Credit Points 10

Legacy Code 101899

Coordinator Joanne Orlando Opens in new window

Description From 2020 students should note that core units are now taught in semesters rather than half yearly sessions. Early childhood educators have a significant role in providing the pedagogical leadership required to deliver quality early childhood services for children and families. This subject introduces the concept of pedagogical leadership which is then explored further in other subjects in this program. In this subject students examine a range of theoretical perspectives and approaches to curriculum and analyse the ways different theories and approaches shape pedagogical practices. Students will have opportunities to research contemporary theories of early childhood education, reflect on their own beliefs and values, refine their personal philosophy of teaching and learning, and consider the implications for their future role as pedagogical leaders.

School Education

Discipline Teacher Education: Early Childhood

Student Contribution Band HECS Band 1 10cp

Check your HECS Band contribution amount via the Fees page.

Level Postgraduate Coursework Level 7 subject

Pre-requisite(s) Students enrolled in 1708 Bachelor of Arts (Pathway to Teaching Birth - 5Birth - 12) or 6017 Diploma in ArtsBachelor of Arts (Pathway to Teaching Birth-5Birth-12) must have successfully completed 160 credit points

Restrictions

Students must be enrolled in 1708 Bachelor of Arts (Pathway to Teaching Birth - 5/Birth - 12) or 1783 Master of Teaching (Birth-5 Years/Birth-12 Years) or 6017 Diploma in Arts/Bachelor of Arts (Pathway to Teaching Birth-5/Birth-12).

Learning Outcomes

On successful completion of this subject, students should be able to:

1. Articulate and theorise the role of the contemporary pedagogical leader in the provision of quality early childhood programs.
2. Analyse and synthesise a range of historical and contemporary theoretical perspectives on early childhood education.
3. Articulate the research and theoretical underpinnings of current Australian legislative frameworks and policy in early childhood education. 
4. Critique the influence of different contexts on curriculum and explore a range of curriculum approaches and pedagogies including those that incorporate science and technology and nature pedagogies. 
5. Use skills of reflective practice to identify and examine personal values and beliefs and consider the implications for professional and ethical practice.
6. Communicate a personal philosophy of learning and teaching that draws on contemporary theories and research. 
7. Critique a range of perspectives on “school readiness” and approaches to transition to school and the implications for programs for four and five year olds.
8. Explain the continuum of children’s learning from home and prior to school settings and the early years of school and the implications for practice.

Subject Content

1. Theoretical perspectives on early childhood education – e.g. developmentalism, ecological theory, sociocultural theory, postmodernism, poststructuralism, sociology of childhood –including approaches relevant to science and technology teaching and learning, and reconceptualising early childhood. 
2. Current research on approaches to curriculum and pedagogy – e.g. play-based learning and pedagogy, intentional teaching, sustained shared thinking, reflective practice, pedagogical documentation, collaborative partnerships, funds of knowledge, nature pedagogies and implications for practice. 
3. Legislative frameworks and policies, e.g. DEEWR National Quality Standards, Early Years Learning Framework, and the role of the early childhood educator as a pedagogical leader. 
4. Processes of evaluation and critical reflection, tools for reflection, reflective practice. 
5. Developing a philosophy of education that draws on critical reading, research and reflection 
6. Continuity of learning and transitions for children.