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

  Early Childhood Education Studies 1

• Unit Code

  ECS4221

• Year

  2016

• 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 knowledge of early childhood pedagogy forchildren aged 5-8 years. Major theories of learning, development, behaviour and motivation are examined in the context of early childhood settings. Pre-service teachers develop an understanding of the components of the learning environment and ways in which these facilitate effective and inclusive learning. A repertoire of effective pedagogical practices is developed.

Non Standard Timetable Requirements

Offered for both on-campus and residency modes of study.

Equivalent Rule

Unit was previously coded ECS4121

Learning Outcomes

On completion of this unit students should be able to:

1. Critique strategies that promote children's self regulation and motivation.
2. Demonstrate knowledge of effective practice for children aged 5-8 years based upon relevant curriculum documents.
3. Identify principles and describe learning and developmental theories underpinning early childhood pedagogy.
4. Outline the influence of the learning environment.
5. Select and justify strategies for assessment and evaluation suitable for children aged 5-8 years.
6. Summarise the characteristics of children aged 5-8 years.

Unit Content

1. Contrast and apply knowledge of learning theories.
2. Major theories of learning and development.
3. Pedagogical principles and practices for children aged 5- 8 years.
4. Relevant curriculum documents.
5. The influence of the learning environment on effective and inclusive learning.
6. Whole school and classroom management.

Additional Learning Experience Information

Lectures, workshops, guest speakers and seminars In additon independent study, perceptive observation, reflective thought and contribution to seminars will be 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 Board of Examiners.

Text References

• ^ Duchesne, S., & McMaugh, A. (2016). Educational psychology for learning and teaching. (5th ed.). Melbourne, Australia: Cengage Learning.
• ^
• Murdoch, K., & Hornsby, D. (2000). Planning curriculum connections: Whole school planning for integrated curriculum. Melbourne, Australia: Eleanor Curtain Publishing
• Marsh, C. (2004). Becoming a teacher: Knowledge, skills and issues. (3rd ed.). Frenchs Forest. Australia: Pearson
• Kauchak, D., & Eggen, P. (2005). Introduction to teaching: Becoming a professional. (2nd ed.). Upper Saddle River, NJ: Pearson
• Harris Helm, J., & Katz, L. (2001). Young investigators: The project approach in the early years. New York, NY: Teachers College Press
• Brewer, J. (2001). Introduction to early childhood education: Preschool through primary grades. (4th ed.). Boston, MA: Allyn and Bacon
• Bjorklund, D. F. (2005). Children's thinking: Cognitive development and individual differences. (4th ed.). USA: Thompson
• Arthur, M., Gordon, C., & Butterfield, N. (2003). Classroom management: Creating positive learning environments. Australia: Thomson
• Warner, L., & Sower, J. (2005). Educating young children from preschool through primary grades. Boston, MA: Pearson
• Wortham, S. (2001). Assessment in early childhood education. New Jersey, NJ: Merrill Prentice Hall
• Henniger, M. ( 2004). The teaching experience: An introduction to reflective practice. New Jersey, NJ: Merrill Prentice Hall

^ Mandatory reference

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