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LocationDomesticInternational
OnlineSession 2N/A

Unit description

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.

Unit content

  1. 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)
  2. Observation and understandings of children's learning and documentation of children's learning and development birth up to and including two years
  3. 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
  4. Contexts of infant and toddler education and care
    • The range of services
    • Structures and regulations
    • Priorities
  5. Professional ethics, responsibilities and conduct as an early childhood educator
  6. Personal learning
    • 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.

Learning outcomes

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.

GA1: Intellectual rigour, GA2: Creativity, GA3: Ethical practice, GA4: Knowledge of a discipline, GA5: Lifelong learning, GA6: Communication and social skills, GA7: Cultural competence
On completion of this unit, students should be able to:GA1GA2GA3GA4GA5GA6GA7
1link educational theory, mandatory policy and current legislative and regulatory frameworks with high quality, ethical and inclusive child care practice Intellectual rigourEthical practiceKnowledge of a discipline
2promote 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 rigourEthical practiceKnowledge of a discipline
3demonstrate ethical and professional conduct in their professional experience setting and commitment to and engagement with the unit content and associated activitiesIntellectual rigourEthical practiceKnowledge of a discipline
4apply 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 researchIntellectual rigourEthical practiceKnowledge of a discipline
5plan, manage, and assess safe and flexible, learning environments for young children and practise the skills of observation, interpretation and documentationIntellectual rigourEthical practiceKnowledge of a discipline
6critique knowledge from a variety of sources and critically reflect on your own learning and communicate new understandings effectively.Intellectual rigourEthical practiceKnowledge of a discipline

On completion of this unit, students should be able to:

  1. link educational theory, mandatory policy and current legislative and regulatory frameworks with high quality, ethical and inclusive child care practice
    • GA1: Intellectual rigour
    • GA3: Ethical practice
    • GA4: 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
    • GA1: Intellectual rigour
    • GA3: Ethical practice
    • GA4: 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
    • GA1: Intellectual rigour
    • GA3: Ethical practice
    • GA4: 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
    • GA1: Intellectual rigour
    • GA3: Ethical practice
    • GA4: 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
    • GA1: Intellectual rigour
    • GA3: Ethical practice
    • GA4: Knowledge of a discipline
  6. critique knowledge from a variety of sources and critically reflect on your own learning and communicate new understandings effectively.
    • GA1: Intellectual rigour
    • GA3: Ethical practice
    • GA4: Knowledge of a discipline

Prescribed texts

  • Hutchins, T., & Sims, M. , 2013, Program planning for infants and toddlers , revised edition, Pademelon Press, Mt Victoria.
Prescribed texts may change in future study periods.

Teaching and assessment

Teaching method
Tutorial online 1 hour (10 weeks)
Structured online learning self paced (self paced)
Assessment
Planning, documentation, and teaching philosophy50%
Professional practicumSR
Short written response50%
Notice

Intensive offerings may or may not be scheduled in every session. Please refer to the timetable for further details.

Southern Cross University employs different teaching methods within units to provide students with the flexibility to choose the mode of learning that best suits them. SCU academics strive to use the latest approaches and, as a result, the learning modes and materials may change. The most current information regarding a unit will be provided to enrolled students at the beginning of the study session.

Fee information

Domestic

Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2020 Commonwealth Supported only. Student contribution band: 1

Fee paying courses
For POSTGRADUATE or UNDERGRADUATE full fee paying courses please check Domestic Postgraduate Fees OR Domestic Undergraduate Fees

International

Please check the international course and fee list to determine the relevant fees.

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