Provides students with an understanding of the responsibilities and challenges of being a professional in early childhood and models of leadership and management of early childhood services. Students also develop skills required to participate successfully and effectively as a leader and manager.
Module 1: Leadership management and early childhood education and care
Defining leadership: roles; relationships and responsibilities
Defining management: roles; relationships and responsibilities
Developing a personal philosophy of leadership
Establishing a leadership identity and leadership style
Module 2: Advocacy and early childhood
Understanding the role of advocacy in early childhood
Advocacy in early childhood: history; present and future
Module 3: The early childhood educator: Transition to the profession
Defining professionalism: roles; relationships and responsibilities
Dimensions of professionalism: expectations and ethics
Elements of a professional journey: identifying goals and strategies; professional portfolio; professional philosophy
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||demonstrate knowledge of the key principles of leadership and management in practice in early childhood education and care services and settings underpinned by theoretical perspectives on administration, management and leadership||Intellectual rigour||Ethical practice||Knowledge of a discipline|
|2||demonstrate an understanding of how to build supportive and collaborative environments for children, parents, community and staff||Intellectual rigour||Ethical practice||Knowledge of a discipline|
|3||develop a personal metaphor of leadership and create an artefact to represent this metaphor||Intellectual rigour||Ethical practice||Knowledge of a discipline|
|4||critically reflect on the role that advocacy plays in early childhood education (locally, nationally and globally) and identify the skills that a strong advocate for the profession should display||Intellectual rigour||Ethical practice||Knowledge of a discipline|
|5||prepare documents that will assist in transitioning to the profession.||Intellectual rigour||Ethical practice||Knowledge of a discipline|
- Rodd, J. , 2013, Leadership in early childhood: The pathway to professionalism. , Allen & Unwin., Sydney.
- Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F & Shepherd, W, 2012, Leadership: Contexts and complexities in early childhood education., 1st, Oxford University Press, South Melbourne, Vic.
Teaching and assessment
|Workshop on-site half day (3 times)|
|Leadership philosophy: artifact||50%|
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.