Overview
In this unit, you will extend your thinking about viable sources of curriculum, and through reflection on the work of educators of Reggio Emilia, you will explore the notion of ‘teacher as researcher’, see yourselves as researchers and see children as active participants in the design, construction and enactment of the ‘curriculum’. You will examine the teacher’s role in pedagogical decisions with particular emphasis on mindfulness, reflective practice and intentional teaching, and as (co)creators of aesthetic learning environments that support connectedness, belonging, investigation, discovery, play and wellbeing. Pedagogies of relationships, place, play, possibility and provocation are examined in in-depth ways. You will examine guiding principles and research underpinning curriculum approaches as well as your own developing assumptions and philosophy of education to articulate what you believe should underpin curriculum inquiry in early childhood. You will inspect how early childhood pedagogy reflects the importance of childhood and contributes to the holistic wellbeing, learning and development of children. As part of this process, you consider what being, belonging and becoming can look like in practice for children and for the early childhood educator. You will scrutinise real-world challenges and dilemmas. You will demonstrate your ability to identify and think through complex issues, diverse interpretations and expectations of the teaching and learning process and respond to these in ways that deepen your intellectual, ethical and emotional engagement work. You will complete a 15 day placement in an early childhood service with children birth to 35 months.
Details
Pre-requisites or Co-requisites
Pre-requisite EDFE11038 Professional Practice 1 - Introduction to Teaching.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 3 - 2024
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Email and Verbal feedback
Timing of units delivered across the term should be changed
Ensure that students are aware of the delivery schedule.
Feedback from Email and Verbal feedback
Knowledge of the practical placement associated with this unit a
Prior to the commencement of this unit, students will be emailed to alert them to the placement requirement.
- Articulate a theorised approach to early childhood pedagogy that recognises the importance of play and builds on relationships with children and connectedness to their worlds
- Evaluate the influence of educators' personal assumptions and biases on understanding and interpreting the contexts and consequences of communities and children's socio-economic backgrounds
- Conduct an inquiry into pedagogies of place and play to identify the influence and significance of contexts on teachers' curriculum decision making
- Defend the role of the early childhood professional in making ethical decisions that respect children
- Critically reflect on prevailing notions of curriculum, curriculum frameworks and schooling to identify opportunities for exercising professional judgement in curriculum decision making and pedagogical practices that value children and childhood in and beyond early years settings.
- Complete a placement with young children birth to 35 months
- Plan and implement learning experiences that promote the engagement and participation of all learners and are responsive to their characteristics, stage of development and social, cultural and linguistic backgrounds and also link to your observations of the child/children.
Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:
1.2 Understand how students learn
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organization
3.6 Evaluate and improve teaching programs
3.7 Engage parents/carers in the educative process
4.1 Support student participation
6.2 Engage in professional learning and improve practice
7.1 Meet professional ethics and responsibilities
7.2 Comply with legislative, administrative and organisational requirements
Guidelines for the registration of an early childhood qualification with the Australian Children Education and Care Quality Authority (ACECQA) specify what the curriculum of an early childhood course must include. This unit contributes unit content related to early childhood pedagogies and education and curriculum studies.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 1 - Portfolio - 50% | |||||||
| 2 - Written Assessment - 50% | |||||||
| 3 - Professional Practice Placement - 0% | |||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 1 - Communication | |||||||
| 2 - Problem Solving | |||||||
| 3 - Critical Thinking | |||||||
| 4 - Information Literacy | |||||||
| 5 - Team Work | |||||||
| 6 - Information Technology Competence | |||||||
| 7 - Cross Cultural Competence | |||||||
| 8 - Ethical practice | |||||||
| 9 - Social Innovation | |||||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Portfolio - 50% | ||||||||||
| 2 - Written Assessment - 50% | ||||||||||
| 3 - Professional Practice Placement - 0% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
l.hughes@cqu.edu.au
Module/Topic
Valuing Childhood from birth to 8 years.
Why is this time so important?
What does the research say?
How do children grow and learn 0-3 years?
What is pedagogy and curriculum for children 0-3 years?
What is the role of Early childhood services and educators in providing for the children throughout this time?
Evaluate the influence of educators' personal assumptions and biases on understanding and interpreting the contexts and consequences of communities and children's socio-economic backgrounds.
Chapter
Suggested Reading:
Center on the Developing Child. (2015). Supportive relationships and active skill-building strengthen the foundations of resilience. Working Paper 13. Harvard University: Center on the Developing Child.
Sommer, D., Samuelsson, I. P., & Hundeide, K. (2013). Early childhood care and education - A child perspective paradigm. European Early Childhood Education Research Journal, 21(4), 459-475.
Allen, S. & Whalley, M. (2010), Supporting Pedagogy and Practice in Early Years Settings. Exiter, UK: Learning Matters Ltd, Chapter 2. Textbook:
Justus Sluss, D. (2019). Supporting Play in Early Childhood: Environment, Curriculum, Assessment. (3rd ed) Boston, MA, USA: Cengage
Pound, L. (2011), Influencing Early Childhood Education: Key figures, philosophies and ideas, Berkshire, England, Open University Press.
Walsh, G., McMillan, D. & McGuinness. C. (eds). (2017). Playful teaching and learning. Melbourne: Sage. Chapter 2
It is expected that personal research is used to support your learning.
Events and Submissions/Topic
All references listed for each weekly module may assist you in your assignments.
Please refer to Moodle e Reading Lists as well.
Module/Topic
Child development from birth – 8 years – including understandings outlined in the First 1000 Days
What is our image of children 0-3 years, 4-8 years and childhood?
How do children grow and learn 0-3 years and 4-8 years?
What is pedagogy and curriculum for children 0-3 and 4-8 years?
What are the most important aspects of learning for children in these different age groups?
Chapter
Allen, S. & Whalley, M. (2010), Supporting Pedagogy and Practice in Early Years Settings. Exiter, UK:Learning Matters Ltd, Chapter 2.
Bishop, R., Ladwig, J., & Berryman, M. (2014). The centrality of relationships for pedagogy: The Whanaungatanga thesis. American Educational Research Journal, 51(1), 181-214.
Center on the Developing Child at Harvard University (2016). From Best Practices to Breakthrough Impacts: A Science-Based Approach to Building a More Promising Future for Young Children and Families. Retrieved from: www.developingchild.harvard.edu.
Fleet, A., & Farrell, L. (2014). The Place of Infants in the Evolving Australian Policy Context. Australasian Journal of Early Childhood, 39(4), 81–88.
Moore, T., Dr, Arefadib, N., Deery, A., Dr, & West, S. (2017). The first 1000 days. Centre for Community Child Health.
Pascoe, S., & Brennan, D. (2017). Lifting our game. Queensland Government, Department of Education of Victoria.
Pound, L. (2011), Influencing Early Childhood Education: Key figures, philosophies and ideas, Berkshire, England, Open University Press.
Sommer, D., Samuelsson, I. P., & Hundeide, K. (2013). Early childhood care and education - A child perspective paradigm. European Early Childhood Education Research Journal, 21(4), 459-475.
Walsh, G., McMillan, D. & McGuinness. C. (eds). (2017). Playful teaching and learning. Melbourne: Sage. Chapter 2
It is expected that personal research is used to support your learning.
Events and Submissions/Topic
All references listed for each weekly module may assist you in your assignments.
Please refer to Moodle e Reading Lists as well.
Module/Topic
Children's Playful Inquiry.
What is Play? Play, learning and brain science in the baby and toddler rooms and beyond.
Is play important for learning during all stages of development of children 0-8 years?
How can play and other reciprocal interactions with adults and other children influence language learning in young children?
Is play important for learning during all stages of development of children 0-8?
Is this different as children get older and does this impact on their development?
What does being playful mean and how does it look for babies 0-2?
What does play-based learning look like for children 3-8? Is this different as children get older and does this impact on their development?
Chapter
Suggested Reading
Basler Wisneski, D. & Reifel, S. (2013), A Place of Play in Early Childhood Curriculum. In N. File, J. Mueller, & D. Basler Wisneski, (Eds.), Curriculum in early childhood education: Re-examined, rediscovered, renewed. (pp. 175-187). NY, NY: Routledge.
Campbell, F., Ramey, C., Pungello, E., Sparling, J., & Miller-Johnson, M. (2002). Early childhood education: Young adult outcomes from the Abecedarian Project. Applied Developmental Science, 6(1), 42-57.
Dalli, C. (2014). Quality for babies and toddlers in early years settings. Occasional Paper 4. TACTYC, Association for the Professional Development of Early Years Educators.
McMonagle, A. (2012), Professional Pedagogy Project: Supporting every child's right to early education, Ireland, Donegal County Childcare Committee (DCCC3 Publishing).
Lester, S. & Russell, W. (2010). Children's Right to Play: An examination of the importance of play in the lives of children worldwide. Retrieved from Bernard van Leer Foundation
website:http://www.bernardvanleer.org/Childrens-right-to-play-An-examination.
Quiñones, G., Li, L., & Ridgway, A. (2021). Affective Early Childhood Pedagogy for Infant-Toddlers.
It is expected that personal research is used to support your learning.
Events and Submissions/Topic
All references listed for each weekly module may assist you in your assignments.
Please refer to Moodle e Reading Lists as well.
Module/Topic
Where does Curriculum and Pedagogy fit into Early Childhood?
Articulate a theorised approach to early childhood pedagogy that recognises the importance of play and builds on relationships with children and connectedness to their worlds.
Conduct an inquiry into pedagogies of place and play to identify the influence and significance of contexts on teachers' curriculum decision making.
Critically reflect on prevailing notions of curriculum, curriculum frameworks and schooling to identify opportunities for exercising professional judgement in curriculum decision making and pedagogical practices that value children and childhood in and beyond early years settings.
Discussing and exploring the different policies and planning principles for children birth to 6 years.
Exploring the different early childhood settings that the age groups are attending.
What are the strategies that fall within the principles of early learning.
Chapter
Australian Government Department of Education, Employment and Workplace Relations. (2009). Belonging, being and becoming: The early years learning framework for Australia. Canberra: Author.
Fleer, M. (2015). Pedagogical positioning in play–teachers being inside and outside of children's imaginary play. Early child development and care, 185(11-12), 1801-1814.
Forbes, R. (2004). Beginning to play: Young children from birth to three. Open University Press.
Hughes, A. M. (2010). Developing play for the under 3s: The treasure basket and heuristic play. London: Routledge.
Events and Submissions/Topic
All references listed for each weekly module may assist you in your assignments.
Please refer to Moodle e Reading Lists as well.
Module/Topic
Contemporary studies on Appropriate Pedagogies for children birth to 8 years (e.g., The effective provision of pre-school education),
Plan and implement learning experiences that promote the engagement and participation of all learners and are responsive to their characteristics, stage of development, and social, cultural, and linguistic backgrounds and also link to your observations of the child/children.
Appropriate pedagogies in the early years of schooling
Chapter
Suggested Reading:
Bassok D., Latham, S. & Rorem A. (2015). Is kindergarten the new first grade? EdPolicyWorks Working Paper Series, No. 20.
Edwards, S. (2017). Play-based learning and intentional teaching: Forever different?, Australasian Journal of Early Childhood,42(2), 4-11.https://doi.org/10.23965/AJEC.42.2.01
Hall, J., Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2009). The role of preschool quality in promoting resilience in the cognitive development of young children. Oxford Review of Education, 35(3), 331-352.
Irvine, S. (2016). Playful pedagogies: Promoting active learning through play and imagination in the early years of school. In D. Bland. (Ed.), Imagination for Inclusion: Diverse Contexts of Educational Practice. (pp. 18-30). Abingdon, Oxon: Taylor and Francis.
Mardell, B., Wilson, D., Ryan, J, Ertel, K., Krechevsky, M & Baker, M. (2016). Towards a pedagogy of play. Retrieved February 7, 2018 from Project Zero: http://pz.harvard.edu/resources/towards-a-pedagogy-of-play
Milne, I. (2010). A sense of wonder, arising from aesthetic experiences, should be the starting point for inquiry in primary science. Science Education International, 21(2), 102-115.
Queensland Department of Education and Training (2015). Age-appropriate pedagogies for the early years of schooling: Foundation paper. Brisbane, Australia: Queensland Government.
Sonter, Lisa. Risky business: Viewing intentional teaching as a risky endeavour [online]. Educating Young Children: Learning and Teaching in the Early Childhood Years, Vol. 19, No. 2, 2013: 42-43.
Somerville, M., Davies, B., Power, K., Gannon, S. & de Carteret, P. (2011). Place pedagogy change. Netherlands: Sense Publishing.
Walsh, G., McMillan, D. & McGuinness.C. (eds). (2017). Playful teaching and learning. Melbourne: Sage. Chapter 2
Weisberg, D., Hirsh-Pasek, K., & Golinkoff, R. (2013). Guided Play: Where curricular goals meet a playful pedagogy. Mind, Brain and Education 7(2), 104-112
Events and Submissions/Topic
All references listed for each weekly module may assist you in your assignments.
Please refer to Moodle e Reading Lists as well.
Module/Topic
How and when do we begin teaching young children to be literate and numerate?
Chapter
Element, Mathilda; Webster, Sue; Lee, Melissa and Ruskin, Carol. Reflective practice [online]. Educating Young Children: Learning and Teaching in the Early Childhood Years, Vol. 18, No. 1, 2012: 13-17.
Alexander, R. (2012). Improving oracy and classroom talk in English schools: Achievements and challenges. Extended and referenced version of a presentation given at the DfE seminar on Oracy, the National Curriculum and Educational Standards, February 20, London.
Alexander, R.J. (2015). Teaching and learning for all? The quality imperative revisited. International Journal of Educational Development, 40, 250-258.
Ang, L. (2014). Preschool or prep school? Rethinking the role of early years education. Contemporary Issues in Early Childhood, 15(2), 185-199.
Events and Submissions/Topic
All references listed for each weekly module may assist you in your assignments.
Please refer to Moodle e Reading Lists as well
Assessment task 1 Portfolio - A Research Inquiry of Place and Play Due: Friday, December 20, 2024 12:00 pm AEST
Module/Topic
This week is a non-teaching week but we will be continuing with our studies during this week due to the intensive nature of the unit. This will be week 5 for us.
What is the importance of curriculum frameworks when teaching children birth to 3?
How can a global perspective guide our pedagogy and worldview of play?
What does international research teach us about children's learning?
How best do children learn?
Does this type of understanding help us to consider the multicultural influences in our teaching and learning?
Professional pedagogy in early childhood.
What is the future of early childhood?
How can we 'future-proof' the pedagogy of play at all developmental stages?
What will learning and teaching in the EC sector look like in the future?
Chapter
Suggested Reading
Barnes, S. (2012). Making Sense of Intentional Teaching: Children's Services Central. retrieved from:
http://www.cscentral.org.au/Resources/intentional-teaching-web.pdf.
Leggett, N. & Ford, M. (2013). A Fine Balance: Understanding the roles of educators and children's play as intentional teachers and intentional learners within the Early Years Learning Framework. Australasia Journal of Early Childhood, Vol. 38, No. 4.
Community Child Care Victoria, (2011). Collaborating with Children for Effective Programming: Self-guided learning package.
It is expected that personal research is used to support your learning.
Events and Submissions/Topic
All references listed for each weekly module may assist you in your assignments.
Please refer to Moodle e Reading Lists as well.
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
What is the role of the environment in Early Childhood education and care?
Understanding some of the global influences on ECEC.
Chapter
Suggested Reading
Edwards, S., Mantilla, A., Grieshaber, S., Nuttall, J., & Wood, E. (2020). Converged play characteristics for early childhood education: multi-modal, global-local, and traditional-digital. Oxford Review of Education, 1-24.
Fleer, M. (2021). Play in the early years. Cambridge University Press.
Steiner Education, (2011). Australian Steiner Curriculum Framework, 2011, Kindergarten/Foundation Position Paper.
Forest School Canada, (2014). Forest and Nature School in Canada: A Head, Hands Approach to Outdoor Learning.
Archer, C. & Siraj, I. (2015). Measuring the quality of movement-play in early Childhood education settings: Linking movement-play and neuroscience. European Early Childhood Research Journal, 23(1), 21-42.
Berris, R. & Miller, E. (2011). How design of the physical environment impacts early learning: Educators' and parents' perspectives. Australasian Journal of Early Childhood, 36(4). 102-110.
Events and Submissions/Topic
All references listed for each weekly module may assist you in your assignments.
Please refer to Moodle e Reading Lists as well.
Module/Topic
Building partnerships to advocate and support playful learning .
Defend the role of the early childhood professional in making ethical decisions that respect children.
Chapter
Fenech, M. (2013). Quality early childhood education for my child or for all children? : parents as activists for equitable, high-quality early childhood education in Australia. Australasian Journal of Early Childhood, 38(4), 92–98.
Fenech, M., Salamon, A., & Stratigos, T. (2019). Building parents’ understandings of quality early childhood education and care and early learning and development: changing constructions to change conversations. European Early Childhood Education Research Journal, 27(5), 706–721.
Events and Submissions/Topic
All references listed for each weekly module may assist you in your assignments.
Please refer to Moodle e Reading Lists as well.
Module/Topic
Ethical decision making considering what we know from Research.
Chapter
Department of Education, Employment and Workplace (DEEWR,(2010), Educators Being, Belonging, Becoming: Educators' Guide to the Early Years Learning Framework
Australian Government Department of Education. (2022). Belonging, being and becoming: The early years learning framework for Australia V2.0. Australian Children's Education & Care Quality Authority. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
https://www.acecqa.gov.au/sites/default/files/2018-04/QA1_SupportingAgencyInvolvingChildreninDecisionMaking.pdf
Early Childhood Australia. (2016). Code of Ethics
Ethical research involving children
SUPPORTING AGENCY: INVOLVING CHILDREN IN
DECISION-MAKING ACECQA
Events and Submissions/Topic
All references listed for each weekly module may assist you in your assignments.
Please refer to Moodle e Reading Lists as well.
Assessment task 2 Reflection on a contemporary issue using play based pedagogical learning Due: Monday, February 10, 2025 12:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Please note that the content of Term 3 units is delivered in various ways . Each unit’s timetable was created to deliver its unique content best and prepare you to complete assessment tasks effectively, as well as allow some ‘downtime’ prior to the commencement of the placement for Professional Praxis 3 and the commencement of university Term 1 2024.
To allow this to happen, some online Zoom Tutorial sessions will be conducted over 6 weeks straight with a class occurring in ‘non-teaching week’ - That is, Week 1 – 5, and again in the Non-Teaching Week.
Due to the nature of a diverse unit delivery, it is important that you organise your personal diary in order for you to keep up and then remember that we are back in Week 9-12 after the Festive Season break..
Please take a look at the Moodle site for each unit for more information.
Please take note below for this specific unit.
This term comprises a 6-week intensive block by December 13, 2023 and Assessment Task 1 is also due on December 20, 2024.
Assessment task 2 will be due on Week 12 on February 20, 2025.
There is also a 3 assessment task which is a 15-day Professional Placement in a childcare setting, and this is to be completed in the term.
1 Portfolio
Portfolio - A Research Inquiry of Place and Play
Assessment Type Portfolio
Task Description
In this task, you are required to use the research methodology of visual ethnography. This requires you to study two learning environments (play space). This means that you examine one man-made environment and one natural environment or a combination of the two. In the selection of the learning environments, you need to ensure that one of these environments provides opportunities for children, birth to 35 months to engage in the space. As you select the play spaces, you may also like to consider spaces in which children like to play; well-used places and spaces; poorly used places and spaces; child-friendly space/s; community space/s; beautiful spaces and so on.
You will need to identify a Research Question/s that will direct an inquiry into the use of the learning environment that you have chosen. The focus of your research question/s should consider:
· What understandings about the children are reflected in the design or features of this play space?
· Are there opportunities for children to play and what type of play is encouraged in this space?
· As you examine the space and the possibilities afforded for children, consider also pedagogical implications for teachers. For example, how might the teacher engage with the children in the space and how might the teacher add to the play space over time?
· How do the spaces contribute to ensuring opportunities for optimal brain development?
Documentation of the spaces will be collected using a number of resources. This includes photos/images; drawings and sketches; journal entries; film clips; collections of materials or objects or artifacts or signs/symbols at sites; mapping of pathways in spaces) during field-work.
The documentation will be analysed to identify possible patterns, themes, paradoxes and issues in relation to the research question you have explored. The focus for your analysis also needs to link back to the dot points under the focus for your research question.
The assignment will be presented as a photo essay, a collage of multiple data, a poster display, or a mix of images and narrative text.
This visual display will be accompanied by an up to 2000 words statement that describes the context of the issue studied; a clear research question/issue explored; the methods used to collect data; interpretations and implications of the data for curriculum and pedagogy in relation to place/play and the way in which possible biases and assumptions and personal experiences influenced the research and your interpretations of the data.
Weight 50%
NOTE: This assessment task builds professional knowledge and understanding of pedagogical practice in early years contexts and develops critical reflection on the role of ongoing professional learning in enacting professional roles in diverse early learning settings. The task can be used as evidence for demonstrating aspects of the Australian
Professional Standards for Teachers focus areas 1.2, 2.1, 2.2, 4.1 and 6.2.
Assessment Due Date
Friday (20 Dec, 2024) 11:45 pm AEST
Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI agents is as follows:
• No Gen AI use at any point during this assessment.
Week 7 Friday (20 Dec 2024) 12:00 am AEST
Week 10 Tuesday (21 Jan 2025)
Understanding the importance of the First 1000 Days of a child's life and the links to their life trajectories
Knowledge and understanding of early childhood pedagogies and the importance of play in young children’s learning
Application of an inquiry learning framework guided by a clear research question
Documentation of children’s learning and pedagogical processes
Critical reflection on implications for teaching, professional roles, and sources of professional learning for teachers
- Evaluate the influence of educators' personal assumptions and biases on understanding and interpreting the contexts and consequences of communities and children's socio-economic backgrounds
- Conduct an inquiry into pedagogies of place and play to identify the influence and significance of contexts on teachers' curriculum decision making
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
Task Description
Task Description
This task requires you to identify a challenge or issue within the contemporary teaching-learning context. In beginning this task, you need to select a case study or media vignette (suggestions will be provided during tutorials). As you engage with the case study you need to identify the challenges or tensions within this issue. Your analysis will be supported through consideration of the principles, practices, and outcomes articulated in the Early Years Learning Framework (DEEWR, 2022) and the Rights of the Child (UNCRC, 19). Additionally, you need to consider how this challenge or issue links to early childhood pedagogies.
Following analysis of the issues, you will describe methods that you would use to address the issue/dilemma with reference to relationship building between all stakeholders to address the issue/dilemma.
After critically reflecting on the issue and your approach to addressing the issue, you need to articulate the principles that will support your work as an early childhood pedagogue in the future. You must ensure that the principles you articulate and use to guide your practice into the future are inclusive of children birth to eight.
There must be evidence of research using authoritative sources to support your approach to this assessment task.
Word Count: Up to 2000 words.
Weight: 50%
Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI agents is as follows:
• No Gen AI use at any point during this assessment.
NOTE: This assessment task extends the understanding of research-informed practice in early childhood settings. The task includes a focus on the evaluation of teaching programs and strategies for engaging with parents/carers and colleagues to improve teaching practice.
Exam Week Monday (10 Feb 2025) 12:00 am AEST
Exam Week Friday (14 Feb 2025)
Identification of a contemporary issue or challenge arising in the early childhood space
Articulation of the links between the principles, practices, and outcomes of Early Years Learning Framework and the Rights of the Child
Critical reflection on the role of early childhood professionals in supporting learning for children from diverse backgrounds through collegial partnerships t
Use of authoritative sources to back claims and provide justification for strategies
Development of a theorised approach to early childhood pedagogies (philosophy)
- Articulate a theorised approach to early childhood pedagogy that recognises the importance of play and builds on relationships with children and connectedness to their worlds
- Evaluate the influence of educators' personal assumptions and biases on understanding and interpreting the contexts and consequences of communities and children's socio-economic backgrounds
- Conduct an inquiry into pedagogies of place and play to identify the influence and significance of contexts on teachers' curriculum decision making
- Defend the role of the early childhood professional in making ethical decisions that respect children
- Critically reflect on prevailing notions of curriculum, curriculum frameworks and schooling to identify opportunities for exercising professional judgement in curriculum decision making and pedagogical practices that value children and childhood in and beyond early years settings.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
3 Professional Practice Placement
EDEC11029 Professional Practice (Birth – 35 months) 15-Day Placement: Completion of all tasks associated with either the Diploma of Early Childhood Education and Care placement requirement or 15-day child care placement with young children (6 weeks to 35 months). It is a requirement that all students completing a Bachelor of Education Early Childhood studies must complete one placement in a Childcare centre. Pass/Fail Assessment task.
Exam Week Friday (14 Feb 2025) 11:45 pm AEST
Exam Week Monday (10 Feb 2025)
Complete a professional placement in a childcare setting with a minimum of 15 days working with children birth - 35 months requiring observation, planning, and implementation of learning experiences. This documentation will be presented as a professional portfolio.
- Complete a placement with young children birth to 35 months
- Plan and implement learning experiences that promote the engagement and participation of all learners and are responsive to their characteristics, stage of development and social, cultural and linguistic backgrounds and also link to your observations of the child/children.
- Communication
- Problem Solving
- Team Work
- Cross Cultural Competence
- Ethical practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
