Handbook : Unit informationEdith Cowan University

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 Childhood Education Studies 2

• Unit Code

  ECS4212

• Year

  2015

• Enrolment Period

  1

• Version

  2

• Credit Points

  10

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  

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Description

This unit provides pre-service teachers with an understanding of the characteristics of children aged 3-5 years and how the learning environment impacts on young children's learning. It explores theories underpinning learning, child development and pedagogy and makes links to effective early childhood practice. Pre-service teachers' knowledge of socially just and inclusive practices are developed. A repertoire of pedagogical practices for this age group are examined.

Non Standard Timetable Requirements

Offered on-campus .

Equivalent Rule

Unit was previously coded ECS4122

Learning Outcomes

On completion of this unit students should be able to:

1. Demonstrate knowledge of effective pedagogical practices for children aged 3-5 years.
2. Describe practices for assessment and evaluation suitable for children aged 3-5 years.
3. Explain how the learning environment promotes learning in the kindergarten and pre-primary settings.
4. Explain the influence of social justice issues and principles, and the implementation of a differentiated curriculum.
5. Outline the philosophical foundations and accepted policies of effective practice in early childhood settings.
6. Summarise the characteristics of children aged 3-5 years.

Unit Content

1. Early childhood philosophical foundations and research based pedagogical practice.
2. Inclusive and socially just practices for all children.
3. Indoor and outdoor learning environments.
4. Learning and development for children aged 3-5 years.
5. Practices for successful and effective working relationships in early childhood settings.
6. Teaching and assessment practices suitable for children aged 3-5 years.

Additional Learning Experience Information

Lectures, workshops, simulations, guest speakers and seminars. In addition independent study, perceptive observation, reflective thought and contribution to seminars for both on-campus and residency modes of study.

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.

Text References

• Porter, L. (2003). Young children's behaviour: Practical approaches for caregivers and teachers. (2nd ed.). Sydney, Australia: MacLennan & Petty.
• Kostelnik, M.J., Whiren, A., Soderman, A.K., Stein, L.C., & Gregory, K. (2006). Guiding children's social development: Theory to practice. (5th ed.). Albany, NY: Thomson/Delmar.
• McNaughton, G., & Williams, G. (2004). Techniques for teaching young children: Choices in theory and practice. (2nd ed.). South Melbourne, Australia: Pearson.
• Puckett, M.B., & Diffily, D. (2004). Teaching young children: An introduction to the early childhood profession. (2nd ed.). Clifton Park, NY: Delmar Learning.
• Wolfgang, C.H. (2004). Child guidance through play. Teaching positive social behaviours (ages 2-7). Boston: Allyn & Bacon.
• Wortham, S. (2001). Assessment in early childhood education. New Jersey: Merrill Prentice Hall.
• Henniger, M.L. (2005). Teaching young children: An introduction. (3rd ed.). Upper Saddle River: Pearson.
• Beaty, J. (2004). Skills for preschool teachers. (7th ed.). New Jersey: Pearson Education.
• Duchesne, S., McMaugh, A., Bochner, S., & Kraus, K,K. (2013). Educational psychology for learning and teaching. (4th ed.). Melbourne:Cengage Learning.
• Frost, J.L., Wortham, S., & Reifel.S. (2001). Play and child development. New Jersey: Merrill Prentice Hall.
• Fu, V.R., Stremmel, A. J., & Hill, T. (2002). Teaching and learning: Collaborative exploration of the Reggio Emelia approach. New Jersey: Merrill Prentice Hall.
• Fraser, S., & Gestwicki, C. (2006). Authentic childhood: Exploring Reggio Emilia in the classroom. Toronto: Nelson.
• Gestwicki, C. (2004). Home, school, and community relations: A guide to working with families. (5th ed.).
• Arthur, L., Beecher, B., Dearth, E., Dockett, S., & Farmer, S. (2005). Programming and planning in early childhood settings. (3rd ed.). Southbank: Thomson.

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