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Location Domestic International
Online Session 2 N/A

Unit Summary

Unit type

UG Coursework Unit

Credit points

12

AQF level

7

Level of learning

Advanced

Former School/College

Former School of Education

Pre-requisites

192 credit points in any SCU units

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: The early childhood educator: Transition to the profession
Defining professionalism: roles; relationships and responsibilities
Dimensions of professionalism: expectations and ethics
Elements of a professional journey: identifying goals and strategies; professional portfolio; professional philosophy

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: , GA2: , GA3: , GA4: , GA5: , GA6: , GA7:
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 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 develop a personal metaphor of leadership and create an artefact to represent this metaphor
4 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
5 prepare documents that will assist in transitioning to the profession.

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

  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 perspectives on administration, management and leadership
    • GA1:
    • GA3:
    • GA4:
  2. demonstrate an understanding of how to build supportive and collaborative environments for children, parents, community and staff
    • GA1:
    • GA3:
    • GA4:
  3. develop a personal metaphor of leadership and create an artefact to represent this metaphor
    • GA1:
    • GA3:
    • GA4:
  4. 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:
  5. prepare documents that will assist in transitioning to the profession.
    • 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, Oxford University Press, South Melbourne, Vic.
Prescribed texts may change in future teaching periods.