Handbook : Unit informationEdith Cowan University

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 (K/PP)

• Unit Code

  IPP2260

• Year

  2016

• Enrolment Period

  1

• Version

  4

• Credit Points

  15

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  Online

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Description

This unit is the second in a sequence of four Professional Learning experiences in which students engage with the early childhood context. Students will use the Australian Curriculum, The National Quality Standard, The Early Years Learning Framework, and supporting documents to plan for learning and teaching. Students will collect, analyse and use evidence about children's learning to plan, implement and evaluate learning experiences. In addition to course work, students undertake a professional placement in a Kindergarten or Pre-primary setting for a minimum of five weeks which will provide an opportunity to connect theory with practice under the guidance of experienced professionals. Students will investigate a range of theories and curriculum approaches and methods for engaging, motivating and teaching children in their learning.

Prerequisite Rule

Students must pass 3 units from ECS1240, IPP1260, LAN1265

Equivalent Rule

Unit was previously coded WPL2110

Learning Outcomes

On completion of this unit students should be able to:

1. Apply a reflective teaching process to work place learning experiences.
2. Apply pertinent curriculum frameworks and supporting documents to the planning and assessment of learning experiences for children 3-6 years.
3. Demonstrate a range of strategies for motivating, teaching and engaging young children in their learning.
4. Demonstrate an understanding that teaching and learning is an act of inquiry.
5. Describe the characteristics of quality programs for children 3 - 6 years.
6. Examine the use of an e-portfolio as a tool for ongoing reflective practice.
7. Meet the requirements of the Professional Practice.
8. Plan and implement sequential learning experiences in a kindergarten / pre-primary context based on the assessment and evaluation of childrens learning, interests and previous experiences.

Unit Content

1. Collaborative work practices in the early childhood setting.
2. E-Portfolio artefact.
3. Inquiry and reflective skills.
4. Motivation and engagement techniques.
5. Planning, implementing and evaluating sequential learning experiences.
6. Relevant curriculum frameworks, the National Quality Standard and supporting documents.
7. Teaching and learning strategies appropriate for learners in a Kindergarten / Pre-primary setting.
8. Teaching resources including ICT appropriate to the early childhood context.
9. Theories and curriculum approaches concerning early childhood teaching, learning and management and their application to practice.

Additional Learning Experience Information

This may include: Lectures, tutorials (including online learning experiences for off campus students and school visits for on-campus students) and workplace integrated learning in an early childhood settings is an integral part of 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.

^ Mandatory to Pass

Text References

• Mc Devitt, T. M., & Ormrod, J. E. (2007). Child development and education. (3rd ed.). OH: Merrill, Prentice Hall.
• Browne, K.W., & Gordon, A.M. (2009). An early childhood practicum. Upper Saddle River, NJ: Merrill.
• Charlesworth, R. (2011). Understanding child development. (8th ed.). CA: Wadsworth Cengage Learning.
• Churchill, R., Ferguson, P., Godinho, S., Johnson, N.F., Keddie, A., Letts, W., MacKay, J., McGill, M., Moss, J., Nagel, M.C., Nicholson, P., & Vick, M. (2011). Teaching: Making a difference. Milton, Queensland: John Wiley & Sons.
• Feeney, S., Christensen, D., & Moravcik, E. (2006). Who am I in the lives of children? (7th ed.). New Jersey, NJ: Merrill Prentice Hall.
• Fetherstone, T. (2006). Becoming an effective teacher. Australia: Thomson Press.
• Gonzalez-Mena, J. (2006). The young child in the family and the community. (4th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
• Gordon, A.M., & Browne, K.W. (2008). Beginnings and beyond: Foundations in early childhood education. (7th ed.). New York, NY: Thomson.
• Henniger, M. (2009). Teaching young children: An introduction. (4th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
• Morrison, G.S. (2008). Fundamentals of early childhood education. Upper Saddle River, New Jersey, NJ: Pearson Education.
• McNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices for theory and practice. (3rd ed.). Frenchs Forest, Australia: Pearson Education.
• Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2008). Programming and planning in early childhood settings. (4th ed.). Victoria: Thomson Australia.
• Marsh, C. (2011). Becoming a teacher: Knowledge, skills and issues. (5th ed.). Frenchs Forest, Australia: Pearson Education.
• Marion, M. (2010). Introduction to early childhood education: A developmental perspective. Upper Saddle River, NJ: Merrill Prentice Hall.

Journal References

• Australian Journal of Early Childhood
• Contemporary Issues in Early Childhood
• Early Childhood Research and Practice
• Early Years
• Young Children
• Early Childhood Education
• International Play Journal
• Journal of Research in Childhood Education
• Early Childhood Journal

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