understanding of the key aspects of an early childhood educator's practice. Involves observation and documentation of children's learning, an understanding of the importance of building and maintaining relationships with children, parents and the community. The importance of flexible learning environments for children's learning and development is considered.
Contexts of and influences on early childhood education and care (ECEC) in Australia:
- Histories; influences: internationally, nationally, regionally; funding; management; quality ECEC; staffing; regulatory frameworks; philosophy of centres; policies and procedures
The importance of relationships with children, families, colleagues and the community:
- Attachment, personal philosophy, the setting
- Building the relationships respecting diverse histories and backgrounds including an Indigenous perspective on kinship; Inclusive practices that build relationships with families, honouring and celebrating diversity
Observation and documentation of children's learning:
- Strategies and techniques: Why document? What to document? How to document?
- Alignment with personal philosophy to learning and teaching in early childhood
- The teacher as researcher
Constructing flexible ECEC learning environments:
- The importance of the physical and human environment to support learning and development
- The relationship between the physical and human environment on children's learning and development - indoor outdoor, routines, transitions, aesthetics, the use of time, space grouping
- The importance of early childhood environmental education
Bringing it all together:
- Personal learning - continual refinement of a personal philosophy/approach in ECEC
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||discuss the historical and current context of ECEC in Australia with analysis of ECEC settings regarding their structure, management, mandatory policy and current and prospective legislative and regulatory frameworks||Intellectual rigour||Ethical practice||Knowledge of a discipline|
|2||analyse the importance of relationships to the learning and development of children||Intellectual rigour||Ethical practice||Knowledge of a discipline|
|3||discuss how to build and foster relationships with children, parents, staff and the community respecting the diversities of their histories and background||Intellectual rigour||Ethical practice||Knowledge of a discipline|
|4||analyse, evaluate and discuss the ways in which observation and documentation are used in early childhood programs and classrooms||Intellectual rigour||Ethical practice||Knowledge of a discipline|
|5||understand how to establish flexible learning environments that are sustainable||Intellectual rigour||Ethical practice||Knowledge of a discipline|
|6||critically reflect on one's personal approach/philosophy to learning and teaching, the challenges one may face and the learning competencies one needs in order to succeed in study and career as an early childhood professional.||Intellectual rigour||Ethical practice||Knowledge of a discipline|
- Arthur, L, Beecher, B, Death, E, Dockett, S & Farmer, S, 2012, Programming and planning in early childhood settings, 5th edn, Thomson, Melbourne. ISBN: 9780170195218.
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2014 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.