EDEC11027 - Early Childhood Pedagogies

General Information

Unit Synopsis

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, yo 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.

Details

Level Undergraduate
Unit Level 1
Credit Points 6
Student Contribution Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the unit.
Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 3 - 2018

Term 3 - 2018 Profile
Distance
Term 3 - 2019 Profile
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).

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.

Assessment Tasks

Assessment Task Weighting
1. Portfolio 50%
2. Written Assessment 50%

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 Procedures for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 3 - 2017 : The overall satisfaction for students in the last offering of this course was 4.5 (on a 5 point Likert scale), based on a 51.61% response rate.

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.

Source: Course evaluation
Feedback
Assessment items need to be clearer
Recommendation
Assessment task sheet will be worded to enhance clarity of the task
Action Taken
Assessment items were reworded or simplified to ensure added clarity.
Source: Course evaluation, email
Feedback
Assessment marking time was too long
Recommendation
Due dates will be reassessed to allow markers time to mark and return assignment 1 prior to Christmas
Action Taken
The due date for task 1 was moved forward to allow marking to be completed before Christmas so that feedback could inform task 2.
Source: Unit evaluation
Feedback
More details are needed for the assessment tasks.
Recommendation
The assessment requirements and examples were discussed each week. Additional focus on the tasks will be provided during the weekly tutorials.
Action Taken
Nil.
Source: Self reflection
Feedback
Clarity of the criteria sheet is required
Recommendation
The criteria sheet for both tasks will be refine for clarity and reworded where necessary to ensure that the task requirements are clearer for students and markers.
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. 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
  2. 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
  3. Conduct an inquiry into pedagogies of place and play to identify the influence and significance of contexts on teachers' curriculum decision making
  4. Defend the role of the early childhood professional in making ethical decisions that respect children
  5. 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.

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
1 - Portfolio
2 - Written Assessment
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
6 - Information Technology Competence
7 - Cross Cultural Competence
8 - Ethical practice
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Portfolio
2 - Written Assessment