Handbook : Unit informationEdith Cowan University

School: Kurongkurl Katitjin

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

  Aboriginal Contexts in Early Childhood Education

• Unit Code

  EDF3200

• Year

  2021

• Enrolment Period

  1

• Version

  1

• Credit Points

  15

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  Online

• Unit Coordinator

  Ms Sian BENNETT

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Description

In this unit pre-service teachers are provided the opportunity to develop critical understandings and knowledge on the ways in which colonisation has impacted Aboriginal students, their families and communities in early childhood education. The unit has a dual focus: firstly, exploring the historical, cultural and social contexts that shape the contemporary experiences of Aboriginal children, their families and communities in early years education and; secondly, to develop a range of culturally responsive teaching practices, activities and initiatives which include teaching Aboriginal perspectives to all children in the early years. Aligning with the Early Years Learning Framework (EYLF) and the National Quality Framework (NQF), this unit recognises the importance of early years education for Aboriginal children and is designed to assist educators in engaging and supporting the safety, well-being and development of Aboriginal children, their families and communities through early years education.

Prerequisite Rule

Students enrolled in Y42 must have passed IPP2260

Learning Outcomes

On completion of this unit students should be able to:

1. Explore and recognise the diversity of identities within contemporary Aboriginal and Torres Strait Islander peoples and cultures in an early childhood setting.
2. Plan authentic learning experiences that are appropriate for the early years and enable all students to learn about Aboriginal and Torres Strait Islander histories, cultures, languages and worldviews with an emphasis on children’s first-hand experiences as the basis for their learning.
3. Implement culturally responsive pedagogies and practices that take into account the cultural identities and linguistic backgrounds of Aboriginal and Torres Strait Islander students and early childhood pedagogies.
4. Reflect on the historical, institutional, social and economic contexts that shape the way all teachers, early childhood students and families engage with education.

Unit Content

1. Culturally responsive protocols that guide respectful and responsible engagement with Aboriginal peoples and knowledges.
2. Teach Aboriginal and Torres Strait Islander worldviews and identities in early childhood.
3. Pedagogies and practices that reflect Aboriginal ways of being, knowing and doing and early childhood pedagogies.
4. Pedagogies and protocols that enable teachers to authentically and appropriately present Aboriginal perspectives as part of an early childhood curriculum.
5. Australian history, and Aboriginal education policy, that have shaped the interaction of teachers and students today.
6. Educator practices that promote learning through play, reconciliation and teach anti-racism within education early childhood settings.
7. Exemplars of practices in the early years that take in to account perspectives of the child and family and the the impact of health, social and economic determinants on student engagement and family.

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

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.

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