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  2. Contemporary Issues in Early Childhood Education [EPA6172]

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

    Contemporary Issues in Early Childhood Education

  • Unit Code

    EPA6172

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit builds on international and national contemporary research and discussion on early childhood models of curriculum delivery, leadership, pedagogy and the sweeping policy and legislative reforms facing early childhood education in Australia. Early childhood education in Australia is in the process of unparalleled policy development and implementation with a national focus on positive outcomes for children, families and communities. Students will demonstrate knowledge of early childhood policy, legislation, leadership, pedagogy and curriculum delivery as they examine contemporary issues and respond to current reforms. They will examine perspectives of quality in early childhood services in varied early childhood settings and across curriculum models.

Learning Outcomes

On completion of this unit students should be able to:

  1. Critically analyse issues of quality in early childhood models of curriculum.
  2. Evaluate the importance of leadership and evidence-based research in reconceptualising pedagogy and practice.
  3. Examine the impact of policies and legislative reforms on early childhood education.
  4. Explore international and national contemporary issues and outline their impact on early childhood education policy and curriculum formation and implementation.

Unit Content

  1. Module Three: Leading change in early childhood policy Early childhood leadership in policy engagement. Change management in the implementation of early childhood policy. Advocacy for quality in early childhood education.
  2. Module Two: Perspectives of quality in early childhood Perspectives of quality in early childhood services. Models of early childhood curriculum. The National Quality Standard and quality assurance mechanisms.
  3. Module One: Policy reform and contemporary issues in early childhood International and national early childhood policy and policy platform. Multiagency approaches to early childhood education. Contemporary issues in the implementation of policy implementation.

Additional Learning Experience Information

Lectures, Workshops, Films/digital videos/Camtasia.

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
AssignmentLeading policy engagement50%
Annotated Bibliography A contemporary issue in early childhood education50%

Text References

  • Tayler, C. (2008). Challenges for early learning. In S. Marginson, & R. James (Eds.). Education, science and public policy: Ideas for an education revolution. Melbourne, Australia: Melbourne University Press.
  • Rodd, J. (2013). Leadership in early childhood: The pathway to professionalism. (4th ed.). Sydney, Australia: Allen & Unwin.
  • Robertson, J., & Timperley, H. (Eds.). (2012). Leadership and learning. London, United Kingdom: SAGE Publications Ltd.
  • 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.
  • Organisation for Economic Co-operation and Development. (2011). Starting strong III: A quality toolbox for early childhood education and care. OECD Publishing.
  • Autralian Government Department of Education, Employment and Workplace Relations. (2009). Belonging, being and becoming: The early years learning framework for Australia. Canberra, Australia: Author.
  • Berger, E., & Riojas-Corez, M. (2012). Parents as partners in education: Families and schools working together. (8th ed.). Boston, MA: Pearson.
  • McLachlan, C., Edwards, S., Margrain, V., & McLean, K. (2013). Children's learning and development: Contemporary assessment in the early years. South Yarra, Australia: Palgrave MacMillan.
  • Moyles, J. (2007). Early years issues and challenges: Meeting the challenge. Maidenhead: Open University Press.
  • Pendergast, D., & Garvis, S. (Eds.). (2013). Teaching early years: Curriculum, pedagogy and assessment. Crows Nest, Australia: Allen & Unwin.

Journal References

  • Ryan, S., & Grieshaber, S. (2005). Shifting from development to postmodern practices in early childhood teacher education. Journal of Teacher Education, 56 (34) 34-45.
  • Vidovich, L. (2007). Removing policy from its pedestal: Some theoretical framings and practical possibilities. Educational Review. 59 (3), 285-298.
  • Ortlipp, M., Arthur, L., & Woodrow, C. (2011). Discourses of the Early Learning Framework: Constructing the early childhood professional. Contemporary Issues in Early Childhood, 12 (1). 56-70.
  • Logan, H., Press, F., & Sumsion, J. (2012) The quality imperative: Tracing the rise of 'quality' in Australian early childhood and care policy. Australasian Journal of Early Childhood, 37 (30), 42-50.
  • Lingard, B. (2010). Policy borrowing, policy learning: Testing times in Australian schooling. Critical Studies in Education, 51 (2), 129-147.

Website References

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.

EPA6172|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

    Contemporary Issues in Early Childhood Education

  • Unit Code

    EPA6172

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit builds on international and national contemporary research and discussion on early childhood models of curriculum delivery, leadership, pedagogy and the sweeping policy and legislative reforms facing early childhood education in Australia. Early childhood education in Australia is in the process of unparalleled policy development and implementation with a national focus on positive outcomes for children, families and communities. Students will demonstrate knowledge of early childhood policy, legislation, leadership, pedagogy and curriculum delivery as they examine contemporary issues and respond to current reforms. They will examine perspectives of quality in early childhood services in varied early childhood settings and across curriculum models.

Learning Outcomes

On completion of this unit students should be able to:

  1. Critically analyse issues of quality in early childhood models of curriculum.
  2. Evaluate the importance of leadership and evidence-based research in reconceptualising pedagogy and practice.
  3. Examine the impact of policies and legislative reforms on early childhood education.
  4. Explore international and national contemporary issues and outline their impact on early childhood education policy and curriculum formation and implementation.

Unit Content

  1. Module Three: Leading change in early childhood policy Early childhood leadership in policy engagement. Change management in the implementation of early childhood policy. Advocacy for quality in early childhood education.
  2. Module Two: Perspectives of quality in early childhood Perspectives of quality in early childhood services. Models of early childhood curriculum. The National Quality Standard and quality assurance mechanisms.
  3. Module One: Policy reform and contemporary issues in early childhood International and national early childhood policy and policy platform. Multiagency approaches to early childhood education. Contemporary issues in the implementation of policy implementation.

Additional Learning Experience Information

Lectures, Workshops, Films/digital videos/Camtasia.

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
AssignmentLeading policy engagement50%
Annotated Bibliography A contemporary issue in early childhood education50%

Text References

  • Tayler, C. (2008). Challenges for early learning. In S. Marginson, & R. James (Eds.). Education, science and public policy: Ideas for an education revolution. Melbourne, Australia: Melbourne University Press.
  • Rodd, J. (2013). Leadership in early childhood: The pathway to professionalism. (4th ed.). Sydney, Australia: Allen & Unwin.
  • Robertson, J., & Timperley, H. (Eds.). (2012). Leadership and learning. London, United Kingdom: SAGE Publications Ltd.
  • 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.
  • Organisation for Economic Co-operation and Development. (2011). Starting strong III: A quality toolbox for early childhood education and care. OECD Publishing.
  • Autralian Government Department of Education, Employment and Workplace Relations. (2009). Belonging, being and becoming: The early years learning framework for Australia. Canberra, Australia: Author.
  • Berger, E., & Riojas-Corez, M. (2012). Parents as partners in education: Families and schools working together. (8th ed.). Boston, MA: Pearson.
  • McLachlan, C., Edwards, S., Margrain, V., & McLean, K. (2013). Children's learning and development: Contemporary assessment in the early years. South Yarra, Australia: Palgrave MacMillan.
  • Moyles, J. (2007). Early years issues and challenges: Meeting the challenge. Maidenhead: Open University Press.
  • Pendergast, D., & Garvis, S. (Eds.). (2013). Teaching early years: Curriculum, pedagogy and assessment. Crows Nest, Australia: Allen & Unwin.

Journal References

  • Ryan, S., & Grieshaber, S. (2005). Shifting from development to postmodern practices in early childhood teacher education. Journal of Teacher Education, 56 (34) 34-45.
  • Vidovich, L. (2007). Removing policy from its pedestal: Some theoretical framings and practical possibilities. Educational Review. 59 (3), 285-298.
  • Ortlipp, M., Arthur, L., & Woodrow, C. (2011). Discourses of the Early Learning Framework: Constructing the early childhood professional. Contemporary Issues in Early Childhood, 12 (1). 56-70.
  • Logan, H., Press, F., & Sumsion, J. (2012) The quality imperative: Tracing the rise of 'quality' in Australian early childhood and care policy. Australasian Journal of Early Childhood, 37 (30), 42-50.
  • Lingard, B. (2010). Policy borrowing, policy learning: Testing times in Australian schooling. Critical Studies in Education, 51 (2), 129-147.

Website References

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.

EPA6172|1|2