Handbook : Unit informationEdith Cowan University

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

  Effective Pedagogy and Practice in Early Childhood Contexts

• Unit Code

  ECE6160

• Year

  2021

• Enrolment Period

  2

• Version

  5

• Credit Points

  15

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  Online

• Unit Coordinator

  Dr Kay Elizabeth AYRE

Description

This unit explores the specialised knowledge and skills related to effective teaching and learning of young children and the effective planning, implementation and the assessment of inclusive and socially just curriculum. The students will revisit the historical and comparative perspectives of early childhood education and link these theoretical frames to the practice of educating young children. The unit will also explore the essential skills to plan and implement effective learning programs that utilise contemporary, play-based pedagogies. This unit will include professional experience days as applicable to the course registration requirements.

Prerequisite Rule

Must have passed ECE6130 and ECE6140.

I81 students must have passed LAN6120, MSC6110, ECE6180, SCE6120, LIT1200 and NUM1200

Learning Outcomes

On completion of this unit students should be able to:

1. Critically analyse theories and models of effective early childhood pedagogy.
2. Examine and implement effective practice for creating inclusive and differentiated curriculum for children while on practicum.
3. Critically analyse strategies for working with families and community partners and assisting with the transition and continuity of children's learning.
4. Analyse effective teaching and learning strategies for the inclusion of children from diverse cultural and developmental backgrounds including Aboriginal children.
5. Explore strategies to establish communities of practice, action research and reflective practice to continually improve practice.
6. Critically examine contextual factors of their practicum setting that will influence the planning, implementation and evaluation of effective ethical programs for young children.
7. Independently develop, implement and assess early childhood programs while on professional experience.

Unit Content

1. Theories and models of effective early childhood pedagogy.
2. Attributes of effective practice for creating inclusive and differentiated curriculum for children.
3. Strategies for engaging families and communities and the transition and continuity of young children's learning.
4. Effective teaching and learning strategies for the inclusion of children from diverse cultural and developmental backgrounds including Aboriginal children.
5. Strategies to establish communities of practice, action research and reflective practice to continually improve practice.
6. Contextual analysis; planning & evaluation of programs; ECA Code of Ethics.
7. Practicum guidelines.

Learning Experience

ON-CAMPUS

Students will attend on campus classes as well as engage in learning activities through ECUs LMS

For more information see the Semester Timetable

ONLINE

Students will engage in learning experiences through ECUs LMS as well as additional ECU l

Additional Learning Experience Information

The teaching and learning processes in this unit model participatory and co-operative learning strategies used by effective learners. Pre-Service Teachers are expected to participate in all lectures, workshops, tutorials and/or online teaching and learning processes. During the professional experience, it is imperative that Pre-Service Teachers demonstrate professionalism and respect for industry partners at all times. Pre-Service Teachers must abide by the professional standards set out in the ECU Student Code of Conduct and comply with the applicable University policies and rules. All Pre-Service Teachers 18 years of age and over will be required to have a current Nationally Coordinated Criminal History Check (NCCHC) and a current Working with Children Check, or the equivalent clearance issued by the relevant State authority before commencing this professional experience. The host School/Centre has absolute discretion to terminate the Pre-Service Teacher’s professional experience prior to completion of the placement. Situations where this discretion has been exercised are typically where the School/Centre has had concerns about Pre-Service Teacher's conduct or performance. ECU may also withdraw a Pre-Service Teacher from professional experience in certain circumstances. Early termination or withdrawal from the professional experience may result in a Fail grade for this unit. The professional experience requirement will be dictated by course enrolment: For GRADUATE CERTIFICATE (S74) a 30-day professional experience in a 3-5 years setting is required as well as a 20-day professional experience in a 5-8 years setting. For the MASTER OF TEACHING (I81) 5 distributed days plus a 30-day block professional experience in a 3-5 years setting is required.

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 School Progression Panel.

^ Mandatory to Pass

Core Reading(s)

• ARTHUR, L., BEECHER, B., DEATH, E., DOCKETT, S., & FARMER, S. (2021). Programming and planning in early childhood settings. PROGRAMMING AND PLANNING IN EARLY CHILDHOOD CONTEXTS (8th ed.). CENGAGE. Retrieved from https://ecu.on.worldcat.org/oclc/1192375462
• Arthur, L., Beecher, B., Death, E., Docket, S., & Farmer, S. (2021). Programming and planning in early childhood settings. Cengage Australia. Retrieved from https://ecu.on.worldcat.org/oclc/1192375462