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Location Domestic International
Gold Coast Session 1 Session 1
Online Session 1 N/A

Unit Summary

Unit type

UG Coursework Unit

Credit points

12

AQF level

7

Level of learning

Introductory

School/College

School of Education

Pre-requisites

96 credit points

Unit aim

Focuses on students acquiring an understanding of the range of pedagogies and approaches to curriculum utilised in early childhood education and care. Analyses key issues pertaining to the role of play in learning; the relationships between philosophy, theory and pedagogy to learning environments for young children, and develops an understanding of what it is to be an early childhood educator.

Unit content

Module One: Theoretical Perspectives of Play and Pedagogy

  1. Foundations
  2. Developmental Perspectives
  3. Sociocultural Perspectives
  4. Critical Perspectives
  5. ‘Post’ Perspectives

Module Two: Teaching and learning through Play

  1. Play-based policies: Curriculum/Learning Frameworks
  2. Play-based policies: Assessment/Documentation
  3. Whose play? Inclusive practice
  4. Digital play and popular media
  5. Creating playful spaces

Learning outcomes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

GA1: Intellectual rigour, GA2: Creativity, GA3: Ethical practice, GA4: Knowledge of a discipline, GA5: Lifelong learning, GA6: Communication and social skills, GA7: Cultural competence
On completion of this unit, students should be able to: GA1 GA2 GA3 GA4 GA5 GA6 GA7
1 introduce types of play in learning, history, theories of, and challenges to, play-based pedagogy Intellectual rigour Knowledge of a discipline
2 demonstrate how a play-based pedagogy can be justified Intellectual rigour Lifelong learning
3 analyse key issues pertaining to the role of play in learning Intellectual rigour Knowledge of a discipline
4 discuss the diversity of approaches to curriculum and pedagogy utilised in early childhood education and care, and how they position children, teachers and parents Intellectual rigour Knowledge of a discipline
5 analyse the relationships between philosophy, theory and pedagogy to learning environments for young children (birth-8 years) Intellectual rigour Knowledge of a discipline
6 critically reflect on their personal approach to learning and teaching, the challenges they face and the learning competencies they need to achieve to succeed in their study and career as an early childhood professional. Knowledge of a discipline Lifelong learning

On completion of this unit, students should be able to:

  1. introduce types of play in learning, history, theories of, and challenges to, play-based pedagogy
    • GA1: Intellectual rigour
    • GA4: Knowledge of a discipline
  2. demonstrate how a play-based pedagogy can be justified
    • GA1: Intellectual rigour
    • GA5: Lifelong learning
  3. analyse key issues pertaining to the role of play in learning
    • GA1: Intellectual rigour
    • GA4: Knowledge of a discipline
  4. discuss the diversity of approaches to curriculum and pedagogy utilised in early childhood education and care, and how they position children, teachers and parents
    • GA1: Intellectual rigour
    • GA4: Knowledge of a discipline
  5. analyse the relationships between philosophy, theory and pedagogy to learning environments for young children (birth-8 years)
    • GA1: Intellectual rigour
    • GA4: Knowledge of a discipline
  6. critically reflect on their personal approach to learning and teaching, the challenges they face and the learning competencies they need to achieve to succeed in their study and career as an early childhood professional.
    • GA4: Knowledge of a discipline
    • GA5: Lifelong learning

Prescribed texts

  • No prescribed texts.
Prescribed texts may change in future study periods.