Develops a critical understanding and application of the learning, education and development of children aged birth to two years in the contexts of education and care for infants and toddlers. There is a focus on pedagogical practices for children’s strengths, abilities and interests highlighting the significance of relationships and attachment, care routines and planning cycles for the learning, development of infants and toddlers. Partnerships with families from a range of histories and backgrounds are a focus. Students will undertake professional experience in early childhood settings which cater for children, birth to two years and their families.
- 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 documentation of children’s learning and development
- Providing quality learning, care and development experiences for infants and toddlers giving consideration to:
- quality in the environment
- 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
- Personal learning
- Developing and refining a personal philosophy in early childhood education and care for 0–2 years.
- Critiquing centre philosophical approaches to promote children’s learning and development
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||Assess the contexts of infant and toddler education and care in terms of their structures, histories, regulations and priorities||Intellectual rigour||Ethical practice||Knowledge of a discipline|
|2||Identify and evaluate proposals of ‘quality’ for infant and toddler learning, development and care||Intellectual rigour||Ethical practice||Knowledge of a discipline|
|3||Demonstrate ethical and professional conduct in the professional experience setting||Intellectual rigour||Ethical practice||Knowledge of a discipline|
|4||Apply knowledge and understanding of pedagogical practices appropriate for infants and toddlers in the early childhood setting including practical care routines that demonstrate sound links to understanding of theories of children’s learning and child development.||Intellectual rigour||Ethical practice||Knowledge of a discipline|
|5||Assess and evaluate the use of observation, assessment and documentation in their early childhood professional experience setting and practise the skills of observation, interpretation and documentation||Intellectual rigour||Ethical practice||Knowledge of a discipline|
|6||Critically reflect on the philosophies of learning and teaching for infants and toddlers in early childhood settings||Intellectual rigour||Ethical practice||Knowledge of a discipline|
- Sims, M & Hutchins, T, 2013, Program planning for infants and toddlers, 2nd, Pademelon Press, Castle Hill NSW. ISBN: 9781876138325.
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2016 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.