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Unit Summary

Unit type

UG Coursework Unit

Credit points

12

Faculty/College

Faculty of Education

Pre-requisites

be admitted to course: 3207313 - Bachelor of Arts/Bachelor of Education (Primary/Early Childhood)

Co-requisites

be enrolled in or have completed TCHR1001 - Principles and Practices in Early Childhood Education

Unit aim

Focuses on students' understanding developmental patterns, interests and abilities of preschool children (two to five years), the contexts of education and care, the implementation of care routines and planning cycles for the learning, development and care of preschoolers, in the context of their families. Students will undertake professional experience in early childhood settings catering for children two to five years and their families.

Unit content

1. Practical perspectives of pedagogy: the notion of quality
2. Relationships with children and families
3. Principles and practices for documenting learning and development
4. Documentation to support program planning
5. Teaching strategies to support learning and children's safety
6. Teaching strategies to support pro-social competencies
7. Health and safety for children and staff
8. Reflecting on practice
9. Roles and responsibilities for early childhood professionals
10. Bringing it all together for professional experiences.

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:
1 analyse the contexts of preschool education and care in terms of their management, funding, staff roles and responsibilities, as it applies in the regulatory environment.
2 evaluate, implement and reflect on the notion of 'quality' for early childhood education and care in relation to; relationships with children, families and the wider community; diversity; educational programs including the Australian Early Years Learning Framework (EYLF), and educational learning models used in early childhood programs; the National Quality Standard (ACECQA, 2018); and early childhood philosophy, policies and procedures as linked to the regulatory framework.
3 demonstrate ethical and professional conduct in the professional experience setting with commitment to and engagement with the unit content and associated activities
4 demonstrate the ability to develop and implement an appropriate early childhood educational program for children aged 2-5 years through assessment of children's learning and development
5 demonstrate an understanding of professional skills to support children's pro-social development and competencies.
6 demonstrate appropriate care routines for young children including health and safety for children and workplace health and safety for staff
7 critically reflect on their own and colleagues' professional skills and approaches towards early childhood education.

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

  1. analyse the contexts of preschool education and care in terms of their management, funding, staff roles and responsibilities, as it applies in the regulatory environment.
  2. evaluate, implement and reflect on the notion of 'quality' for early childhood education and care in relation to; relationships with children, families and the wider community; diversity; educational programs including the Australian Early Years Learning Framework (EYLF), and educational learning models used in early childhood programs; the National Quality Standard (ACECQA, 2018); and early childhood philosophy, policies and procedures as linked to the regulatory framework.
  3. demonstrate ethical and professional conduct in the professional experience setting with commitment to and engagement with the unit content and associated activities
  4. demonstrate the ability to develop and implement an appropriate early childhood educational program for children aged 2-5 years through assessment of children's learning and development
  5. demonstrate an understanding of professional skills to support children's pro-social development and competencies.
  6. demonstrate appropriate care routines for young children including health and safety for children and workplace health and safety for staff
  7. critically reflect on their own and colleagues' professional skills and approaches towards early childhood education.