Availabilities:
| Location | Domestic | International |
|---|---|---|
| Online | Session 2 | 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 any SCU units OR Admission to the 1107425 - Graduate Diploma 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: 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.
| 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:
-
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:
-
demonstrate an understanding of how to build supportive and collaborative environments for children, parents, community and staff
- GA1:
- GA3:
- GA4:
-
develop a personal metaphor of leadership and create an artefact to represent this metaphor
- 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:
-
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 edn, Oxford University Press, South Melbourne, Vic.