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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.
Please note that given the circumstances of COVID-19, there may be some modifications to the assessment schedule promoted in Handbook for Semester 1 2020 Units. Students will be notified of all approved modifications by Unit Coordinators via email and Unit Blackboard sites. Where changes have been made, these are designed to ensure that you still meet the unit learning outcomes in the context of our adjusted teaching and learning arrangements.
This unit will critique contemporary, historical and comparative perspectives in early childhood education and investigate issues that impact on policy development and implementation. Students will critically analyse international perspectives, play based and alternate pedagogies and curriculum approaches relating to early childhood education. The development of the early childhood educator's professional identity will be explored and the ethical responsibilities of early childhood educators scrutinised. Students will critically examine the knowledge and skills needed for leadership, working in teams and the administration of early childhood programs. Advocating for quality early childhood programs, "closing the gap" and the rise of integrated service provision will be examined. This unit will assist students to explore the many facets of work of the early childhood educator as a pedagogical leader in early childhood education.
On completion of this unit students should be able to:
Students will attend on campus classes as well as engage in learning activities through ECU Blackboard.
| Joondalup | Mount Lawley | South West (Bunbury) | |
|---|---|---|---|
| Semester 2 | Not Offered | 10 x 3 hour seminar | Not Offered |
For more information see the Semester Timetable
Students will engage in learning experiences through ECU Blackboard as well as additional ECU learning technologies.
A combination of lectures, workshops, guest speakers, videos, practicum, required readings and group and individually assigned work are used to achieve the unit outcomes. Students are required to become independent autonomous learners, contributors in workshops and adaptable and responsive team members.
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.
| Type | Description | Value |
|---|---|---|
| Essay | Essay | 40% |
| Assignment | Contemporary Issue in Early Childhood Education | 50% |
| Participation | Weekly Reading Responses | 10% |
| Type | Description | Value |
|---|---|---|
| Essay | Essay | 40% |
| Assignment | Contemporary Issue in Early Childhood Education | 50% |
| Participation | Weekly Reading Responses | 10% |
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.
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:
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.
ECE6150|1|1
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.
Please note that given the circumstances of COVID-19, there may be some modifications to the assessment schedule promoted in Handbook for this unit. All assessment changes will be published by 27 July 2020. All students are reminded to check handbook at the beginning of semester to ensure they have the correct outline.
This unit will critique contemporary, historical and comparative perspectives in early childhood education and investigate issues that impact on policy development and implementation. Students will critically analyse international perspectives, play based and alternate pedagogies and curriculum approaches relating to early childhood education. The development of the early childhood educator's professional identity will be explored and the ethical responsibilities of early childhood educators scrutinised. Students will critically examine the knowledge and skills needed for leadership, working in teams and the administration of early childhood programs. Advocating for quality early childhood programs, "closing the gap" and the rise of integrated service provision will be examined. This unit will assist students to explore the many facets of work of the early childhood educator as a pedagogical leader in early childhood education.
On completion of this unit students should be able to:
Students will attend on campus classes as well as engage in learning activities through ECU Blackboard.
| Joondalup | Mount Lawley | South West (Bunbury) | |
|---|---|---|---|
| Semester 2 | Not Offered | 10 x 3 hour seminar | Not Offered |
For more information see the Semester Timetable
Students will engage in learning experiences through ECU Blackboard as well as additional ECU learning technologies.
A combination of lectures, workshops, guest speakers, videos, practicum, required readings and group and individually assigned work are used to achieve the unit outcomes. Students are required to become independent autonomous learners, contributors in workshops and adaptable and responsive team members.
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.
| Type | Description | Value |
|---|---|---|
| Essay | Essay | 40% |
| Assignment | Contemporary Issue in Early Childhood Education | 50% |
| Participation | Weekly Reading Responses | 10% |
| Type | Description | Value |
|---|---|---|
| Essay | Essay | 40% |
| Assignment | Contemporary Issue in Early Childhood Education | 50% |
| Participation | Weekly Reading Responses | 10% |
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.
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:
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.
ECE6150|1|2