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.
- Practical perspectives of pedagogy: the notion of quality
- Relationships with children and families
- Documenting for learning and development
- Documentation to support program planning
- Teaching strategies to support learning and children’s safety
- Teaching strategies to support pro-social competencies
- Health & safety for children and staff
- Reflecting on practice
- Roles and responsibilities for early childhood professionals
- Bringing it all together for professional experiences.
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||Analyse the contexts of preschool education and care in Australia focusing on structure, the regulatory environment, philosophy, educational approach, educators’ roles and responsibilities||Ethical practice||Knowledge of a discipline||Communication and social skills|
|2||Identify and evaluate ‘quality’ for preschool education in relation to: relationships with children, families and the wider community; diversity; educational programs including the Australian Early Years Learning Framework (EYLF) and Australian state curriculum frameworks, and educational approaches to learning models used in early childhood programs; early childhood philosophy, policies and procedures as linked to the regulatory framework; the learning environment||Ethical practice||Knowledge of a discipline||Communication and social skills|
|3||Analyse and demonstrate ethical and professional conduct in their professional experience setting||Ethical practice||Knowledge of a discipline||Communication and social skills|
|4||Plan and implement an appropriate early childhood educational program for children aged 2–5 years through observation, documentation and assessment, of children’s learning and development||Ethical practice||Knowledge of a discipline||Communication and social skills|
|5||Identify and apply professional skills to support children’s pro-social development and competencies||Ethical practice||Knowledge of a discipline||Communication and social skills|
|6||Demonstrate appropriate care routines for young children including health and safety for children and workplace health and safety for staff||Ethical practice||Knowledge of a discipline||Communication and social skills|
|7||Critically reflect on their own and colleagues’ professional skills and approaches towards early childhood education.||Ethical practice||Knowledge of a discipline||Communication and social skills|
- 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.
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2019 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.