Availabilities:
| Location | Domestic | International |
|---|---|---|
| Online | N/A |
Unit Summary
Unit type
UG Coursework Unit
Credit points
12
AQF level
Level of learning
Advanced
Former School/College
Pre-requisites
192 credit points in 3207313 - Bachelor of Arts/Bachelor of Education (Primary/Early Childhood) OR be admitted to course: 1107425 - Graduate Diploma in Education (Early Childhood) OR 1207286 - Master of Teaching OR 1008500 - Graduate Certificate in Education (Early Childhood)
Unit aim
Provides students with an understanding of the responsibilities and challenges of being a professional in early childhood and models of leadership and management of early childhood services. Students also develop skills required to participate successfully and effectively as a leader and manager.
Unit content
Module 1: Leadership management and early childhood education and care
Defining leadership: roles; relationships and responsibilities
Defining management: roles; relationships and responsibilities
Developing a personal philosophy of leadership
Establishing a leadership identity and leadership style
Module 2: Advocacy and early childhood
Defining advocacy
Understanding the role of advocacy in early childhood
Advocacy in early childhood: history; present and future
Module 3: Transition to the profession as an educational leader
Defining the educational leader role: relationships and responsibilities
Dimensions of the educational leader: expectations and ethics
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.
| On completion of this unit, students should be able to: | GA1 | GA2 | GA3 | GA4 | GA5 | GA6 | GA7 | |
|---|---|---|---|---|---|---|---|---|
| 1 | demonstrate knowledge of the key principles of leadership and management in practice in early childhood education and care services and settings underpinned by theoretical and practical perspectives on administration, management and leadership | |||||||
| 2 | demonstrate an understanding of how to build supportive and collaborative environments for children, parents, community and staff | |||||||
| 3 | critically reflect on the role that advocacy plays in early childhood education (locally, nationally and globally) and identify the skills that a strong advocate for the profession should display | |||||||
| 4 | Demonstrate understanding regarding the role of the Educational Leader: including the relationships, responsibilities, expectations and ethics. | |||||||
On completion of this unit, students should be able to:
-
demonstrate knowledge of the key principles of leadership and management in practice in early childhood education and care services and settings underpinned by theoretical and practical perspectives on administration, management and leadership
- GA1:
- GA3:
- GA4:
-
demonstrate an understanding of how to build supportive and collaborative environments for children, parents, community and staff
- GA1:
- GA3:
- GA4:
-
critically reflect on the role that advocacy plays in early childhood education (locally, nationally and globally) and identify the skills that a strong advocate for the profession should display
- GA1:
- GA3:
- GA4:
-
Demonstrate understanding regarding the role of the Educational Leader: including the relationships, responsibilities, expectations and ethics.
- GA1:
- GA3:
- GA4:
Prescribed texts
- Rodd, J, 2013, Leadership in early childhood: The pathway to professionalism, Allen & Unwin, Sydney.
- Waniganayake, M, Cheeseman, S, Fenech, M, Hadley, F & Shepherd, W, 2012, Leadership: Contexts and complexities in early childhood education, 1st edn, Oxford University Press, South Melbourne, Vic.