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  2. Professional Practice (4 weeks Birth to Pre-primary) [PPA5106]

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

    Professional Practice (4 weeks Birth to Pre-primary)

  • Unit Code

    PPA5106

  • Year

    2015

  • Enrolment Period

    1

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    Online

Description

This Professional Practice is undertaken in a Birth to Pre-Primary early childhood setting working with children aged six weeks to five years. It provides opportunities for Graduate Certificate teachers to make connections between early childhood theory and practice, and build teaching experience in early childhood settings. The unit also has an online component that needs to be completed prior to the commencements of the Professional Practice and three modules: Preparation for Professional Practice; Effective Early Learning Environments; and Pedagogical and Leadership strategies. These modules examine early childhood curriculum and the role of pedagogical leaders in early childhood settings. Furthermore, the placement provides an essential opportunity to connect theory with practice under the guidance of a mentor teacher in order to develop the knowledge, dispositions, understandings and competencies of an early childhood educator. This is the final unit following a sequence of three Graduate Certificate of Education (Early Childhood Studies) theory units.

Prerequisite Rule

Students must pass 3 units from ECE5195, ECE5196, ECE5197

Equivalent Rule

Unit was previously coded PPA4106

Learning Outcomes

On completion of this unit students should be able to:

  1. Apply mandated curriculum frameworks, such as the Early Years Learning Framework, Australian Curriculum and other supporting documents.
  2. Articulate an early childhood philosophy that underpins effective teaching and learning in early years settings.
  3. Create high quality learning environments that support children?s learning and development.
  4. Demonstrate effective early childhood pedagogy, leadership and advocacy skills.
  5. Distinguish the contextual elements of early childhood settings, develop responsive curriculum for differentiated and engaged learning and teaching.
  6. Link theory to practice through ongoing critical reflection and analysis of own progress and performance throughout the professional practice.
  7. Meet all requirements outlined in the Professional Practice Guidelines.
  8. Use specialised knowledge to design, implement and evaluate curriculum, assessment and reporting processes that optimise learning.

Unit Content

  1. Module One: Preparation for Professional Practice. Early childhood philosophy. Contextual anaylsis of the practicum placement. Forward planning documents. Monitoring assessment and evaluation framework.
  2. Module Three: Professional Inquiry and Critical Reflection. Strategies for critical reflection using accredited national standards and mentor feedback. Pedagogical leadership strategies. Professional practice guidelines.
  3. Module Two: Effective Early Learning Environments. Interrelationships between curriculum, pedagogy, the environment and children's learning and development. Practicum placement environmental mapping- indoor and outdoor. System requirements and evaluation of environment.
  4. This unit consists of two components: An off-campus Professional Practice placement and online theoretical support. The latter is made up of three modules that adapt and synthesize knowledge and skills gained in the three core units that forms the foundation and preparation for professional practice. The 3 online modules need to be completed before the Professional Practice can commence.

Additional Learning Experience Information

Online engagement, Professional Practice experience.

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.

ONLINE
TypeDescription
Practicum4 consecutive weeks: (or negotiated equivalent) in a selected birth to pre-primary (mentored by a qualified early childhood teacher)

Text References

  • Pendergast, D., & Garvis, S. (Eds.). (2013). Teaching early years: Curriculum, pedagogy and assessment. Crows Nest, Australia: Allen & Unwin.
  • McAfee, O., & Leong, D. (2011). Assessing and guiding young children's development and learning. (5th ed.). Upper Saddle River, New Jersey: Pearson.
  • Hill, L., Stremmel, A., & Fu, V. (2005). Teaching as inquiry: Rethinking curriculum in early childhood education. Boston: Pearson Education Inc.
  • Ewing, R., Lowrie, T., & Higgs, J. (2010). Teaching and communicating: Rethinking professional experiences. South Melbourne, Australia: Oxford University Press.
  • Eliason, C., & Jenkins, L. (2008). A practical guide to early childhood curriculum. (8th ed.). Upper Saddle River, New Jersey: Pearson Prentice Hall.
  • Brady, L., & Kennedy, D. (2010). Curriculum construction. (4th ed.). Frenchs Forest, Australia: Pearson Australia.
  • Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2012). Programming and planning in early childhood settings. (5th ed.). South Melbourne, Australia: Thomson.
  • Australian Curriculum Assessment and Reporting Authority (ACARA). (2011). Australian curriculum. Canberra, Australia; Author.
  • Australian Government Department of Education Employment and Workplace Relations. (2010a). Educators: Belonging, being and becoming. The early years learning framework for Australia. Canberra, Australia: Author.
  • Australian Government Department of Education Employment and Workplace Relations. (2010b). National quality framework for early childhood education and care. Canberra, Australia: Author.
  • Ebbeck, M., & Waniganayake, M. (Eds.). (2010). Play in early childhood education. Australia & New Zealand: Oxford.

Journal References

  • Research in Practice Series (Early Childhood Australia)
  • Young Children
  • Journal of Research in Childhood Education
  • Journal of Inclusive Education
  • Journal of Educational Research
  • Journal of Educational Research
  • Australian Research in Early Childhood Education (ARECE)
  • Australasian Journal of Early Childhood (AJEC)
  • Australasian Journal of Special Education
  • Contemporary Issues in Early Childhood (CIEC)
  • Early Childhood Education Journal
  • Early Childhood Quarterly
  • Early Childhood Research and Practice
  • Educational Leadership
  • Every Child (Early Childhood Australia)
  • International Play Journal

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.

PPA5106|2|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

    Professional Practice (4 weeks Birth to Pre-primary)

  • Unit Code

    PPA5106

  • Year

    2015

  • Enrolment Period

    2

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    Online

Description

This Professional Practice is undertaken in a Birth to Pre-Primary early childhood setting working with children aged six weeks to five years. It provides opportunities for Graduate Certificate teachers to make connections between early childhood theory and practice, and build teaching experience in early childhood settings. The unit also has an online component that needs to be completed prior to the commencements of the Professional Practice and three modules: Preparation for Professional Practice; Effective Early Learning Environments; and Pedagogical and Leadership strategies. These modules examine early childhood curriculum and the role of pedagogical leaders in early childhood settings. Furthermore, the placement provides an essential opportunity to connect theory with practice under the guidance of a mentor teacher in order to develop the knowledge, dispositions, understandings and competencies of an early childhood educator. This is the final unit following a sequence of three Graduate Certificate of Education (Early Childhood Studies) theory units.

Prerequisite Rule

Students must pass 3 units from ECE5195, ECE5196, ECE5197

Equivalent Rule

Unit was previously coded PPA4106

Learning Outcomes

On completion of this unit students should be able to:

  1. Apply mandated curriculum frameworks, such as the Early Years Learning Framework, Australian Curriculum and other supporting documents.
  2. Articulate an early childhood philosophy that underpins effective teaching and learning in early years settings.
  3. Create high quality learning environments that support children?s learning and development.
  4. Demonstrate effective early childhood pedagogy, leadership and advocacy skills.
  5. Distinguish the contextual elements of early childhood settings, develop responsive curriculum for differentiated and engaged learning and teaching.
  6. Link theory to practice through ongoing critical reflection and analysis of own progress and performance throughout the professional practice.
  7. Meet all requirements outlined in the Professional Practice Guidelines.
  8. Use specialised knowledge to design, implement and evaluate curriculum, assessment and reporting processes that optimise learning.

Unit Content

  1. Module One: Preparation for Professional Practice. Early childhood philosophy. Contextual anaylsis of the practicum placement. Forward planning documents. Monitoring assessment and evaluation framework.
  2. Module Three: Professional Inquiry and Critical Reflection. Strategies for critical reflection using accredited national standards and mentor feedback. Pedagogical leadership strategies. Professional practice guidelines.
  3. Module Two: Effective Early Learning Environments. Interrelationships between curriculum, pedagogy, the environment and children's learning and development. Practicum placement environmental mapping- indoor and outdoor. System requirements and evaluation of environment.
  4. This unit consists of two components: An off-campus Professional Practice placement and online theoretical support. The latter is made up of three modules that adapt and synthesize knowledge and skills gained in the three core units that forms the foundation and preparation for professional practice. The 3 online modules need to be completed before the Professional Practice can commence.

Additional Learning Experience Information

Online engagement, Professional Practice experience.

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.

ONLINE
TypeDescription
Practicum4 consecutive weeks: (or negotiated equivalent) in a selected birth to pre-primary (mentored by a qualified early childhood teacher)

Text References

  • Pendergast, D., & Garvis, S. (Eds.). (2013). Teaching early years: Curriculum, pedagogy and assessment. Crows Nest, Australia: Allen & Unwin.
  • McAfee, O., & Leong, D. (2011). Assessing and guiding young children's development and learning. (5th ed.). Upper Saddle River, New Jersey: Pearson.
  • Hill, L., Stremmel, A., & Fu, V. (2005). Teaching as inquiry: Rethinking curriculum in early childhood education. Boston: Pearson Education Inc.
  • Ewing, R., Lowrie, T., & Higgs, J. (2010). Teaching and communicating: Rethinking professional experiences. South Melbourne, Australia: Oxford University Press.
  • Eliason, C., & Jenkins, L. (2008). A practical guide to early childhood curriculum. (8th ed.). Upper Saddle River, New Jersey: Pearson Prentice Hall.
  • Brady, L., & Kennedy, D. (2010). Curriculum construction. (4th ed.). Frenchs Forest, Australia: Pearson Australia.
  • Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2012). Programming and planning in early childhood settings. (5th ed.). South Melbourne, Australia: Thomson.
  • Australian Curriculum Assessment and Reporting Authority (ACARA). (2011). Australian curriculum. Canberra, Australia; Author.
  • Australian Government Department of Education Employment and Workplace Relations. (2010a). Educators: Belonging, being and becoming. The early years learning framework for Australia. Canberra, Australia: Author.
  • Australian Government Department of Education Employment and Workplace Relations. (2010b). National quality framework for early childhood education and care. Canberra, Australia: Author.
  • Ebbeck, M., & Waniganayake, M. (Eds.). (2010). Play in early childhood education. Australia & New Zealand: Oxford.

Journal References

  • Research in Practice Series (Early Childhood Australia)
  • Young Children
  • Journal of Research in Childhood Education
  • Journal of Inclusive Education
  • Journal of Educational Research
  • Journal of Educational Research
  • Australian Research in Early Childhood Education (ARECE)
  • Australasian Journal of Early Childhood (AJEC)
  • Australasian Journal of Special Education
  • Contemporary Issues in Early Childhood (CIEC)
  • Early Childhood Education Journal
  • Early Childhood Quarterly
  • Early Childhood Research and Practice
  • Educational Leadership
  • Every Child (Early Childhood Australia)
  • International Play Journal

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.

PPA5106|2|2