During this unit of study, preservice teachers are introduced to the ways to support and respond to children. Preservice teachers will recognise children's learning and childhoods (inclusive of a range of developmental, postdevelopmental and caring perspectives). Children's learning, development and caring pathways are integrated, complex, cumulative and subject to change over time. Teaching and learning pedagogies are underpinned by the concepts  of critical place inquiry, image of the child and families as capable and reciprocal relationships. Pre-service teachers also undertake a period of teaching in an early childhood setting with children under six years of age (this is a half-day Project Partnerships placement - a hurdle requirement). Working with peers, pre-service teachers engage with families and community members to support children's play, development and learning.

Unit details

Study level:
Undergraduate
Credit points:
12
Unit code:
ECE2004

Prerequisites

ECE2003 - History, Philosophy and Early Childhood Education

ECE2005 - Engaging with Place through Play

Learning Outcomes

On successful completion of this unit, students will be able to:
  1. Apply teaching and learning practices that foreground Aboriginal standpoints in early childhood teaching and learning contexts.  
  2. Construct teaching and learning pedagogies that are underpinned by the concepts of critical place inquiry, image of the child and families as capable and reciprocal relationships.  
  3. Demonstrate their knowledge and understanding of children's learning and childhoods, inclusive of a range of developmental, postdevelopmental and caring perspectives.  

Assessment

Assessment type Description Grade
Exercise Professional Conversations and blog reflections Part A 20%
Exercise Professional Conversations and blog reflections Part B 20%
Exercise Professional Conversations and blog reflections Part C 20%
Essay Pedagogical Narration 40%
Hurdle Requirement: A satisfactory completion of Project Partnership report (Ungraded).

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