Engaging with Place through Rethinking Childhoods and Development

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, post-developmental 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.