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  2. Leading Early Childhood Pedagogy and Practice (0-8 years) [EPA5170]

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

    Leading Early Childhood Pedagogy and Practice (0-8 years)

  • Unit Code

    EPA5170

  • Year

    2016

  • Enrolment Period

    1

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit examines leadership in early childhood settings and explores factors that impact on pedagogy and practice. Current research, evolving theories of leadership and early childhood pedagogy are critically analysed in order to reconceptualise practice in light of changing pedagogy. Students demonstrate their ability to lead pedagogy and practice through action learning, ongoing professional learning and dialogue, reflective practice and relationship building. Theoretical knowledge is linked to practical experiences through research that relates to leadership, pedagogy and change.

Learning Outcomes

On completion of this unit students should be able to:

  1. Assess the effectiveness of their leadership role and its impact on early childhood pedagogy and practice.
  2. Demonstrate knowledge of evidence based research, evolving theories of leadership and early childhood pedagogy.
  3. Initiate and sustain change through action learning, ongoing professional learning and dialogue, reflective practice and relationship building.
  4. Reconceptualise practice in light of new reforms and changing pedagogy.

Unit Content

  1. Changes in early childhood pedagogy and their impact on practice.
  2. Initiate pedagogical change in an early childhood context.
  3. Knowledge of leadership, early childhood pedagogy and evidence based research.
  4. Knowledge of reforms and the conceptual and behavioural positions of individuals towards change.
  5. Leading change through dialogue, analysis, reflection and self-assessment.
  6. Leading pedagogy and practice in innovative ways that promote quality practices.
  7. Leading pedagogy within and beyond early childhood settings.
  8. Module One: Building leadership capacity.
  9. Module Three: Leading early childhood pedagogy and practice through action learning.
  10. Module Two: Reconceptualising practice in light of reforms.
  11. Professional dialogue, critical analysis, reflection, self-assessment and action learning as tools for change.
  12. Sustain and evaluate the impact of change.

Additional Learning Experience Information

Lectures, workshops, practical experience, online support, Camtasia, digital video and interviews.

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.

ON CAMPUS
TypeDescriptionValue
AssignmentLeadership, pedagogy and practice40%
ReportAction learning60%
ONLINE
TypeDescriptionValue
AssignmentLeadership, pedagogy and practice40%
ReportAction learning60%

Text References

  • ^ Daft, L., & Pirola-Merlo, A. (2009). The leadership experience. Australia: Cengage Learning Australia Pty Ltd.
  • Brady, L., & Kennedy, D. (2010). Curriculum construction. (4th ed.). Frenchs Forest, NSW: Pearson Australia.
  • Click, P., & Karkos, K.A. (2011). Administration of programs for young children. (8th ed.). USA: Wadsworth, Cengage Learning.
  • Hill, L.T., Stremmel, A.J., & Fu, V.R. (2005). Teaching as inquiry: Rethinking curriculum in early childhood education. Boston: Pearson Education, Inc.
  • Raban, B., Nolan, A., Waniganayake, M., Ure, C., Brown, R., & Deans, J. (2007). Building capacity: Strategic professional development for early childhood practitioners. Victoria: Thomson, Social Science Press.
  • Razik, T.A., & Swanson, A.D. (2010). Fundamental concepts of educational leadership and management. Boston: Allyn & Bacon, Pearson.
  • Rodd, J. (2013). Leadership in early childhood: The pathway to professionalism. (4th ed.). Crows Nest, NSW: Allen & Unwin.
  • Kieff, J. (2009). Informed advocacy in early childhood care and education: Making a difference for young children and families. Upper Saddle River, New Jersey: Pearson.
  • Australian Government Department of Education Employment and Workplace Relations. (2009). Belonging, being & becoming: The early years learning framework for Australia. Canberra: Author.
  • Midlock, S.F. (2011). Case studies for educational leadership: Solving administrative dilemmas. Boston: Pearson.

Journal References

  • Dana, N.F., & Yendol-Hoppey, D. (2005). Becoming an early childhood teacher leader and an advocate for social justice: A Phenomenological interview study. Journal of Early Childhood Teacher Education, 26(3), 191-206.
  • Couse, L.J., & Russo, H.L. (2006). Service-learning: Mentoring leadership skills in the experienced teacher. Mentoring & Tutoring: Partnership in learning, 14(1), 33-48.
  • Colmer, K. (2008). Leading a learning organisation: Australian early years centres as learning networks. European Early Childhood Education Research Journal,16(1), 107-115.
  • Deakins, E. (2007). The role of meaningful dialogue in early childhood education leadership. Australian Journal of Early Childhood, 32(1), 38-46.
  • Evans, M.P., & Stone-Johnson, C. (2010). Internal leadership challenges of network participation. International Journal of Leadership in Education, 13(2), 203-220.
  • Lee, S.Y., Recchia, S.L., & Shin, M.S. (2005). "Not the same kind of leaders": Four young children's unique ways of influencing others. Journal of Research in Childhood Education, 20(2), 132-148.
  • Rodd, J. (1997). Learning to be leaders: Perceptions of early childhood professionals about leadership roles and responsibilities. Early Years, 18(1), 40-44.
  • Stamopoulos, E. (2012). Reframing early childhood leadership. Australasian Journal of Early Childhood. 37(2), 42-48.
  • Stamopoulos, E. (2003). Elucidating the dilemma of P1 in Western Australian schools: Towards a solution. Contemporary Issues in Early Childhood, 4(2), 188-217.
  • Stamopoulos, E. (2003). Principals' and teachers' stance towards P1 composite classes. Journal of Australian Research in Early Childhood Education, 10(2), 108-119.
  • Stamopoulos, E. (1998). The perceptions of principals on their leadership role in pre-primary. Australian Journal of Early Childhood, 23(2), 26-30.
  • Sumsion, J., Cheeseman, C., Harrison, L., Kennedy, A., & Stonehouse, A. (2009). Insider perspectives on developing belonging, being & becoming: The early years learning framework for Australia. Australasian Journal of Early Childhood. 34(4), 4-13.
  • Woodrow, C., & Busch, G. (2008). Repositioning early childhood leadership as action and activism. European Early Childhood Education Research Journal, 16(1), 83-93.
  • Woodrow, C. (2008). Discourses of professional identity in early childhood: Movements in Australia. European Early Childhood Education Research Journal, 16(2), 269-280.

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

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.

Academic Misconduct

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:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

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.

EPA5170|2|1

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

    Leading Early Childhood Pedagogy and Practice (0-8 years)

  • Unit Code

    EPA5170

  • Year

    2016

  • Enrolment Period

    2

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit examines leadership in early childhood settings and explores factors that impact on pedagogy and practice. Current research, evolving theories of leadership and early childhood pedagogy are critically analysed in order to reconceptualise practice in light of changing pedagogy. Students demonstrate their ability to lead pedagogy and practice through action learning, ongoing professional learning and dialogue, reflective practice and relationship building. Theoretical knowledge is linked to practical experiences through research that relates to leadership, pedagogy and change.

Learning Outcomes

On completion of this unit students should be able to:

  1. Assess the effectiveness of their leadership role and its impact on early childhood pedagogy and practice.
  2. Demonstrate knowledge of evidence based research, evolving theories of leadership and early childhood pedagogy.
  3. Initiate and sustain change through action learning, ongoing professional learning and dialogue, reflective practice and relationship building.
  4. Reconceptualise practice in light of new reforms and changing pedagogy.

Unit Content

  1. Changes in early childhood pedagogy and their impact on practice.
  2. Initiate pedagogical change in an early childhood context.
  3. Knowledge of leadership, early childhood pedagogy and evidence based research.
  4. Knowledge of reforms and the conceptual and behavioural positions of individuals towards change.
  5. Leading change through dialogue, analysis, reflection and self-assessment.
  6. Leading pedagogy and practice in innovative ways that promote quality practices.
  7. Leading pedagogy within and beyond early childhood settings.
  8. Module One: Building leadership capacity.
  9. Module Three: Leading early childhood pedagogy and practice through action learning.
  10. Module Two: Reconceptualising practice in light of reforms.
  11. Professional dialogue, critical analysis, reflection, self-assessment and action learning as tools for change.
  12. Sustain and evaluate the impact of change.

Additional Learning Experience Information

Lectures, workshops, practical experience, online support, Camtasia, digital video and interviews.

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.

ON CAMPUS
TypeDescriptionValue
AssignmentLeadership, pedagogy and practice40%
ReportAction learning60%
ONLINE
TypeDescriptionValue
AssignmentLeadership, pedagogy and practice40%
ReportAction learning60%

Text References

  • ^ Daft, L., & Pirola-Merlo, A. (2009). The leadership experience. Australia: Cengage Learning Australia Pty Ltd.
  • Brady, L., & Kennedy, D. (2010). Curriculum construction. (4th ed.). Frenchs Forest, NSW: Pearson Australia.
  • Click, P., & Karkos, K.A. (2011). Administration of programs for young children. (8th ed.). USA: Wadsworth, Cengage Learning.
  • Hill, L.T., Stremmel, A.J., & Fu, V.R. (2005). Teaching as inquiry: Rethinking curriculum in early childhood education. Boston: Pearson Education, Inc.
  • Midlock, S.F. (2011). Case studies for educational leadership: Solving administrative dilemmas. Boston: Pearson.
  • Raban, B., Nolan, A., Waniganayake, M., Ure, C., Brown, R., & Deans, J. (2007). Building capacity: Strategic professional development for early childhood practitioners. Victoria: Thomson, Social Science Press.
  • Razik, T.A., & Swanson, A.D. (2010). Fundamental concepts of educational leadership and management. Boston: Allyn & Bacon, Pearson.
  • Rodd, J. (2013). Leadership in early childhood: The pathway to professionalism. (4th ed.). Crows Nest, NSW: Allen & Unwin.
  • Australian Government Department of Education Employment and Workplace Relations. (2009). Belonging, being & becoming: The early years learning framework for Australia. Canberra: Author.
  • Kieff, J. (2009). Informed advocacy in early childhood care and education: Making a difference for young children and families. Upper Saddle River, New Jersey: Pearson.

Journal References

  • Dana, N.F., & Yendol-Hoppey, D. (2005). Becoming an early childhood teacher leader and an advocate for social justice: A Phenomenological interview study. Journal of Early Childhood Teacher Education, 26(3), 191-206.
  • Couse, L.J., & Russo, H.L. (2006). Service-learning: Mentoring leadership skills in the experienced teacher. Mentoring & Tutoring: Partnership in learning, 14(1), 33-48.
  • Colmer, K. (2008). Leading a learning organisation: Australian early years centres as learning networks. European Early Childhood Education Research Journal,16(1), 107-115.
  • Deakins, E. (2007). The role of meaningful dialogue in early childhood education leadership. Australian Journal of Early Childhood, 32(1), 38-46.
  • Evans, M.P., & Stone-Johnson, C. (2010). Internal leadership challenges of network participation. International Journal of Leadership in Education, 13(2), 203-220.
  • Lee, S.Y., Recchia, S.L., & Shin, M.S. (2005). "Not the same kind of leaders": Four young children's unique ways of influencing others. Journal of Research in Childhood Education, 20(2), 132-148.
  • Rodd, J. (1997). Learning to be leaders: Perceptions of early childhood professionals about leadership roles and responsibilities. Early Years, 18(1), 40-44.
  • Stamopoulos, E. (2012). Reframing early childhood leadership. Australasian Journal of Early Childhood. 37(2), 42-48.
  • Stamopoulos, E. (2003). Elucidating the dilemma of P1 in Western Australian schools: Towards a solution. Contemporary Issues in Early Childhood, 4(2), 188-217.
  • Stamopoulos, E. (2003). Principals' and teachers' stance towards P1 composite classes. Journal of Australian Research in Early Childhood Education, 10(2), 108-119.
  • Stamopoulos, E. (1998). The perceptions of principals on their leadership role in pre-primary. Australian Journal of Early Childhood, 23(2), 26-30.
  • Sumsion, J., Cheeseman, C., Harrison, L., Kennedy, A., & Stonehouse, A. (2009). Insider perspectives on developing belonging, being & becoming: The early years learning framework for Australia. Australasian Journal of Early Childhood. 34(4), 4-13.
  • Woodrow, C. (2008). Discourses of professional identity in early childhood: Movements in Australia. European Early Childhood Education Research Journal, 16(2), 269-280.
  • Woodrow, C., & Busch, G. (2008). Repositioning early childhood leadership as action and activism. European Early Childhood Education Research Journal, 16(1), 83-93.

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

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.

Academic Misconduct

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:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

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.

EPA5170|2|2