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

Location:
Online Self Paced
Remote
Study level:
Undergraduate
Credit points:
12
Unit code:
ECE2002

Learning Outcomes

On successful completion of this unit, students will be able to:
  1. Critically engage with 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
Assignment Develop a set of open ended questions for families. 30%
Exercise Devise a set of questions using the pedagogy of listening 30%
Project Utilise pedagogical documentation as a means to generate a curriculum through the pedagogy of listening. 40%
Hurdle: A satisfactory partnership (placement) report is required for successful completion of this unit.

Where to next?

As part of a course

This unit is studied as part of the following courses. Refer to the course page for information on how to apply for the course.

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