Dominant understandings of child development as defined in policy documents and curriculum frameworks view children from a narrow, normalised perspective often with no regard for diversity and context. In this unit, pre-service teachers will critically engage with major theorists and theories regarding children and childhoods (3-8 years) grounded in meaning-making, complexity, multiplicity, and context. As part of this work, pre-service teachers will analyse and debate related research and contemporary issues including transition. Pre-service teachers will utilise pedagogical documentation to inform  curriculum creation based in context, complexity, and meaning-making. This unit includes placements with children 3-5 years (10 days in the 3-5 age group).

Unit details

Study level:
Undergraduate
Credit points:
12
Unit code:
ECE2002

Prerequisites

ECE2003 - History, Philosophy and Early Childhood Education

ECE2004 - Engaging with Place through Rethinking Childhoods and Development

ECE2005 - Engaging with Place through Play

Learning Outcomes

On successful completion of this unit, students will be able to:
  1. Compare major theorists and articulate theories regarding children and childhoods aged 3 to 8 years.  
  2. Analyse and debate current research and contemporary issues in relation to children 3-8 year olds (including transition).  
  3. Apply pedagogical documentation as a means to generate curriculum.  

Assessment

Assessment type Description Grade
Essay An essay debating the view of the child as capable and its role in understanding childhood and relationship to teaching and learning 30%
Exercise An in class exercise analysing the current debates about readiness and transition 30%
Project Create a pedagogical documentation and generate a Planning Cycle informed by (EYLF/VEYLDF) in response to the documentation 40%
Hurdle: A satisfactory partnership (placement) report is required for successful completion of this unit.

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