This unit introduces pre-service teachers to the historical and philosophical structures that shape contemporary life. By focusing on the forces that inform these structures, this unit provides pre-service teachers with the conceptual tools necessary to meaningfully situate themselves within the discourse of the history and philosophy of early childhood education. In addition, preservice teachers will engage formally and informally with place as a means of moving towards a reconciled and respectful teaching and learning practices in early childhood settings. Students will formulate an understanding of a diverse range of scholarship and contemporary research paradigms that respond to a range of educational contexts and situations, both locally and globally.   

Unit details

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Learning Outcomes

On successful completion of this unit, students will be able to:
  1. Elucidate and implement knowledge and understanding of both the historical and philosophical underpinnings of early childhood education.  
  2. Critically review formal and informal engagements with place, drawing from diverse theoretical scholarship and contemporary research paradigms, towards a reconciled and respectful practice.  
  3. Formulate critical actions that respond to diverse early childhood contexts and situations, both locally and globally.  
  4. Evaluate challenges in collaborative engagement with peers, families and communities and recommend strategies for resolving them.  


Assessment type Description Grade
Essay Write an essay drawing upon historical and philosophical perspectives on early childhood education 30%
Assignment Engage in case writing: Development of three critical cases that have unsettled practice 50%
Presentation Create illustrations of practice that respond to the Australian Standards for Professional Teachers 20%
5000 words or equivalent

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