Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Coordinator
Catherine Patterson
Contact via email through iLearn dialogue
X5B353
Please email to make an appointment
Tutor
Wendy Shepherd
Contact via email through iLearn dialogue
Mia Mia
Please email to make an appointment
Unit Coordinator
Doranna Wong
Doranna Wong
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Credit points |
Credit points
4
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Prerequisites |
Prerequisites
ECED603 or ECED821
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
In this unit students will build on the knowledge of early childhood theory and practice that gained from your experiences in ECED603. Students will extend understanding of critical reflection and personal professional philosophy as a developing teacher. Central to this unit is a 20 day professional experience placement to develop awareness of the professional role and responsibilities of an early childhood teacher working with children from two to five years. This unit therefore combines theory and practice to enable students to construct practical knowledge of teaching and learning through guided reflection.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
General information
Students need to receive a satisfactory grade at the completion of the Professional Experience placement and achieve a grade of 50% or more in order to be eligible to pass this unit.
Detailed information for each individual assessment can be found on the iLearn site under Assessment.
Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Originality Reports
When preparing your assignments, it is essential that:
Late Assessments:
A deduction of 5% of the total possible mark allocated for that assessment would be made for each day or part day that assessment is late, weekends counting as two days. For example, if an assessment is worth 20 marks and it is submitted 2 days late, 2 marks (2 x 5% of 20 marks) will be subtracted from the awarded mark.
Extensions:
In extenuating circumstances, students may apply to the unit coordinator for an extension to the assessment due date. Reasons for the extension need to be documented through the special consideration form accessible through ask.mq.edu.au and supported (e.g., a doctor’s certificate in the case of illness).
Note that:
Referencing:
All assignments should cite and provide full bibliographical details of all material that used to inform or support ideas. At the Institute of Early Childhood, students are required to use the American Psychological Association (APA) referencing procedures. Full details about how to cite and reference correctly can be found in Perrin (2015). All students will need to download this guide and use it as they prepare their assignment.
Highly recommended text
Perrin, R. (2015). Pocket guide to APA style (5th ed.). Wadsworth: Cengage Learning.
Grades
The final grade a student receives signifies their overall performance in meeting the learning outcomes for the unit. The number assigned to a grade (Standard Numerical Grade or SNG) reflects the extent to which student attainment matches the grade descriptors.
The raw mark for the unit (i.e., the total of the marks for each assessment item) may not be the same as the SNG. Results may be scaled to ensure there is a degree of comparability across the university, so that units with the same past performances of their students should achieve similar results. The process of scaling does not change the order of marks among students. A student who receives a higher raw score mark than another will also receive a higher final scaled mark.
HD High Distinction 85-100%
Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline.
D Distinction 75-84%
Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience.
Cr Credit 65-74%
Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline.
P Pass 50-64%
Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes.
F Fail 0-49%
Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline.
Name | Weighting | Due |
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Parent newsletter supplement | 20% | 29th March 2016 |
An anti bias approach | 40% | 3rd May 2016 |
Professional Experience | 40% | 14th June 2016 |
Due: 29th March 2016
Weighting: 20%
This assessment will enable students to articulate appropriate teaching strategies to use with children 2-5 year and determine appropriate strategies to guide young children's behaviour.
Due: 3rd May 2016
Weighting: 40%
This assessment will enable students to explore principles of anti bias education and their application with children 2-5 years.
Due: 14th June 2016
Weighting: 40%
3a) Documenting children’s learning - Components of the professional experience folder (40%)
3b) Professional Experience working as an early childhood teacher - Evaluation Report (S/U)
Please note: It is the responsibility of individual students to be aware of pre and co requisites throughout their program. If you are considering withdrawing from this unit please seek academic advice as this may impact on your progression throughout the degree.
Requirements for this unit:
The timetable for classes can be found on the University web site at: https://timetables.mq.edu.au/2016/
Classes will be held in X5B 041 from 10am – 3pm. Students are expected to attend for the full day.
1. Required Textbooks
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2015). Programming and planning in early childhood settings. (6th ed.) Victoria: Thomson.
MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice. (3rd ed.). NSW: Pearson Education.
Porter, L. (2016). Young children’s behaviour: Guidance approaches for early childhood educators. (4th ed.). Sydney: Allen & Unwin.
Earlier editions of these textbooks will be suitable for this unit
2. Weekly required reading schedule:
There is a combination of readings from your textbooks and readings which can be sourced via Multisearch on the library website. A link is available through iLearn under: Learning support & resources. In addition to chapters from your textbooks, you will need to read the following:
Week 1
Early Years Learning Framework
Week 2
Curtis, D., & Carter, M. (2008). Learning together with young children: A curriculum framework for reflective teachers. St. Paul, MN: Redleaf Press (chapter 6).
Week 3
Epstein, A.S. (2015). The intentional teacher. Choosing the best strategies for young children’s learning. Washington: NAEYC. (chapter 1)
Week 4
Derman-Sparks, L, LeeKeenan, L, & Nimmo, J (2015). Leading anti-bias early childhood programs. A guide for change. New York: Teachers College Press. (chapter 3)
Week 6
Curtis, D., & Carter, M. (2013). The art of awareness: How observation can transform your teaching (2nd ed.). St. Paul, MN: Red Leaf Press. (Chapter 14)
Week 10
Fleet, A., Honig, T., Robertson, J., Semann, A. & Shepherd, W. (2011). What's pedagogy anyway. Retrieved from:
http://www.cscentral.org.au/Resources/what-is-pedagogy-anyway-.pdf
Week 11
Connor, J. (2012). Foundations for learning: Relationships between the early years learning framework and the Australian curriculum (An ECA–ACARA paper). Retrieved from: http://foundationinquirylearning.global2.vic.edu.au/files/2013/06/ECA_ACARA_Foundations_Paper-2cq59mi.pdf
Dockett. S. & Perry, B. (2014). Continuity of learning: A resource to support effective transition to school and school aged care. Retrieved from: http://docs.education.gov.au/node/36571
Week 13
Ashton, J., Woodrow, C., Johnston, C., Wangmann, J., Singh, L., & James, T. (2008). Partnerships in learning: linking early childhood services, families and schools for optimal development. Australian Journal of Early Childhood, 33(2), 10-16.
3. Assumed Texts
Crowther, I. (2011). Creating effective learning environments (3rd ed.). Ontario: Thomson.
The following texts can be downloaded from the links:
Australian Government Department of Education Employment and Workplace Relations. (2009). Belonging, being & becoming: The early years learning framework for Australia. Australia: Commonwealth of Australia. Retrieved from http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
Australian Government Department of Education Employment and Workplace Relations. (2010). Educators being, belonging & becoming: Educators’ guide to the early years learning framework of Australia. Australia: Commonwealth of Australia. Retrieved from http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/educators_guide_to_the_early_years_learning_framework_for_australia.pdf
Early Childhood Australia. (2006). Early childhood Australia code of ethics. Retrieved from http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/07/code_of_ethics_brochure_print_2010.pdf
NSW Department of Community Services. (2002). NSW Curriculum framework for children's services: The practice of relationships. Sydney: Office of Childcare. Retrieved from http://www.community.nsw.gov.au/docswr/_assets/main/documents/childcare_framework.pdf
4. Recommended Reading
Reflective Practice
Perry, R. (2004). Teaching practice for early childhood: A guide for students. (2nd ed.). London: Routledge Falmer.
Focus on children
Crooke, S. & Farmer, B. (2004). Just imagine! Creative play experiences for children under six. (2nd ed.). Victoria: Tertiary Press.
Curtis, D., & Carter, M. (2008). Learning together with young children: A curriculum framework for reflective teachers. Minnesota: Redleaf Press.
Gonzalez-Mena, J. (2011). Foundations of early childhood education: Teaching children in a diverse society. (5th ed.).Boston: McGraw-Hill.
Hendrick, J. & Weissman, P (2007). Total learning: Developmental curriculum for the young child. (7th ed.). Columbus: Merrill Publishing.
Social Justice Issues
Dau, E. (2001). The anti-bias approach in early childhood. Sydney: Longman.
Derman-Sparks, l. & Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington: NAEYC.
Derman-Sparks, L., LeeKeenan, D, & Nimmo, J. (2015). Leading anti-bias early childhood programs: A guide for change. Washington: NAEYC.
Gonzalez-Mena, J. (2007). Diversity in care and education: Honoring differences (5th ed.). New York: McGraw Hill.
Robinson, K.H., & Jones-Diaz, C. (2006). Diversity and difference in early childhood education: Issues for theory and practice. Berkshire, UK: Open University Press.
Curriculum Decision Making
Curtis, D., & Carter, M. (2013). The art of awareness: How observation can transform your teaching (2nd ed.). St. Paul, MN: Redleaf Press.
Fleet, A., & Patterson, C. (2011). Seeing assessment as a stepping stone: Thinking in the context of the EYLF. Deakin West, ACT: Early Childhood Australia.
Fleet, A., Patterson, C., & Robertson, J. (Eds.). (2006). Insights: Behind early childhood pedagogical documentation. Sydney: Pademelon Press.
Fleet, A., Patterson, C., & Robertson, J. (Eds.). (2012). Conversations: Behind early childhood pedagogical documentation. Sydney: Pademelon Press.
Goodfellow, J. (2009). The early years learning framework: Getting started. Canberra: ECA.
Helm, J. & Katz, L. (2001). Young investigators: The project approach in the early years. New York: Teachers College Press.
Helm, J., & Beneke, S. (Eds.). (2003). The power of projects: Meeting contemporary challenges in early childhood classrooms – Strategies and solutions. New York: Teachers College Press.
Hill, L., Stremmel, A. & Fu, V. (2005). Teaching as inquiry: Rethinking curriculum in early childhood education. Boston: Pearson Education.
Patterson, C., & Fleet, A. (2011). Planning in the context of the EYLF: Powerful, practical and pedagogically sound. Canberra: ECA
Raban, B., Margetts, K., Church, A. & Deans, J. (2010). The early years learning framework in practice: A handbook for educators and parents. Albert Park: Teaching Solutions.
Stacey, S. (2009). Emergent curriculum in early childhood settings: From theory to practice. Minnesota: Redleaf Press.
Stacey, S. (2011). The unscripted classroom: Emergent curriculum in action. Minnesota: Redleaf Press.
Ideas from Reggio Emilia
Cadwell, L. (2003). Bringing learning to life: The Reggio approach to early childhood education. New York: Teachers College Press.
Edwards, C., Gandini, L. & Forman, G. (Eds.). (2012). The hundred languages of children: The Reggio Emilia experience in transformation. (3rd ed.). California: Praeger.
Giamminuti, S. (2013). Dancing with Reggio Emilia: Metaphors for quality. Mt Victoria, NSW: Pademelon Press.
Millikan, J., & Giamminuti, S. (2014). Documentation and the Early Years Learning Framework: Researching in Reggio Emilia and Australia. Mt Victoria, NSW: Pademelon Press.
Representations of Learning
Gandini, L., Hill, L., Cadwell, L. & Schwall, C. (Eds.). (2005). In the spirit of the studio: Learning from the atelier of Reggio Emilia. New York: Teachers College Press.
Kolbe, U. (2005). It’s not a bird yet: The drama of drawing. Bryon Bay, NSW: Peppinot Press.
Kolbe, U. (2007). Rapunzel’s supermarket: All about young children and their art. (2nd ed.). Byron Bay, NSW: Peppinot Press.
Kolbe, U. (2014). Children’s imagination: Creativity under our noses. Byron Bay, NSW: Peppinot Press.
Transition to School
Dockett, S., & Perry, B. (2006). Starting school: A handbook for early childhood educators. Castle Hill: Pademelon Press.
Dockett, S., & Perry, B. (2007). Transitions to school: Perceptions, expectations, experiences. Sydney: UNSW.
Pianta, R.C., & Kraft-Sayre, M. (2003). Successful kindergarten transition. Your guide to connecting children, families & schools. Baltimore: Brookes.
Some Useful Journals
Australian Journal of Early Childhood
Contemporary Issues in Early Childhood (online journal www.triangle.co.uk/ciec)
Early Child Development and Care
Early Childhood Education Journal
Early Childhood Research and Practice (online journal http://ecrp.uiuc.edu/index.html)
Early Childhood Research Quarterly
Early Years: An International Journal of Research and Development
International Journal of Early Childhood
International Journal of Early Years Education
Some Useful Websites
Early Childhood Australia: http://www.earlychildhoodaustralia.org.au/
National Association for the Education of Young Children: http://www.naeyc.org
Week beginning |
Topic for the week |
Week 1 Feb 29 |
Introduction to the unit:Pedagogy and approaches to curriculum |
Week 2 March 7 |
Environments and invitations to play CLASS 1: 11th March |
Week 3 March 14 |
Establishing meaningful relationships with children |
Week 4 March 21 |
Honouring diversity through an anti-bias approach |
Week 5 March 28 |
Professional Experience: Guidelines and Expectations ASSESSMENT 1 DUE: 29th March 5pm |
Week 6 April 4 |
Programming and planning for children's learning CLASS 2: 8th April |
Week 7/8 April 11-22 |
Study Period |
Week 9 April 25 |
Guiding children's behaviour: Principles and practices |
Week 10 May 2 |
Introducing pedagogical documentation ASSESSMENT 2 DUE: 3rd May 5pm |
Week 11 May 9 |
Transition to school for children, families and teachers |
Week 12 May 16 |
Working in partnership with families |
Weeks 13, 14 and 15
June 6 |
Professional Experience Friday 10 June: Final class
ASSESSMENT 3 DUE: 14th June, 5pm |
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
New Assessment Policy in effect from Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy_2016.html. For more information visit http://students.mq.edu.au/events/2016/07/19/new_assessment_policy_in_place_from_session_2/
Assessment Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.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.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
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.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
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When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by: