1. Home
  2. Inquiry in Professional Practice (Child Care) [IPP1260]

Faculty of Education and Arts

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

    Inquiry in Professional Practice (Child Care)

  • Unit Code

    IPP1260

  • Year

    2015

  • Enrolment Period

    1

  • Version

    4

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit is the first in a sequence of four Professional Learning experiences in which students engage with the early childhood context. Students explore the National Quality Framework and examine ways of observing, planning and implementing experiences for infants and toddlers using the Early Years Learning Framework. Students undertake placements in a school/centre which provide an opportunity to connect theory with practice under the guidance of experienced professionals. They will collect, analyse and use evidence about children's learning to plan, implement and evaluate learning experiences. The practicum component of this unit comprises 15 days in a 0-2 year old setting and 5 days in a 2-4 year old setting.

Prerequisite Rule

Must have passed 2 (I/W) units in {ECS1240, ECS1250}

Equivalent Rule

Unit was previously coded {WPL1110}

Learning Outcomes

On completion of this unit students should be able to:

  1. Critically reflect on knowledge of child development and learning theory with links to practice.
  2. Demonstrate collaborative professional learning on campus.
  3. Display strategies to set up and manage learning environments for infants and toddlers.
  4. Establish positive relationships with families and educators.
  5. Examine the National Quality Standard, the Early Years Learning Framework and WA Child Care Licensing Regulations and other relevant documents.
  6. Identify features of quality early childhood provision for children birth to 3 years.
  7. Implement care routines and processes that promote the health, safety and well being of infants and toddlers.
  8. Meet the requirements of the Professional Practice.
  9. Understand that teaching is an act of inquiry.
  10. Use a range of strategies to reflect on observational data in order to plan and implement quality learning experiences for infants and toddlers.
  11. Work collaboratively as part of a team.

Unit Content

  1. Collaborative work practices in workshops and in the early childhood practicum setting.
  2. Communication and interpersonal relationships with families and educators.
  3. Infant and toddler routines, health, nutrition and safety.
  4. Inquiry and reflective skills for teaching and learning.
  5. Link knowledge of child development and learning theory to practice.
  6. Observation and planning strategies for toddlers and infants.
  7. Policies and practices related to National Quality Framework and local child care licensing regulations.
  8. Relevant curriculum frameworks and supporting documents.
  9. Set up and manage learning environments for infants and toddlers.
  10. United Nations Convention on the Rights of the Child, the ECA Code of Ethics, mandatory reporting and duty of care.

Additional Learning Experience Information

The teaching and learning processes in this unit model participatory and co-operative learning strategies used by effective learners. Students are expected to participate in all lectures, workshops, tutorials and/or online teaching and learning processes. Students who find themselves in a personal situation where they are unable to participate should discuss the matter with their Unit Coordinator. Unit information is available to students via the IPP1260 Blackboard Site. The Department of Education Western Australia and cooperating non-government schools/centres have the right to determine fit and proper persons to enter and practise in schools/centres. For these reasons, all Pre-service Teachers 18 years of age and over will be required to have a current Department of Education National Police History Check (NPHC) and a current Working with Children Check, or the equivalent clearance issued by the relevant State authority before commencing this period of Professional Practice. Students must pass the assessments for the practicum in order to pass the unit. IPP1260 is a designated unit, defined in the Universitys Admission, Enrolment and Academic Progress Rules as: a unit or unit of competency which a Faculty Board has designated as a fundamental course requirement and may only be attempted once, unless otherwise decided by the relevant Board of Examiners. It involves a professional practice experience. University Rule 26 (6) states: Where a student has failed a Designated Unit, the student shall be excluded from the course unless otherwise determined by the Board of Examiners, and the student's academic progression status will be excluded. To demonstrate professionalism and respect for industry partners, students must abide by the professional standards set out in the ECU Student Charter and comply with the university policies and rules. School Professional Practice agreements dictate that the student will attend the placement on a full time basis and meet the attendance requirements of the particular placement. The student is to supply a medical certificate for any absences. Where absences exceed twenty per cent of the scheduled Professional Practice, progress in the Professional Practice will be determined by the relevant academic staff member after consultation with relevant school personnel. Pre-service teachers can be withdrawn from the school and the Professional Practice terminated at the request of the host Centre Director. This termination will result in a Fail grade for this unit.

Assessment

GS4 GRADING SCHEMA 4 Used for undifferentiated pass/fail 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.

Due to the professional competency skill development associated with this Unit, student attendance/participation within listed in-class activities is compulsory. Students failing to meet participation standards as outlined in the unit plan may be awarded an I Grade (Fail - incomplete). Students who are unable to meet this requirement for medical or other reasons must seek the approval of the unit coordinator.

ON CAMPUS
TypeDescription
Practicum ^Professional Practice Experience
ONLINE
TypeDescription
Practicum ^Professional Practice

^ Mandatory to Pass

Text References

  • ^ Kearns, K. (2014). The big picture. (3rd ed.). South Melbourne, Australia: Cengage Learning. Note: Seminal Reference.
  • Sims, M., & Hutchins, T. (2013). Program planning for infants and toddlers: In search of relationships. (2nd ed.). Mt Victoria, Australia: Pademelon Press.
  • Swim, T., & Watson, L.D. (2011). Infants and toddlers: Curriculum and teaching. Belmont, CA: Wadsworth, Cengage Learning.
  • ^ Kearns, K. (2014). Birth to big school. (3rd ed.). South Melbourne, Australia: Cengage Learning. Note: Seminal Reference.
  • Deiner, P.L. (2009). Infants and toddlers: Development and curriculum planning. (2nd ed.). Belmont, Ca: Wadsworth, Cengage Learning.
  • Edwards, S. (2009). Early childhood education & care. Canberra: Early Childhood Australia.
  • Ensher, G.L., Bobish, T.P., Gardner, E.F., Reinson, C.L., Bryden, D.A., & Foertsch, D.J. (2007). Partners in play: Assessing infants and toddlers in natural contexts. Belmont, Ca: Wadsworth, Cengage Learning.
  • Hoffman, S. (2007). Child care in action: Infants and toddlers. Belmont, Ca: Wadsworth, Cengage Learning.
  • Matthews, C. (2004). Healthy children: A guide for child care. (2nd ed.). Canberra, Australia: Early Childhood Australia.
  • Petersen, S. H., &  Wittmer, D. S. (2013). Endless opportunities for infant and toddler curriculum: A relationship-based approach. (2nd ed.). Upper Saddle River, NJ: Pearson.
  • Robertson, C. (2010). Safety, nutrition, & health in early education. (4th ed.). Belmont, CA: Cengage Learning.

Journal References

  • Research in Practice Series
  • Everyday Learning Series
  • Every Child Magazine
  • Australasian Journal of Early Childhood

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.

IPP1260|4|1

Faculty of Education and Arts

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

    Inquiry in Professional Practice (Child Care)

  • Unit Code

    IPP1260

  • Year

    2015

  • Enrolment Period

    2

  • Version

    4

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit is the first in a sequence of four Professional Learning experiences in which students engage with the early childhood context. Students explore the National Quality Framework and examine ways of observing, planning and implementing experiences for infants and toddlers using the Early Years Learning Framework. Students undertake placements in a school/centre which provide an opportunity to connect theory with practice under the guidance of experienced professionals. They will collect, analyse and use evidence about children's learning to plan, implement and evaluate learning experiences. The practicum component of this unit comprises 15 days in a 0-2 year old setting and 5 days in a 2-4 year old setting.

Prerequisite Rule

Must have passed 2 (I/W) units in {ECS1240, ECS1250}

Equivalent Rule

Unit was previously coded {WPL1110}

Learning Outcomes

On completion of this unit students should be able to:

  1. Critically reflect on knowledge of child development and learning theory with links to practice.
  2. Demonstrate collaborative professional learning on campus.
  3. Display strategies to set up and manage learning environments for infants and toddlers.
  4. Establish positive relationships with families and educators.
  5. Examine the National Quality Standard, the Early Years Learning Framework and WA Child Care Licensing Regulations and other relevant documents.
  6. Identify features of quality early childhood provision for children birth to 3 years.
  7. Implement care routines and processes that promote the health, safety and well being of infants and toddlers.
  8. Meet the requirements of the Professional Practice.
  9. Understand that teaching is an act of inquiry.
  10. Use a range of strategies to reflect on observational data in order to plan and implement quality learning experiences for infants and toddlers.
  11. Work collaboratively as part of a team.

Unit Content

  1. Collaborative work practices in workshops and in the early childhood practicum setting.
  2. Communication and interpersonal relationships with families and educators.
  3. Infant and toddler routines, health, nutrition and safety.
  4. Inquiry and reflective skills for teaching and learning.
  5. Link knowledge of child development and learning theory to practice.
  6. Observation and planning strategies for toddlers and infants.
  7. Policies and practices related to National Quality Framework and local child care licensing regulations.
  8. Relevant curriculum frameworks and supporting documents.
  9. Set up and manage learning environments for infants and toddlers.
  10. United Nations Convention on the Rights of the Child, the ECA Code of Ethics, mandatory reporting and duty of care.

Additional Learning Experience Information

The teaching and learning processes in this unit model participatory and co-operative learning strategies used by effective learners. Students are expected to participate in all lectures, workshops, tutorials and/or online teaching and learning processes. Students who find themselves in a personal situation where they are unable to participate should discuss the matter with their Unit Coordinator. Unit information is available to students via the IPP1260 Blackboard Site. The Department of Education Western Australia and cooperating non-government schools/centres have the right to determine fit and proper persons to enter and practise in schools/centres. For these reasons, all Pre-service Teachers 18 years of age and over will be required to have a current Department of Education National Police History Check (NPHC) and a current Working with Children Check, or the equivalent clearance issued by the relevant State authority before commencing this period of Professional Practice. Students must pass the assessments for the practicum in order to pass the unit. IPP1260 is a designated unit, defined in the Universitys Admission, Enrolment and Academic Progress Rules as: a unit or unit of competency which a Faculty Board has designated as a fundamental course requirement and may only be attempted once, unless otherwise decided by the relevant Board of Examiners. It involves a professional practice experience. University Rule 26 (6) states: Where a student has failed a Designated Unit, the student shall be excluded from the course unless otherwise determined by the Board of Examiners, and the student's academic progression status will be excluded. To demonstrate professionalism and respect for industry partners, students must abide by the professional standards set out in the ECU Student Charter and comply with the university policies and rules. School Professional Practice agreements dictate that the student will attend the placement on a full time basis and meet the attendance requirements of the particular placement. The student is to supply a medical certificate for any absences. Where absences exceed twenty per cent of the scheduled Professional Practice, progress in the Professional Practice will be determined by the relevant academic staff member after consultation with relevant school personnel. Pre-service teachers can be withdrawn from the school and the Professional Practice terminated at the request of the host Centre Director. This termination will result in a Fail grade for this unit.

Assessment

GS4 GRADING SCHEMA 4 Used for undifferentiated pass/fail 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.

Due to the professional competency skill development associated with this Unit, student attendance/participation within listed in-class activities is compulsory. Students failing to meet participation standards as outlined in the unit plan may be awarded an I Grade (Fail - incomplete). Students who are unable to meet this requirement for medical or other reasons must seek the approval of the unit coordinator.

ON CAMPUS
TypeDescription
Practicum ^Professional Practice Experience
ONLINE
TypeDescription
Practicum ^Professional Practice

^ Mandatory to Pass

Text References

  • ^ Kearns, K. (2014). The big picture. (3rd ed.). South Melbourne, Australia: Cengage Learning. Note: Seminal Reference.
  • Sims, M., & Hutchins, T. (2013). Program planning for infants and toddlers: In search of relationships. (2nd ed.). Mt Victoria, Australia: Pademelon Press.
  • Swim, T., & Watson, L.D. (2011). Infants and toddlers: Curriculum and teaching. Belmont, CA: Wadsworth, Cengage Learning.
  • ^ Kearns, K. (2014). Birth to big school. (3rd ed.). South Melbourne, Australia: Cengage Learning. Note: Seminal Reference.
  • Deiner, P.L. (2009). Infants and toddlers: Development and curriculum planning. (2nd ed.). Belmont, Ca: Wadsworth, Cengage Learning.
  • Edwards, S. (2009). Early childhood education & care. Canberra: Early Childhood Australia.
  • Ensher, G.L., Bobish, T.P., Gardner, E.F., Reinson, C.L., Bryden, D.A., & Foertsch, D.J. (2007). Partners in play: Assessing infants and toddlers in natural contexts. Belmont, Ca: Wadsworth, Cengage Learning.
  • Hoffman, S. (2007). Child care in action: Infants and toddlers. Belmont, Ca: Wadsworth, Cengage Learning.
  • Matthews, C. (2004). Healthy children: A guide for child care. (2nd ed.). Canberra, Australia: Early Childhood Australia.
  • Petersen, S. H., &  Wittmer, D. S. (2013). Endless opportunities for infant and toddler curriculum: A relationship-based approach. (2nd ed.). Upper Saddle River, NJ: Pearson.
  • Robertson, C. (2010). Safety, nutrition, & health in early education. (4th ed.). Belmont, CA: Cengage Learning.

Journal References

  • Research in Practice Series
  • Everyday Learning Series
  • Every Child Magazine
  • Australasian Journal of Early Childhood

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.

IPP1260|4|2