Availabilities:

LocationDomesticInternational
OnlineN/A

Unit description

Focuses on students understanding, planning for and evaluating children’s learning in relation to children’s development, interests and abilities of preschool children (aged two to five years).  Consideration is given to the socio-cultural contexts of early childhood education and care, the physical and human environment for the learning, development and care of pre-schoolers. Students will undertake professional experience in early childhood settings catering for children two to five years and their families.

Unit content

  1. Practical perspectives of pedagogy: the notion of quality
  2. Relationships with children and families
  3. Documenting for learning and development
  4. Documentation to support program planning
  5. Teaching strategies to support learning and children’s safety
  6. Teaching strategies to support pro-social competencies
  7. Health & safety for children and staff
  8. Reflecting on practice
  9. Roles and responsibilities for early childhood professionals
  10. Bringing it all together for professional experiences.

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.

On completion of this unit, students should be able to:
1Analyse the contexts of preschool education and care in terms of management, funding, staff roles and responsibilities, as it applies in the regulatory environment.
2Evaluate, implement and reflect on the notion of ‘quality’ for early childhood education and care in relation to: relationships with children, families and the wider community; diversity; educational programs including the Australian Early Years Learning Framework (EYLF) and educational learning models used in early childhood programs; the National Quality Standard (ACECQA 2018); early childhood philosophy, policies and procedures as linked to the regulatory framework.
3Demonstrate ethical and professional conduct in the professional experience setting with commitment to and engagement with the unit content and associated activities.
4Demonstrate the ability to develop and implement an appropriate early childhood educational program for children aged 2–5 years through assessment of children’s learning and development
5Demonstrate an understanding of professional skills to support children’s pro-social development and competencies
6Demonstrate appropriate care routines for young children including health and safety for children and workplace health and safety for staff
7Critically reflect on their own and colleagues’ professional skills and approaches towards early childhood education.

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

  1. Analyse the contexts of preschool education and care in terms of management, funding, staff roles and responsibilities, as it applies in the regulatory environment.
  2. Evaluate, implement and reflect on the notion of ‘quality’ for early childhood education and care in relation to: relationships with children, families and the wider community; diversity; educational programs including the Australian Early Years Learning Framework (EYLF) and educational learning models used in early childhood programs; the National Quality Standard (ACECQA 2018); early childhood philosophy, policies and procedures as linked to the regulatory framework.
  3. Demonstrate ethical and professional conduct in the professional experience setting with commitment to and engagement with the unit content and associated activities.
  4. Demonstrate the ability to develop and implement an appropriate early childhood educational program for children aged 2–5 years through assessment of children’s learning and development
  5. Demonstrate an understanding of professional skills to support children’s pro-social development and competencies
  6. Demonstrate appropriate care routines for young children including health and safety for children and workplace health and safety for staff
  7. Critically reflect on their own and colleagues’ professional skills and approaches towards early childhood education.

Prescribed texts

  • Arthur, L, Beecher, B, Death, E, Dockett, S & Farmer, S, 2018, Programming and planning in early childhood settings, 7th edn, Cengage learning, Melbourne, VIC. ISBN: 9780170386326.
Prescribed texts may change in future study periods.

Teaching and assessment

Teaching method
Community/Professional placement 30 days (1)
Tutorial online 1 hour  (10 weeks)
Structured online learning 2 hours (10 weeks)
Assessment
Practical skills50%
Reflective writing50%
Professional ExperienceSR
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.

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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