Unit convenor and teaching staff |
Unit convenor and teaching staff
Sandra Cheeseman
Helen Little
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
ECHP222 and ECHE220
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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 incorporates both theoretical and practical aspects of teaching and working in early childhood contexts. Students in this unit will explore and examine theories of learning and develop a critical understanding for (i) observing, recording and planning for diverse learners, (ii) provisioning the outdoors as a learning space for young children, and (iii) embedding sustainability practices in everyday teaching. Students will continue to develop their teaching skills and complete 20 days of Professional Experience in an early childhood setting.
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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:
Assessment Presentation & Submission Guidelines
Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Originality Reports
When preparing your assignments, it is essential that:
Final Submissions
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 you submit it 2 days late, you will have 2 marks (2 x 5% of 20 marks) subtracted from your 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 Disruption to Studies form accessible through ask.mq.edu.au under "Disruption" and supported (e.g., a Professional Authority Form must be used in the case of illness). Note that:
Units with Submissions of Family & Children’s Records
Family and Children’s Records at IEC
Some assessment tasks require students to submit records about families and about children and their learning. It is expected that the records submitted are original, authentic, adheres to the ethical practices of the Early Childhood Australia Code of Ethics (2006) and is the work of the student. Issues with the authenticity of such records will be investigated for possible forgery (see Fabrication in the IEC Academic Honesty Handbook). Please note that submitted records can only be used once for assessment purposes.
Confidentiality
Students must respect the need for sensitivity and confidentially and ensure that privacy obligations are met. There should be nothing in assessment submissions that identifies a centre or school. Use only the first name for children, families and staff. Do not record details that enable identification of the site, and of the adults or children.
Academic Honesty Guidelines:
All assignments should cite and provide full bibliographical details of all material that you have used to inform or support your 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) and in the IEC Academic Honesty Handbook.
The following guide can be purchased from the Co-op Bookshop. This is a required text: *
Perrin, R. (2015). Pocket guide to APA style (5th ed.). Stamford, CT: Cengage Learning.
Name | Weighting | Due |
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Planning for Diversity. | 30% | Week 4 |
Planning for Learning | 40% | Week 8 |
Professional Experience | 0% | Week 8 |
Philosophy in Practice | 30% | Week 12 |
Due: Week 4
Weighting: 30%
Analyse aspects of diversity and difference that will form the basis for teaching decisions.
Due: Week 8
Weighting: 40%
Undertaking a change plan for the outdoor learning environment.
Due: Week 8
Weighting: 0%
Undertake 20 days of professional experience.
Due: Week 12
Weighting: 30%
Present evidence of philosophical approach to teaching with a focus on diversity, the outdoor learning environment and transition to school.
Texts and Readings for this Unit
Compulsory texts for this unit which you should already have.
Porter, L. (2016). Young children's behaviour. Guidance approaches for early childhood educators 4th Ed. Crows Nest, NSW: Allen & Unwin.
Australian Children's Education & Care Quality Authority. (2011). Guide to the national quality standard. Retrieved from http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF03-Guide-to-NQS-130902.pdf
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://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
IEC Relevant Documents
The information in this Professional Experience Guide must be read in conjunction with the following documents available for download from iLearn:
IEC Professional Experience Unit Placement Expectations
Withdrawing from this UG Unit
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 may be a co-requisite or prerequisite for units in the following semesters and may impact on your progression through the degree.
Family and Children’s Records at IEC
Some assessment tasks require students to submit records about families and about children and their learning. It is expected that the records submitted are original, authentic, adheres to the ethical practices of the Early Childhood Australia Code of Ethics (2006) and is the work of the student. Issues with the authenticity of such records will be investigated for possible forgery (see Fabrication in the IEC Academic Honesty Handbook above). Please note that submitted records can only be used once for assessment purposes.
Confidentiality
Students must respect the need for sensitivity and confidentially and ensure that privacy obligations are met. There should be nothing in your Professional Experience Folder that identifies a centre or school. Use only the first name for children, families and staff. Do not record details that enable identification of the site, and of the adults or children.
Photography Permission
In this unit, students may take photographs to support the observation, planning, evaluation and reflection records that are developed during the Professional Experience. Students are expected to adhere to the Professional Experience placement site’s policies and seek permission from families in order to take photographs. Please use the permission form provided on iLearn.
Unit Schedule |
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Week |
Lecture Content |
Required Readings |
1. Aug 1 |
Introduction to the Unit and overview of key themes - Outdoor Learning, Diversity and Difference, Transitions and Guiding Behaviour. Sandra Cheeseman |
Popova, A (2015). Vygotsky Rocks. In Reed and Walker Chpt 7 Kilderry, A (2015) Chapter 10. Repositioning developmentalism.
Giugni & Mundine (2010) Const 7: Gardens |
Week 2. Aug 8 |
Planning for Diversity and Difference Lynn Farrell |
Giugni & Mundine (2010) Const 2: Boys can’t look after babies
Porter (2016) Supporting Children’s self-regulation Chapter 13
Hunter & Sonter (2012) Progressing Play Chapter 3 meaningful learning environments |
Week 3. Aug 15 |
Documenting learning with a focus on record keeping for individuals and groups. Sandra Cheeseman |
Porter (2016) Chapter 17 Interventions for children with atypical development. DEEWR(2012) The Early Years Learning Framework. ACECQA (2013) Guide to the NQS. Casey, T ( 2007) Chapter 7 Outcomes for children & settings. |
Week 4. Aug 22 |
The outdoors as a learning environment – beyond running and climbing. Catherine Jones |
Goodfellow, J (2016). Flexible and sustainable learning environments. Porter (2016) Chapter 16 Solutions for children's social difficulties. Rattler 105: Exploring Sustainability. Casey, T. (2007). Playground Survey p. 37. |
Week 5. Aug 29 |
PE |
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Week 6 Sept 5 |
PE |
On-Line Chat Tuesday 6 Sept 8pm. |
Week 7. Sept 12 |
PE |
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Sept 19 |
RECESS |
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Sept 26 |
RECESS |
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Week 8. Oct 3 |
Long Weekend - No Lecture or Tutorial |
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Week 9. Oct 10 |
The Transition to School Statement Sandra Cheeseman |
Giugni & Mundine (2010). Const 4.2 Disability NSW Transition to School Statement & Support Documents Piper, C (2014) Getting Everyone Ready. Every Child 20.
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Week 10. Oct 17 |
The Forest schools as inspiration in the Australian context Rebecca Andrews DoE |
Robertson (2011)– Who needs a forest? Rattler 107: A walk on the beach. Porter (2016) Chapter 15 – Solutions to children’s emotional difficulties. |
Week 11. Oct 24 |
ATSI contexts – honouring land and learning from Indigenous ways. Judy McKay-Tempest |
Farrell and Pramling Samuelson (2016) Chapter 6 Philips and Lampert (2005). Chapter 5 Learning and the importance of knowing. |
Week 12. Oct 31 |
Making the most of what you've got. Helen Little |
Greenfield, C. (2011). Outdoors is where we need to be. Rattler 110 - Inclusion Zone. |
Week 13. Nov 7 |
The outdoors for infants and toddlers Sandra Cheeseman |
Lewin-Benham(2010) Chapter 9 & 10 Greenman & Stonehouse, (1997). Chapter 12. |
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
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
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.
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This graduate capability is supported by:
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:
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This graduate capability is supported by:
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This graduate capability is supported by:
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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:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by: