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  2. Early Years Education [ECE5195]

Faculty of Education and Arts

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Early Years Education

  • Unit Code

    ECE5195

  • Year

    2015

  • Enrolment Period

    1

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit focuses on contemporary pedagogical aspects in early childhood education. It examines theoretical perspectives of early childhood learners, learning and child development and explores brain development. Teachers form their philosophy of early childhood education drawn from policies, frameworks and evidence-based research that underpins effective early childhood pedagogy and practice. Pedagogical leadership is supported so that teachers strengthen their partnerships with families and communities and advocate for effective programs for children.

Non Standard Timetable Requirements

This unit offered in two modes. On-campus mode: weekends only or school holiday periods. Fully online mode.

Equivalent Rule

Unit was previously coded ECS5122

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse ways of effectively leading, advocating and managing in early childhood settings.
  2. Critically analyse contemporary pedagogical aspects of early childhood education.
  3. Examine inclusive and responsive planning, monitoring and assessment procedures that compliment the EYLF, the National Quality Standard and the Australian Curriculum and support childrens differentiated and engaged learning assessment procedures.
  4. Explore a range of theoretical perspectives of learners, learning and development of children aged birth to five and strategies that support this.
  5. Explore effective partnerships with colleagues, families and communities.
  6. Justify the significance of play based learning and teaching in early childhood education.
  7. Outline the philosophical foundations, current research and policies of effective practice in early childhood settings.
  8. Reframe personal pedagogy in light of new knowledge.

Unit Content

  1. Contemporary pedagogical aspects of early childhood education.
  2. Early childhood philosophical foundations, current research, ethics, national frameworks and policies in early childhood education.
  3. Major theories that underpin early childhood learning and holistic development of children aged birth to five years and appropriate teaching strategies.
  4. Strategies for building successful partnerships with families, colleagues and community stakeholders.
  5. Strategies for leadership, management and advocacy.
  6. Strategies for reframing, critical reflection and professional inquiry.
  7. Techniques of inclusive planning, monitoring and assessment.
  8. The significance of play based learning and teaching.

Additional Learning Experience Information

On Campus mode includes: Lectures, Workshop, Seminars, Discussion groups and Online experiences. This unit is also offered fully online.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
Essay ^Essay50%
Test ^Online Test50%
ONLINE
TypeDescriptionValue
Essay ^Essay50%
Test ^Online Test50%

^ Mandatory to Pass

Text References

  • ^ Arthur,L.,Beecher,B., Dearth,E.,Dockett,S., & Farmer,S.(2005). Programming and planning in early childhood settings.(4th ed.).Southbank: Thomson.
  • Australian Children's Education and Care Quality Authority. (2013). Guide to the National Quality Standard. Sydney, Australia: Author.
  • Australian Government Department of Education Employment and Workplace Relations. (2009). Belonging, being and becoming: The early years learning framework for Australia. Canberra, Australia: Author.
  • Australian Government Department of Education Employment and Workplace Relations. (2010). Belonging, being and becoming: Educators' guide to the early years learning framework for Australia. Canberra, Australia: Australian Government Department of Education, Employment and Workplace Relations.
  • Daft, L., & Pirola-Merlo, A. (2009). The leadership experience. (1st ed.). Australia: Cengage Learning Australia Pty Ltd.
  • Prendergast, D., & Garvis, S. (Eds.). (2013). Teaching early years: Curriculum, pedagogy and assessment. Crows Nest, Australia: Allen & Unwin.
  • McLachlan, C., Edwards, S., Margrain, V., & McLean, K. (2013). Children's learning and development: Contemporary assessment in the early years. South Yarra, Australia: Palgrave MacMillan.
  • Johnston, J., & Nahmad-Williams, L. (2009). Early childhood studies. Essex, England: Pearson Education Limited.
  • Feeney, S., Moravcik, E., Nolte, S., & Christensen, D. (2010). Who am I in the lives of children? An introduction to early childhood education. Upper Saddle River, New Jersey: Pearson Education Inc.
  • Ebbeck, M., & Waniganayake, M. (Eds.). (2010). Play in early childhood education: Learning in diverse contexts. South Melbourne, Australia: Oxford University Press.
  • Duchesne, S., McMaugh, A., Bochner, S., & Krause, K. (2013). Educational psychology for learning and teaching. (4th ed.). South Melbourne, Australia: Cengage Learning Australia.
  • Rodd, J. (2013). Leadership in early childhood: The pathway to professionalism. (4th ed.). Sydney, Australia: Allen & Unwin.

Journal References

  • ECA Research in Practice Series
  • Australian Journal of Early Childhood (AJEC)
  • Australian Research in Early Childhood Education (ARECE)
  • Library e-data bases
  • Journal of Educational Research

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

ECE5195|2|1

Faculty of Education and Arts

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Early Years Education

  • Unit Code

    ECE5195

  • Year

    2015

  • Enrolment Period

    2

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit focuses on contemporary pedagogical aspects in early childhood education. It examines theoretical perspectives of early childhood learners, learning and child development and explores brain development. Teachers form their philosophy of early childhood education drawn from policies, frameworks and evidence-based research that underpins effective early childhood pedagogy and practice. Pedagogical leadership is supported so that teachers strengthen their partnerships with families and communities and advocate for effective programs for children.

Non Standard Timetable Requirements

This unit offered in two modes. On-campus mode: weekends only or school holiday periods. Fully online mode.

Equivalent Rule

Unit was previously coded ECS5122

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse ways of effectively leading, advocating and managing in early childhood settings.
  2. Critically analyse contemporary pedagogical aspects of early childhood education.
  3. Examine inclusive and responsive planning, monitoring and assessment procedures that compliment the EYLF, the National Quality Standard and the Australian Curriculum and support childrens differentiated and engaged learning assessment procedures.
  4. Explore a range of theoretical perspectives of learners, learning and development of children aged birth to five and strategies that support this.
  5. Explore effective partnerships with colleagues, families and communities.
  6. Justify the significance of play based learning and teaching in early childhood education.
  7. Outline the philosophical foundations, current research and policies of effective practice in early childhood settings.
  8. Reframe personal pedagogy in light of new knowledge.

Unit Content

  1. Contemporary pedagogical aspects of early childhood education.
  2. Early childhood philosophical foundations, current research, ethics, national frameworks and policies in early childhood education.
  3. Major theories that underpin early childhood learning and holistic development of children aged birth to five years and appropriate teaching strategies.
  4. Strategies for building successful partnerships with families, colleagues and community stakeholders.
  5. Strategies for leadership, management and advocacy.
  6. Strategies for reframing, critical reflection and professional inquiry.
  7. Techniques of inclusive planning, monitoring and assessment.
  8. The significance of play based learning and teaching.

Additional Learning Experience Information

On Campus mode includes: Lectures, Workshop, Seminars, Discussion groups and Online experiences. This unit is also offered fully online.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
Essay ^Essay50%
Test ^Online Test50%
ONLINE
TypeDescriptionValue
Essay ^Essay50%
Test ^Online Test50%

^ Mandatory to Pass

Text References

  • ^ Arthur,L.,Beecher,B., Dearth,E.,Dockett,S., & Farmer,S.(2005). Programming and planning in early childhood settings.(4th ed.).Southbank: Thomson.
  • Australian Children's Education and Care Quality Authority. (2013). Guide to the National Quality Standard. Sydney, Australia: Author.
  • Australian Government Department of Education Employment and Workplace Relations. (2009). Belonging, being and becoming: The early years learning framework for Australia. Canberra, Australia: Author.
  • Australian Government Department of Education Employment and Workplace Relations. (2010). Belonging, being and becoming: Educators' guide to the early years learning framework for Australia. Canberra, Australia: Australian Government Department of Education, Employment and Workplace Relations.
  • Daft, L., & Pirola-Merlo, A. (2009). The leadership experience. (1st ed.). Australia: Cengage Learning Australia Pty Ltd.
  • Prendergast, D., & Garvis, S. (Eds.). (2013). Teaching early years: Curriculum, pedagogy and assessment. Crows Nest, Australia: Allen & Unwin.
  • McLachlan, C., Edwards, S., Margrain, V., & McLean, K. (2013). Children's learning and development: Contemporary assessment in the early years. South Yarra, Australia: Palgrave MacMillan.
  • Johnston, J., & Nahmad-Williams, L. (2009). Early childhood studies. Essex, England: Pearson Education Limited.
  • Feeney, S., Moravcik, E., Nolte, S., & Christensen, D. (2010). Who am I in the lives of children? An introduction to early childhood education. Upper Saddle River, New Jersey: Pearson Education Inc.
  • Ebbeck, M., & Waniganayake, M. (Eds.). (2010). Play in early childhood education: Learning in diverse contexts. South Melbourne, Australia: Oxford University Press.
  • Duchesne, S., McMaugh, A., Bochner, S., & Krause, K. (2013). Educational psychology for learning and teaching. (4th ed.). South Melbourne, Australia: Cengage Learning Australia.
  • Rodd, J. (2013). Leadership in early childhood: The pathway to professionalism. (4th ed.). Sydney, Australia: Allen & Unwin.

Journal References

  • ECA Research in Practice Series
  • Australian Journal of Early Childhood (AJEC)
  • Australian Research in Early Childhood Education (ARECE)
  • Library e-data bases
  • Journal of Educational Research

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

ECE5195|2|2