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
EPA6170Year
2016Enrolment Period
1Version
1Credit Points
15Full 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.
Equivalent Rule
Unit was previously coded EPA5170
Learning Outcomes
On completion of this unit students should be able to:
- Assess the effectiveness of their leadership role and its impact on early childhood pedagogy and practice.
- Critique common educational leadership strategies and practices in the field in light of current evidence-based research.
- Demonstrate knowledge of evidence based research, evolving theories of leadership and early childhood pedagogy.
- Initiate and sustain change through action learning, ongoing professional learning and dialogue, reflective practice and relationship building.
- Reconceptualise practice in light of new reforms and changing pedagogy.
Unit Content
- Module Three: Leading early childhood pedagogy and practice through action learning Initiate pedagogical change in an early childhood context. Leading change through dialogue, analysis, reflection and self-assessment Sustain and evaluate the impact of change.
- Module Two: Reconceptualising practice in light of reforms Knowledge of reforms and the conceptual and behavioural positions of individuals towards change. Professional dialogue, critical analysis, reflection, self-assessment and action learning as tools for change. Leading pedagogy and practice in innovative ways that promote quality practices.
- Module One: Building leadership capacity Knowledge of leadership, early childhood pedagogy and evidence based research. Changes in early childhood pedagogy and their impact on practice. Leading pedagogy within and beyond early childhood settings.
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| Type | Description | Value |
|---|
| Assignment | Leadership, pedagogy and practice | 40% |
| Report | Action learning | 60% |
ONLINE| Type | Description | Value |
|---|
| Assignment | Leadership, pedagogy and practice | 40% |
| Report | Action learning | 60% |
Text References
- ^ Daft, L., & Pirola-Merlo, A. (2009). The leadership experience. Australia: Cengage Learning Australia Pty Ltd.
- 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.
- Brady, L., & Kennedy, D. (2010). Curriculum construction. (4th ed.). Frenchs Forest, Australia: Pearson Australia.
- Australian Government Department of Education Employment and Workplace Relations. (2009). Belonging, being & becoming: The early years learning framework for Australia. Canberra, Australia: Author.
- Hill, L.T., Stremmel, A.J., & Fu, V.R. (2005). Teaching as inquiry: Rethinking curriculum in early childhood education. Boston: Pearson Education, Inc.
- Click, P., & Karkos, K.A. (2011). Administration of programs for young children. (8th ed.). USA: Wadsworth, Cengage Learning.
- 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, Australia: Allen & Unwin.
Journal References
- Woodrow, C. (2008). Discourses of professional identity in early childhood: Movements in Australia. European Early Childhood Education Research Journal, 16(2), 269-280.
- Colmer, K. (2008). Leading a learning organisation: Australian early years centres as learning networks. European Early Childhood Education Research Journal,16(1), 107-115.
- 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.
- 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.
- 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.
- Woodrow, C., & Busch, G. (2008). Repositioning early childhood leadership as action and activism. European Early Childhood Education Research Journal, 16(1), 83-93.
- 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.
- Stamopoulos, E. (1998). The perceptions of principals on their leadership role in pre-primary. Australian Journal of Early Childhood, 23(2), 26-30.
- 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. (2003). Elucidating the dilemma of P1 in Western Australian schools: Towards a solution. Contemporary Issues in Early Childhood, 4(2), 188-217.
- Stamopoulos, E. (2012). Reframing early childhood leadership. Australasian Journal of Early Childhood. 37(2), 42-48.
- Rodd, J. (1997). Learning to be leaders: Perceptions of early childhood professionals about leadership roles and responsibilities. Early Years, 18(1), 40-44.
- 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.
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.
EPA6170|1|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
EPA6170Year
2016Enrolment Period
2Version
1Credit Points
15Full 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.
Equivalent Rule
Unit was previously coded EPA5170
Learning Outcomes
On completion of this unit students should be able to:
- Assess the effectiveness of their leadership role and its impact on early childhood pedagogy and practice.
- Critique common educational leadership strategies and practices in the field in light of current evidence-based research.
- Demonstrate knowledge of evidence based research, evolving theories of leadership and early childhood pedagogy.
- Initiate and sustain change through action learning, ongoing professional learning and dialogue, reflective practice and relationship building.
- Reconceptualise practice in light of new reforms and changing pedagogy.
Unit Content
- Module Three: Leading early childhood pedagogy and practice through action learning Initiate pedagogical change in an early childhood context. Leading change through dialogue, analysis, reflection and self-assessment Sustain and evaluate the impact of change.
- Module Two: Reconceptualising practice in light of reforms Knowledge of reforms and the conceptual and behavioural positions of individuals towards change. Professional dialogue, critical analysis, reflection, self-assessment and action learning as tools for change. Leading pedagogy and practice in innovative ways that promote quality practices.
- Module One: Building leadership capacity Knowledge of leadership, early childhood pedagogy and evidence based research. Changes in early childhood pedagogy and their impact on practice. Leading pedagogy within and beyond early childhood settings.
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| Type | Description | Value |
|---|
| Assignment | Leadership, pedagogy and practice | 40% |
| Report | Action learning | 60% |
ONLINE| Type | Description | Value |
|---|
| Assignment | Leadership, pedagogy and practice | 40% |
| Report | Action learning | 60% |
Text References
- ^ Daft, L., & Pirola-Merlo, A. (2009). The leadership experience. Australia: Cengage Learning Australia Pty Ltd.
- 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.
- Brady, L., & Kennedy, D. (2010). Curriculum construction. (4th ed.). Frenchs Forest, Australia: Pearson Australia.
- Australian Government Department of Education Employment and Workplace Relations. (2009). Belonging, being & becoming: The early years learning framework for Australia. Canberra, Australia: Author.
- Hill, L.T., Stremmel, A.J., & Fu, V.R. (2005). Teaching as inquiry: Rethinking curriculum in early childhood education. Boston: Pearson Education, Inc.
- Click, P., & Karkos, K.A. (2011). Administration of programs for young children. (8th ed.). USA: Wadsworth, Cengage Learning.
- 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, Australia: Allen & Unwin.
Journal References
- Woodrow, C. (2008). Discourses of professional identity in early childhood: Movements in Australia. European Early Childhood Education Research Journal, 16(2), 269-280.
- Colmer, K. (2008). Leading a learning organisation: Australian early years centres as learning networks. European Early Childhood Education Research Journal,16(1), 107-115.
- 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.
- 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.
- 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.
- Woodrow, C., & Busch, G. (2008). Repositioning early childhood leadership as action and activism. European Early Childhood Education Research Journal, 16(1), 83-93.
- 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.
- Stamopoulos, E. (1998). The perceptions of principals on their leadership role in pre-primary. Australian Journal of Early Childhood, 23(2), 26-30.
- 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. (2003). Elucidating the dilemma of P1 in Western Australian schools: Towards a solution. Contemporary Issues in Early Childhood, 4(2), 188-217.
- Stamopoulos, E. (2012). Reframing early childhood leadership. Australasian Journal of Early Childhood. 37(2), 42-48.
- Rodd, J. (1997). Learning to be leaders: Perceptions of early childhood professionals about leadership roles and responsibilities. Early Years, 18(1), 40-44.
- 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.
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.
EPA6170|1|2
