Focuses on students developing links between research, theory, and practice in early childhood education specifically for infants and toddlers. Students will build on the development of personal and professional attributes, and abilities for effective interactions with all children and adults in the lives of those children. Students will undertake professional experience in early childhood settings catering for children birth to two years and their families.
- Understanding learning and development in the infant and toddler years, developmental patterns and the competencies and abilities of children birth up to and including two years (infants and toddlers)
- Observation and understandings of children's learning and documentation of children's learning and development birth up to and including two years
Understanding and providing quality learning, care and development experiences for infants and toddlers giving consideration to:
- quality in learning, care and development
- planning for learning and development
- care routines and the learning within these routines
- respecting and planning for infants and toddlers with diverse histories, backgrounds and abilities
- partnerships with families and stakeholders
Contexts of infant and toddler education and care
- The range of services
- Structures and regulations
- Professional ethics, responsibilities and conduct as an early childhood educator
- Participation in professional learning circle, communication skills (verbal and non-verbal) and interpersonal skills
- Developing and refining a personal philosophy in early childhood education and care for 0-2 years.
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||link educational theory, mandatory policy and current legislative and regulatory frameworks with high quality, ethical and inclusive child care practice||Intellectual rigour||Ethical practice||Knowledge of a discipline|
|2||promote social justice and inclusivity; interact respectfully and effectively with children and families thereby demonstrating understanding of children’s socio-cultural contexts and partnerships with families and staff in inclusive child care settings||Intellectual rigour||Ethical practice||Knowledge of a discipline|
|3||demonstrate ethical and professional conduct in their professional experience setting and commitment to and engagement with the unit content and associated activities||Intellectual rigour||Ethical practice||Knowledge of a discipline|
|4||apply knowledge and understanding of practical care routines that demonstrate sound links to understandings of children’s learning, child development, theories of learning, understandings of diverse families and communities and research||Intellectual rigour||Ethical practice||Knowledge of a discipline|
|5||plan, manage, and assess safe and flexible, learning environments for young children and practise the skills of observation, interpretation and documentation||Intellectual rigour||Ethical practice||Knowledge of a discipline|
|6||critique knowledge from a variety of sources and critically reflect on your own learning and communicate new understandings effectively.||Intellectual rigour||Ethical practice||Knowledge of a discipline|
- Hutchins, T., & Sims, M. , 2013, Program planning for infants and toddlers , revised edition, Pademelon Press, Mt Victoria.
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2020 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.