Provides students with an understanding of the key aspects of an early childhood educator’s practice. Involves observation and documentation of children’s learning, an understanding of the importance of building and maintaining relationships with children, parents and the community. The importance of flexible learning environments for children’s learning and development is considered.
- Contexts of and influences on early childhood education and care (ECEC) in Australia:
- Histories; influences: internationally, nationally, regionally; funding; management; quality ECEC; staffing; regulatory frameworks;
- The importance of relationships with children, families, colleagues and the community:
- Attachment, personal philosophy, the setting
- Building the relationships respecting diverse histories and backgrounds including an Indigenous perspective on kinship; Inclusive practices that build relationships with families, honouring and celebrating diversity
- Observation and documentation of children’s learning:
- Strategies and techniques: Why document? What to document? How to document?
- Alignment with personal philosophy to learning and teaching in early childhood
- The teacher as researcher
- Constructing flexible ECEC learning environments:
- The importance of the physical and human environment to support learning and development
- The relationship between the physical and human environment on children’s learning and development – indoor outdoor, routines, transitions, aesthetics, the use of time, space grouping
- The importance of early childhood environmental education
- Contemporary theories of professional practice: child rights, queer theory, feminist theory
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||discuss the historical and comparative contexts of ECEC in Australia.||Intellectual rigour||Ethical practice||Knowledge of a discipline|
|2||describe and apply the key principles and practices of the Early Years Learning Framework (DEEWR, 2009)||Intellectual rigour||Ethical practice||Knowledge of a discipline|
|3||analyse the importance of relationships to the learning and development of children according to the Early Years Learning Framework (DEEWR, 2009) and the National Quality Standard (ACECQA, 2018)||Intellectual rigour||Ethical practice||Knowledge of a discipline|
|4||discuss how to build and foster relationships with children,families, staff and the community respecting the diversities of their histories and background||Intellectual rigour||Ethical practice||Knowledge of a discipline|
|5||describe, evaluate and discuss assessment of children’s learning regarding observation and documentation||Intellectual rigour||Ethical practice||Knowledge of a discipline|
|6||understand the significance of the sustainable learning environments both indoors and outdoors||Intellectual rigour||Ethical practice||Knowledge of a discipline|
|7||critically reflect on one's personal approach/philosophy to learning and teaching||Intellectual rigour||Ethical practice||Knowledge of a discipline|
- Arthur, L, Beecher, B, Death, E, Dockett, S & Farmer, S, 2017, Programming and planning in early childhood settings, 7th edn, Cengage, Melbourne. ISBN: 9780170386326.
Teaching and assessment
|Workshop online 1 hour (10 weeks)|
|Short written response||50%|
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.