CQUniversity Unit Profile
EDEC11029 Policy and Research in Early Childhood
Policy and Research in Early Childhood
All details in this unit profile for EDEC11029 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student).
The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.
General Information

Overview

You will engage with the national policy landscape to understand how it is both responsive to contemporary issues facing young children and their families in the 21st century and aspirational, articulating goals for the future. You will analyse policy texts that focus on strategies for providing equitable access to high quality education and care for children with special needs and their families. You will articulate how policies reflect the values and agendas of government, contemporary research/reports, beliefs about children and childhood and expectations for how early childhood services and educators contribute to implementing policy that addresses disadvantage and builds a democratic, equitable and just society. Central to this unit is an understanding of the social construction of childhood, of the educator and of what is valued for children in the 21st century. You will explicate and analyse the dominant images and constructions of children and childhood that are evident in policy texts and policy discourse and derive implications of policy for practice and ethical considerations and responsibilities.

Details

Career Level: Undergraduate
Unit Level: Level 1
Credit Points: 6
Student Contribution Band: 7
Fraction of Full-Time Student Load: 0.125

Pre-requisites or Co-requisites

There are no requisites for this unit.

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 2 - 2020

Online

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).

Class and Assessment Overview

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

Bundaberg, Cairns, Emerald, Gladstone, Mackay, Rockhampton, Townsville
Adelaide, Brisbane, Melbourne, Perth, Sydney

Assessment Overview

1. Written Assessment
Weighting: 60%
2. Written Assessment
Weighting: 40%
3. Professional Practice Placement
Weighting: Pass/Fail

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.

Previous Student Feedback

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 Self reflection Student feedback

Feedback

Participation in discussion forums on the Moodle site

Recommendation

Encourage participation in Moodle forums.

Feedback from Student feedback Staff feedback Self reflection

Feedback

Participation in Zoom sessions

Recommendation

Continue regular Zoom meetings.

Unit Learning Outcomes
On successful completion of this unit, you will be able to:
  1. Access, evaluate and report on professional literature that supports the development of policy related to access and participation of children with special needs in early childhood education and care services
  2. Explicate the contextual issues and underpinning social values that propelled the development of policy for young children with special educational needs
  3. Analyse the representation of children with special needs in policy documents
  4. Engage with literature and professional ethics and responsibilities to reflect on stakeholder roles, implementation issues and implications for practice of policy in action
  5. Describe and discuss the implications for practice that are derived from the central concepts/values/principles embedded in the policy
  6. Justify the importance of strong partnerships between children, parents, carers and families, and the broader community in creating responsive and healthy early childhood environments and contributing to sustainable futures
  7. Identify and implement strategies to facilitate child participation in building a sustainable, democratic, equitable and just society and critically reflect on the child’s perspective
  8. Complete a professional placement in a childcare setting with a minimum of 10 days working with children birth to 2 years requiring observation, planning and implementation of learning experiences.

Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:

1.1 Physical, social and intellectual development and characteristics of students

1.2 Understand how students learn

1.6 Strategies to support full participation of students with disability

3.7 Engage parents/carers in the educative process

4.1 Support student participation

6.2 Engage in professional learning and improve practice

6.4 Apply professional learning and improve student learning

7.1 Meet professional ethics and responsibilities

7.2 Comply with legislative, administrative and organisational requirements

7.3 Engage with the parents/carers

Additionally students build understandings required by the registering body for early childhood (ACECQA - Australian Children's Education and Care Quality Authority) including socially inclusive practice, ethical and professional practice and research.

Alignment of Learning Outcomes, Assessment and Graduate Attributes
N/A Level
Introductory Level
Intermediate Level
Graduate Level
Professional Level
Advanced Level

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7 8
1 - Written Assessment - 60%
2 - Written Assessment - 40%
3 - Professional Practice Placement - 0%

Alignment of Graduate Attributes to Learning Outcomes

Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7 8
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 - Written Assessment - 60%
2 - Written Assessment - 40%
3 - Professional Practice Placement - 0%
Textbooks and Resources

Textbooks

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
Referencing Style

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.

Teaching Contacts
Lyn Hughes Unit Coordinator
l.hughes@cqu.edu.au
Schedule
Week 1 Unpacking policy Begin Date: 13 Jul 2020

Module/Topic

Unpacking policy. Sources of contemporary policy texts 

Chapter

The chapter references and relevant readings will be provided on Moodle.

Events and Submissions/Topic

Week 2 Significant policies shaping the early childhood education context Begin Date: 20 Jul 2020

Module/Topic

Significant policies shaping the early childhood education context

Chapter

The chapter references and relevant readings will be provided on Moodle.

Events and Submissions/Topic

Week 3 Social construction of childhood and interrogating dominant images of childhood. Begin Date: 27 Jul 2020

Module/Topic

Social construction of childhood and interrogating dominant images of childhood.

Chapter

The chapter references and relevant readings will be provided on Moodle.

Events and Submissions/Topic

Week 4 Social construction of childhood and interrogating dominant images of childhood. Begin Date: 03 Aug 2020

Module/Topic

Social construction of childhood and interrogating dominant images of childhood.

Chapter

The chapter references and relevant readings will be provided on Moodle.

Events and Submissions/Topic

Week 5 Multiple perspectives of childhood. Begin Date: 10 Aug 2020

Module/Topic

Multiple perspectives of childhood.

Chapter

The chapter references and relevant readings will be provided on Moodle.

Events and Submissions/Topic

Vacation Week Begin Date: 17 Aug 2020

Module/Topic

Chapter

The chapter references and relevant readings will be provided on Moodle.

Events and Submissions/Topic







Week 6 Stakeholders and pedagogical approaches. Begin Date: 24 Aug 2020

Module/Topic

Stakeholders and pedagogical approaches.

Chapter

The chapter references and relevant readings will be provided on Moodle.

Events and Submissions/Topic

Written Assessment - Policy Analysis Due: Week 6 Friday (28 Aug. 2020) 11:45 pm AEST




Policy Analysis Due: Week 6 Monday (24 Aug 2020) 11:45 pm AEST
Week 7 Understanding community professional networks regarding policy. Begin Date: 31 Aug 2020

Module/Topic

Understanding community professional networks regarding policy.

Chapter

The chapter references and relevant readings will be provided on Moodle.

Events and Submissions/Topic

Week 8 Teacher action research Begin Date: 07 Sep 2020

Module/Topic

Teacher action research

Chapter

Events and Submissions/Topic

Week 9 Using a critical lens to examine policy. Begin Date: 14 Sep 2020

Module/Topic

Using a critical lens to examine policy.

Chapter

The chapter references and relevant readings will be provided on Moodle.

Events and Submissions/Topic

Week 10 Building and sustaining community partnerships Begin Date: 21 Sep 2020

Module/Topic

Building and sustaining community partnerships

Chapter

The chapter references and relevant readings will be provided on Moodle.

Events and Submissions/Topic

Week 11 Implications for children. Begin Date: 28 Sep 2020

Module/Topic

Implications for children.

Chapter

The chapter references and relevant readings will be provided on Moodle.

Events and Submissions/Topic

Week 12 Policy as advocacy for children's rights. Begin Date: 05 Oct 2020

Module/Topic

Policy as advocacy for children's rights.

Chapter

The chapter references and relevant readings will be provided on Moodle.

Events and Submissions/Topic

EDEC 11029 Professional Practice (Birth – 35 months) Due: Week 12 Monday (5 Oct 2020) 12:00 am AEST
Assessment task submission Begin Date: 12 Oct 2020

Module/Topic

Chapter

Events and Submissions/Topic

Written Assessment - Research Centre-Based Policy & Procedure Due: Week 12 > (Monday 12 Oct. 2020) 11:45 pm AEST


Research Centre-Based Policy & Procedure Due: Review/Exam Week Monday (12 Oct 2020) 11:45 pm AEST
Exam Week Begin Date: 19 Oct 2020

Module/Topic

Chapter

Events and Submissions/Topic

Assessment Tasks

1 Written Assessment

Assessment Title
Policy Analysis

Task Description

Task Description
Task Description

Government policy is underpinned by a commitment to providing equitable access to high quality education that is free from discrimination for all children, including those with special needs and/or disabilities. Further to this, the goals of the Alice Springs (Mparntwe) Declaration commit to encouraging children themselves and parents, carers, families and the broader community to hold high expectations for improving educational outcomes and reducing the effect of disadvantage caused by disability. You are required to select an early childhood policy that contributes to improving outcomes for children with special educational needs, including children with disability and complete an analysis. Suitable policies for this task may include: Early Years Learning Framework; QSA – QLD Kindergarten Learning Guidelines; National Quality Standard. The analysis must be no longer than 2000 words and will explicate and discuss the following:

· the history of the policy

·the values and beliefs privileged in the policy

· justifications for policy implementation

· dominant images evident in the policy

· whose interests are privileged and or silenced in the policy

· key stakeholder roles for policy implementation

· accountability measures for implementation

· management of implementation and accountability

· ethical considerations

· Implications for practice including strategies for inclusion and participation of young children with special needs and/or disability in mainstream settings


Assessment Due Date

Week 6 Monday (24 Aug 2020) 11:45 pm AEST


Return Date to Students

Week 8 Wednesday (9 Sept 2020)

Students will receive timely and useful feedback on all assessment tasks completed during term, with sufficient time to allow for academic support and advice where necessary, prior to the submission of the next assessment task.


Weighting
60%

Assessment Criteria

Criterion 1:

Access and evaluate an early childhood policy describing: The historical social values and contextual issues that have shaped the policy related to access and participation of children with special needs; in addition to the underpinning legislative requirements and the resulting dominant images of children with special needs.

Criterion 2:

Examine policy to identify and discuss: Whose values, beliefs and interests are privileged and silenced; how these are used to justify the policy implementation and any research of how students learn and this informs the implications for teaching

Criterion 3:

Reflect upon and consider the professional ethics related to the policy in terms of: The role stakeholders play in practicing the key principles described in the codes of ethics and conduct; including the application of accountability measures

Criterion 4:

Develop and recommend implications for practice: Based on the knowledge and understanding of physical, social and intellectual development of students ( that includes strategies for involving parents/carers in the educative process and strategies for inclusion, differentiation and participation of young children with special needs and/or disability in mainstream settings

Criterion 5:

Academic detail: Student presents information in accordance with accepted academic conventions including spelling, grammar, paragraphing and accurate use of APA style and APA referencing.


Referencing Style

Submission
Online

Learning Outcomes Assessed
  • Access, evaluate and report on professional literature that supports the development of policy related to access and participation of children with special needs in early childhood education and care services
  • Explicate the contextual issues and underpinning social values that propelled the development of policy for young children with special educational needs
  • Analyse the representation of children with special needs in policy documents
  • Engage with literature and professional ethics and responsibilities to reflect on stakeholder roles, implementation issues and implications for practice of policy in action
  • Describe and discuss the implications for practice that are derived from the central concepts/values/principles embedded in the policy


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking
  • Information Literacy
  • Cross Cultural Competence
  • Ethical practice

2 Written Assessment

Assessment Title
Research Centre-Based Policy & Procedure

Task Description

Task Description

You are required to access a policy and procedure document from an early childhood education and care service that contributes to improving outcomes for children with special educational needs, including children with disability; and investigate the role professional literature, ethics and stakeholders played in the policy development. You will analyse the policy, and accompanying procedural documents if applicable, to identify and describe the central concepts/values/principles embedded in the policy.

In addition to this, you will interview an early childhood teacher from that service about their understanding of the policy, any implementation issues and implications for practice, not only for early childhood professionals but also for children, parents, carers, families and the broader community. Guiding questions for the interview are:

What role did professional literature, ethics, research and the various stakeholders play in the policy development?

What key messages from the policy document influence your practices in implementing inclusive practices to support student participation and engagement in classroom activities?

How did you learn about the policy and the implications for your teaching practice and work with families?

How does the policy and procedural document support your work with students with special needs and their families?

You will describe the teacher's understanding and implementation of the policy, and begin to draw conclusions about the ways in which the policy values children's empowerment and engages them, their families and communities in creating a sustainable learning environment that is responsive to the child's needs and rights.

Finally, you will develop recommendations for policy review drawing on the central concepts of agency, democracy, social and cultural responsiveness, equity and respect for diversity.

Word Limit 2000-2500 words. This paper must be no longer than 2500 words.


Assessment Due Date

Review/Exam Week Monday (12 Oct 2020) 11:45 pm AEST


Return Date to Students

Feedback on this final assessment response will be available after the date for Certification of Grades for the term


Weighting
40%

Assessment Criteria

Criterion 1:

Analysis of the organizational inclusion/special needs policy provides: insights related to the role professional literature, ethics and stakeholders played in the policy development. Identifies the central concepts / values / principles embedded within the policy, and the influence this has in supporting inclusive student participation and engagement in classroom activities

Identifies connections between the relevant legislative, administrative and organisational policies and processes required for teachers

Criterion 2:

Examination of the procedures derived from the policy explores: Implementation issues and implications for relevant and appropriate sources of professional learning for teachers to inform and support the development of effective partnerships with families which are sensitive and confidential

Criterion 3:

Research teacher understanding of policy: Identifies the impact on children, parents, carers, families and the broader community, and the opportunities for these stakeholders to work together to create a sustainable learning environment that is responsive to the child's needs and rights.

Criterion 4:

Develop recommendations for policy review which includes: Strategies to facilitate child participation in building a sustainable, democratic, equitable and just society and critically reflect on the child’s perspective. A broad range of strategies for involving parents/carers in the educative process A rationale for continued professional learning and the implications for improved student learning

Criterion 5:

Academic detail: Student presents information in accordance with accepted academic conventions including spelling, grammar, paragraphing and accurate use of APA style and APA referencing.


Referencing Style

Submission
Online

Learning Outcomes Assessed
  • Engage with literature and professional ethics and responsibilities to reflect on stakeholder roles, implementation issues and implications for practice of policy in action
  • Describe and discuss the implications for practice that are derived from the central concepts/values/principles embedded in the policy
  • Justify the importance of strong partnerships between children, parents, carers and families, and the broader community in creating responsive and healthy early childhood environments and contributing to sustainable futures
  • Identify and implement strategies to facilitate child participation in building a sustainable, democratic, equitable and just society and critically reflect on the child’s perspective


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking
  • Information Literacy
  • Team Work
  • Cross Cultural Competence
  • Ethical practice

3 Professional Practice Placement

Assessment Title
EDEC 11029 Professional Practice (Birth – 35 months)

Task Description

Assessment 3

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. Pass/Fail Assessment task.


Assessment Due Date

Week 12 Monday (5 Oct 2020) 12:00 am AEST


Return Date to Students

The task will be marked and returned 2 weeks after submission


Weighting
Pass/Fail

Minimum mark or grade
Pass

Assessment Criteria

Complete a professional placement in a childcare setting with a minimum of 10 days working with children birth - 35 month requiring observation, planning and implementation of learning experiences.


Referencing Style

Submission
Online

Learning Outcomes Assessed
  • Complete a professional placement in a childcare setting with a minimum of 10 days working with children birth to 2 years requiring observation, planning and implementation of learning experiences.


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking
  • Team Work
  • Cross Cultural Competence
  • Ethical practice

Academic Integrity Statement

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?