Students
ECED600 – Early Childhood Philosophy and Pedagogy
2015 – S1 Day
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Coordinator
Doranna Wong
Contact via +61 2 9850 9892
Building X5B, Level 2, Room 265
Lecturer & Tutor
Wendy Shepherd
Mia Mia Child & Family Study Centre
Lecturer
Sheila Degotardi
Building X5B, Level 2, Room 274
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|---|---|
| Credit points |
Credit points
4
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| Prerequisites |
Prerequisites
Admission to MTeach(Birth to Five Years) or GradCertEChild
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
This unit introduces students to the philosophical and pedagogical approaches to the field of early childhood education. Students explore the multifaceted role of an early childhood teacher through consideration of major approaches to early childhood education and participation in eight half-day field visits to an early childhood setting catering for children from birth to five years. The unit provides students with the opportunity to develop a critical understanding of i) current philosophical and theoretical approaches to early childhood education; ii) the centrality of play, social interaction and relationships as a basis for early childhood curriculum; and iii) their own identity as early childhood educators. Overall, it aims to provide students with a crucial framework for developing professional teaching practice and for their future studies in early childhood.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- 1. An awareness of current approaches to, and debates about early childhood curriculum and pedagogy.
- 2. The ability to observe, document and interpret children's play/inquiry experiences in terms of what they reveal about, and their potential for facilitating children's learning and development.
- 3. An ability to generate appropriate play and inquiry experiences for young children based on observations and interpretations of children’s play and inquiry.
- 4. A theoretical and self-reflective understanding of intentional teaching strategies.
- 5. A willingness to actively and theoretically contribute towards their own and others’ development and learning.
Assessment Tasks
| Name | Weighting | Due |
|---|---|---|
| Assessment 1A | 20% | See iLearn |
| Assessment 2 | 40% | See iLearn |
| Assessment 1B | 40% | See iLearn |
Assessment 1A
Due: See iLearn
Weighting: 20%
Online Reflection Journal - Entry 1 & 2
See Assessments, Readings & Study Guide for details
On successful completion you will be able to:
- 1. An awareness of current approaches to, and debates about early childhood curriculum and pedagogy.
Assessment 2
Due: See iLearn
Weighting: 40%
Documenting & Understanding Children’s Play & Inquiry
See Assessments, Readings & Study Guide for details
On successful completion you will be able to:
- 2. The ability to observe, document and interpret children's play/inquiry experiences in terms of what they reveal about, and their potential for facilitating children's learning and development.
- 3. An ability to generate appropriate play and inquiry experiences for young children based on observations and interpretations of children’s play and inquiry.
Assessment 1B
Due: See iLearn
Weighting: 40%
Documenting & Understanding Children’s Play & Inquiry
See Assessments, Readings & Study Guide for details
On successful completion you will be able to:
- 1. An awareness of current approaches to, and debates about early childhood curriculum and pedagogy.
- 4. A theoretical and self-reflective understanding of intentional teaching strategies.
- 5. A willingness to actively and theoretically contribute towards their own and others’ development and learning.
Delivery and Resources
Resources
The information in this Unit Guide must be read in conjunction with the following documents that are available for download from iLearn:
- Assessments, Readings & Study Guide
- Professional Field Visits Guide
- IEC Professional Experience Handbook 2015 Excerpts
Unit Expectations
1. Workshops will be held on four Fridays from 9am - 4pm in Building X5B, Level 0, Room 041
- 27 Feb, 20 Mar, 24 Apr & 29 May
- Attendance at all workshops are compulsory
- Punctuality is expected. Consistent lateness will jeopardise a passing grade.
2. Students are required to complete eight half-day (4 hour) professional field visits to an early childhood service for children aged 0-5 years.
3. Students are required to contribute to all online and workshop tasks
- Students are expected to read the relevant weekly prescribed and non-prescribed readings before completing tasks and attending workshops
- Students are expected to listen to the relevant weekly iLectures before completing tasks and attending workshops.
4. All assessment tasks must be submitted
** Please Note:
If you are considering withdrawing from this unit, please seek academic advice by writing to iec@mq.edu.au before doing so as this unit is a prerequisite for three units in semester 2 and may result in an addition of 12 months to your program.
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
Capable of Professional and Personal Judgement and Initiative
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Learning outcomes
- 1. An awareness of current approaches to, and debates about early childhood curriculum and pedagogy.
- 4. A theoretical and self-reflective understanding of intentional teaching strategies.
- 5. A willingness to actively and theoretically contribute towards their own and others’ development and learning.
Assessment tasks
- Assessment 1A
- Assessment 1B
Discipline Specific Knowledge and Skills
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
Learning outcomes
- 1. An awareness of current approaches to, and debates about early childhood curriculum and pedagogy.
- 2. The ability to observe, document and interpret children's play/inquiry experiences in terms of what they reveal about, and their potential for facilitating children's learning and development.
- 3. An ability to generate appropriate play and inquiry experiences for young children based on observations and interpretations of children’s play and inquiry.
- 4. A theoretical and self-reflective understanding of intentional teaching strategies.
- 5. A willingness to actively and theoretically contribute towards their own and others’ development and learning.
Assessment tasks
- Assessment 1A
- Assessment 2
- Assessment 1B
Critical, Analytical and Integrative Thinking
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Learning outcomes
- 1. An awareness of current approaches to, and debates about early childhood curriculum and pedagogy.
- 2. The ability to observe, document and interpret children's play/inquiry experiences in terms of what they reveal about, and their potential for facilitating children's learning and development.
- 3. An ability to generate appropriate play and inquiry experiences for young children based on observations and interpretations of children’s play and inquiry.
- 4. A theoretical and self-reflective understanding of intentional teaching strategies.
- 5. A willingness to actively and theoretically contribute towards their own and others’ development and learning.
Assessment tasks
- Assessment 1A
- Assessment 2
- Assessment 1B
Problem Solving and Research Capability
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
Learning outcomes
- 1. An awareness of current approaches to, and debates about early childhood curriculum and pedagogy.
- 2. The ability to observe, document and interpret children's play/inquiry experiences in terms of what they reveal about, and their potential for facilitating children's learning and development.
- 3. An ability to generate appropriate play and inquiry experiences for young children based on observations and interpretations of children’s play and inquiry.
- 4. A theoretical and self-reflective understanding of intentional teaching strategies.
- 5. A willingness to actively and theoretically contribute towards their own and others’ development and learning.
Assessment tasks
- Assessment 2
- Assessment 1B
Effective Communication
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
Learning outcomes
- 2. The ability to observe, document and interpret children's play/inquiry experiences in terms of what they reveal about, and their potential for facilitating children's learning and development.
- 3. An ability to generate appropriate play and inquiry experiences for young children based on observations and interpretations of children’s play and inquiry.
Assessment task
- Assessment 2
Engaged and Ethical Local and Global citizens
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
Learning outcomes
- 2. The ability to observe, document and interpret children's play/inquiry experiences in terms of what they reveal about, and their potential for facilitating children's learning and development.
- 3. An ability to generate appropriate play and inquiry experiences for young children based on observations and interpretations of children’s play and inquiry.
Assessment task
- Assessment 2