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ECHE120 – History and Philosophy of Early Childhood

2017 – S1 Day

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Convenor
Maria Chatzigianni
Contact via ilearn dialogue
X5B 239
Credit points Credit points
3
Prerequisites Prerequisites
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
The unit provides a foundational overview of the theoretical perspectives that have contributed to the history and philosophy of early childhood education. It examines philosophies, theories and theorists over time that have helped shape our views of children and children’s learning. Students learn about social and political changes and their impact on curriculum and early childhood provisions in Australia today. Students recognise the importance of philosophy in early childhood education and care as they read research and engage with philosophical ideas.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at http://students.mq.edu.au/student_admin/enrolmentguide/academicdates/

Learning Outcomes

  1. Demonstrate an understanding of the historical basis of early childhood philosophy
  2. Discuss the theoretical influences underpinning early childhood pedagogies and practices
  3. Identify how history and philosophy have impacted Australian early childhood education
  4. Develop the skills of researching, writing, presenting and submitting academic work

General Assessment Information

Department of Educational Studies (EC) Assessment Presentation & Submission Guidelines

Please follow these guidelines when you submit each assignment:

  • Allow a left and right-hand margin of at least 2cm in all assignments.
  • Please type all assignments using 12-point font and 1.5 spacing.
  • All assessments must be submitted through Turnitin in .doc or .pdf format for submission.
  • It is the onus of the student to ensure that all assessments are successfully submitted through Turnitin.
  • Faculty assignment cover sheets are NOT required for this unit.

 

Draft Submissions & Turnitin Originality Reports

  • Students may use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit.
  • Students are strongly encouraged to upload a draft copy of each assessment to Turnitin at least one week prior to the due date to obtain an Originality Report.
  • The Originality Report provides students with a similarity index that may indicate if plagiarism has occurred. Students will be able to make amendments to their drafts prior to their final submission on the due date.
  • Generally, one Originality Report is generated every 24 hours up to the due date.

 

When preparing your assignments, it is essential that:

  • Students must retain a copy of all assignments before submission, and retain the copy until your final grade for the subject has been received;
  • Marks will be deducted if you submit your assessment late (refer to the ‘late assessments’ section below for more details);
  • Unless there are exceptional circumstances, no assessment will be accepted after the date that the assessment has been returned to other students.
  • If an assessment is considered to be below passing standard, another staff member on the unit will provide a second opinion. No failed assessment may be re-submitted.

 

Final Submissions

  • Students are responsible for checking that their submission has been successful and has been submitted by the due date and time.
  • Late submissions due to last minute technical difficulties will incur a lateness penalty.*

 

Assignment extensions and late penalties

Applications for extensions must be made via AskMQ at https://ask.mq.edu.au as a "Disruption to Studies" request before the submission date. Students who experience a disruption to their studies through ill-health or misadventure are able to apply for this request. Extensions can only be granted if they meet the Disruption to Studies policy and are submitted via ask.mq.edu.au. This will ensure consistency in the consideration of such requests is maintained.

In general, there should be no need for extensions except through illness or misadventure that would be categorised as unavoidable disruption according to the University definition of same, and currently available at:

http://students.mq.edu.au/student_admin/exams/disruption_to_studies/

Late submissions without extension will receive a penalty of 5% reduction of the total possible mark for each day late (including weekends and public holidays). You are reminded that submitting even just 1 day late could be the difference between passing and failing a unit. Late penalties are applied by unit convenors or their delegates after tasks are assessed.

No assessable work will be accepted after the return/release of marked work on the same topic. If a student is still permitted to submit on the basis of unavoidable disruption, an alternative topic may be set. 

Students should keep an electronic file of all assessments. Claims regarding "lost" assessments cannot be made if the file cannot be produced. It is also advisable to keep an electronic file of all drafts and the final submission on a USB untouched/unopened after submission. This can be used to demonstrate easily that the assessment has not been amended after the submission date.

 

  • Please notify the unit coordinator of your intention to request an extension (via Dialogue in iLearn), however, an extension will only be granted on receipt of the completed form submitted through ask.mq.edu.au, plus documentation.
  • Emails are not appropriate means of extension requests.
  • It is essential that you plan ahead and organise your study time effectively. Poor time management is not grounds for an extension

 

 

Department of Educational Studies (EC) 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. 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 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.

 

Units with Quiz Assessments

Online quizzes are an individual assessment task and MUST BE COMPLETED by each student individually. Similarities in responses between students will be checked and investigated for possible collusion. Please see the Academic Honesty Handbook for more information.

 

Assessment Tasks

Name Weighting Due
Assessment 1 15% See ilearn (various dates)
Assessment 2 10% 28/4/2017
Assessment 3 35% 31/5/2017
Assessment 4 40% Exam period

Assessment 1

Due: See ilearn (various dates)
Weighting: 15%

Students will choose one theory/theorist to present (20-30 min.) each week in a creative way.

Students will work in pairs for this presentation and they are welcome to use a variety of media/ways to deliver their presentation.

More specific instructiosn will be available through the ilearn outline. Students will also be able to consult with the convenor before their presentation.

 


This Assessment Task relates to the following Learning Outcomes:
  • Demonstrate an understanding of the historical basis of early childhood philosophy
  • Discuss the theoretical influences underpinning early childhood pedagogies and practices
  • Develop the skills of researching, writing, presenting and submitting academic work

Assessment 2

Due: 28/4/2017
Weighting: 10%

A short online quiz to revise weeks 1-6 (10 multiple choice questions - one attempt - quiz will be open on FRIDAY the 28th of April (from 6 pm to 8 pm).

See ilearn for more details


This Assessment Task relates to the following Learning Outcomes:
  • Demonstrate an understanding of the historical basis of early childhood philosophy

Assessment 3

Due: 31/5/2017
Weighting: 35%

This assignment requires you to research and write about one (or more) of the early childhood theorists discussed in weeks 7 - 11 (800-1000 words). Submitted via Turnitin. You will need the compulsory readings and at least two more academic readings on your chosen theorist. The assignment will need to follow the APA referencing system.

The ilearn outline will have more details on more specific questions you will need to cover for this assignment.


This Assessment Task relates to the following Learning Outcomes:
  • Demonstrate an understanding of the historical basis of early childhood philosophy
  • Discuss the theoretical influences underpinning early childhood pedagogies and practices
  • Identify how history and philosophy have impacted Australian early childhood education
  • Develop the skills of researching, writing, presenting and submitting academic work

Assessment 4

Due: Exam period
Weighting: 40%

Open book exam.  Students to reply to four out of possible eight questions covering the unit content (lectures; readings; presentations; discussions; activities etc). Please note that you will be able to have your textbook and some notes with you during the exams. However, this type of exams demand your critical thinking and synthesising skills (not memorization). Deep understanding of the revised theories would be vital for passing the exams. This can be achieved via your weekly engagement with the readings/lectures and tutorial activities - working systematically throughout the session and not just before the exams.

See ilearn for more details.


This Assessment Task relates to the following Learning Outcomes:
  • Demonstrate an understanding of the historical basis of early childhood philosophy
  • Identify how history and philosophy have impacted Australian early childhood education

Delivery and Resources

REQUIRED TEXTBOOK: Nolan, A. & Raban, B. (2015). Theories into Practice. Understanding and rethinking our work with young children and the EYLF. Albert Park, Victoria: Teaching Solutions.

Lectures:  ECHE 120 involves one 1 hour lecture per week (on-line pre-recorded). The weekly lecture will be recorded and available every week via ECHO on the unit iLearn site.

Internal Students: Weekly face to face tutorials run on THURSDAY afternoons (starting the second week of the session, 10/3, see Ilearn guide for more details).

Thursday 9.00 -11.00 am C5A 232

Thursday 2.00 - 4.00 pm W6B 320 

External Students: compulsory attendance for TWO  on campus days (18/4/2017 + 27/5/2017, 9.00 am - 4.00 pm).

--------------------------------------------------------------

Department of Educational Studies (EC) Relevant Documents

The information in this Unit Guide must be read in conjunction with the following documents available for download from iLearn:

  • Academic Honesty Handbook
  • Unit Readings, Assessments & Study Guide*
  • EC Professional Experience Handbook ##
  • Professional Experience Guide ##
  • Professional Field Visits Guide *

 

Department of Educational Studies Electronic Communication

During semester time, staff may contact students using the following ways:

  • Dialogue function on iLearn
  • Official MQ Student Email Address

It is the student’s responsibility to check all electronic communication on a regular weekly basis.

 

Department of Educational Studies (EC) Unit Expectations *

  • In order to be eligible for a passing grade, students must meet the following attendance requirements:
    • Internal Students: Participate in at least 80% of all tutorials – punctuality is expected. Consistent lateness or absence will jeopardise a passing grade
    • External Students: Participate in all on-campus sessions – punctuality is expected.
  • Students are required to contribute to all online and tutorials tasks
  • Students are expected to read weekly readings before completing tasks and attending tutorials
  • Students are expected to listen/attend weekly lectures before completing tasks and attending tutorials
  • All assessment tasks must be submitted

 

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.

 

 

Unit Schedule

                                         STUDY SCHEDULE

WEEK 1  (Thursday 3/3): NO FACE TO FACE TUTORIALS THIS WEEK

Topic: Introduction to the Unit – Expectations/assignments - Definitions – Overview

ONLY ON LINE CONTENT/LECTURE

Students are expected to listen to the online lectures each week and familiarise themselves with the ilearn site/the unit guide/the textbook/assessment tasks (especially assignment 1).

Required readings

Textbook: Chapter 1: pp. 5 – 11

Recommended readings (‘Top of the list’ choice has five asterisks)

*****Ariès, P. (1962). Centuries of childhood: A social history of family life. Knopf (book in the Library).

WEEK 2  (10/3): FIRST FACE TO FACE TUTORIAL

Topic: The Beginning of the philosophical and educational journey: Ancient Times

Relevant lecture in ilearn

Required readings

Lascarides, V. C., & Hinitz, B. F. (2013). History of early childhood education (Vol. 982). Routledge. Chapter 1: Antiquity: pp. 3-24  (in reserve readings)

Recommended readings // Video links​

1) *****Video on Socrates’ philosophy (focus on confidence): https://youtu.be/UVA8jX9KQcE

WEEK 3  (17/3)

Topic: Early Theoretical approaches: 18th – 19th Century

Relevant lectures (Rousseau; Pestalozzi) in ilearn

Required readings

Lascarides, V. C., & Hinitz, B. F. (2013). History of early childhood education (Vol. 982). Routledge. Chapter 2: John Locke (pp. 46-50) + Rousseau (pp. 50-53). [in reserve readings]

Recommended readings

1) Bowers, F. B., & Gehring, T. (2004). Johann Heinrich Pestalozzi: 18th century Swiss educator and correctional reformer. Journal of Correctional Education, 306-319.

2) Plamenatz, J. (1972). Rousseau: The Education of Emile. Journal of Philosophy of Education, 6, 176-192.

WEEK 4  (24/3)

Topic: Early Theoretical approaches: Kindergarten Movement

Froebel lecture in ilearn

Required readings

  1. Lascarides, V. C., & Hinitz, B. F. (2013). History of early childhood education (Vol. 982). Routledge. Chapter 4: Froebel: pp: 85 - 115;
  2. Brief overview of Froebel (in ilearn)

Recommended readings

1) Manning, J. P. (2005). Rediscovering Froebel: A call to re-examine his life & gifts. Early Childhood Education Journal32(6), 371-376.

WEEK 5  (31/3)

Topic: Developmental Theorists I: Maria Montessori

Montessori Lecture in ilearn

Required readings

Textbook, Chapter 2: Montessori: pp. 23-25

Recommended readings  

1) *****Lascarides, V. C., & Hinitz, B. F. (2013). History of early childhood education (Vol. 982). Routledge. Chapter 6: Montessori: pp. 143 - 167.

2) Money, C. G. (2005). Theories of Childhood: an Introduction to Dewey, Montessori, Erikson, Piaget and Vygotsky.  St. Paul, MN: Redleaf Press. (Chapter 2 – Montessori)

WEEK 6  (6/4)

Topic: Theoretical Approaches: 20th Century

Dewey Lecture in ilearn

Required readings

1) Textbook chapter 4: Behaviourism and Socio Behaviourism: pp. 42-48

2) Lascarides, V. C., & Hinitz, B. F. (2013). History of early childhood education (Vol. 982). Routledge. Chapter 8: Dewey: pp. 215-225.

Recommended readings// Video links

1) *****Video about Multiple Intelligences by H. Gardner:  https://youtu.be/oY2C4YgXm7I

2) Money, C. G. (2005 – book reference as above).  Chapter  1: Dewey

3) Gardner, H. (2011). The unschooled mind: How children think and how schools should teach. Basic books.

 

WEEK 7  (13/4)

Topic: Developmental Theorists II: Psychoanalysis: Freud/Erikson; Steiner

Steiner Lecture in ilearn

Required readings

  1. Mooney, C. G. (2000) book (see reference above) chapter 3: Erikson
  2. Bowlby/Erikson overview (in ilearn)
  3. Textbook: Chapter 2 – Steiner (pp. 21-22).
  4. Brief overview of Steiner (in ilearn)
  5. Steiner in practice (in ilearn)

Recommended readings // Video links

1) *****Neill, A. S., & Lamb, A. (1995). Summerhill School: A new view of childhood. Macmillan.

2) Steiner, R., & McDermott, R. (2009). New Essential Steiner: An Introduction to Rudolf Steiner for the 21st Century. Steiner Books.

3) A short Biography of A.S. Neil can be located in: Nutbrown, C., & Clough, P. (2014). Early childhood education: History, philosophy and experience (2nd Ed.). London: Sage. Part II: pp: 51-52

4) A brief overview of Freud’s work can be located in Nutbrown, C., & Clough, P. (2014). Early childhood education: History, philosophy and experience (2nd Ed.). London: Sage. Part II: pp: 39-41.

 

MID SESSION BREAK/ EASTER: 14/4 – 30/4

YOU ARE STRONGLY ADVISED TO REVISE THEORIES FROM WEEKS 2-6 AND PREPARE YOURSELVES FOR THE MOST SIGNIFICANT WEEKS: 7 – 8 – 9 – 10-11 - 12.

ASSIGNMENT 2: ONLINE QUIZ (REVISION of WEEKS 2-6): 28/4/2017

 

WEEK 8   (4/5)

Topic: Recent theoretical approaches (2Oth century): Piaget/Vygotsky/Bruner

Gessel/Piaget/Bruner lecture in ilearn

Required readings

  1. Textbook: chapter 2: pp. 15-20 (Piaget) + chapter 3: pp. 29-35 (Vygotsky/Bruner)
  2. Brief overviews Piaget/Vygotsky (in ilearn)
  3. Piaget /Vygotsky in practice (in ilearn)

Recommended readings

1) *****Mooney Book (see reference above): Chapter 5: Vygotsky

2) Donaldson, M. (1978). Children's minds. Glasgow: Fontana/Collins. (Critique on Piaget)

(Although these are recommended readings – you are strongly encouraged to read as much as possible. These two names - Piaget and Vygotsky - will always ‘follow’ your teaching path!!!).

 

WEEK 9  (11/5)

Topic: Recent theoretical approaches (2Oth century): Bronfenbrenner/Malaguzzi/Rogoff

Malaguzzi Lecture in ilearn

Required readings

1) Textbook chapter 3: pp. 36-43

2) Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching and learning. Psychology Press (in ilearn)

3) Brief overview of Malaguzzi (in ilearn)

Recommended readings // Video links

1) Millikan, J. (2003). Reflections: Reggio Emilia principles within Australian contexts. Pademelon Press Pty. Limited.

2) Gowrie resource on Reggio Emilia

3) Video with examples of practice from Reggio Emilia: https://youtu.be/mQtLOu99BfE

 

WEEK 10   (18/5)

Topic: Recent theoretical approaches (20th century): Critical Theorists (Habermas/Freire)

Lecture: Brief Introduction to Critical theory/Freire and a video with Noam Chomsky and H. Gardner discussing Freire (Harvard University): https://youtu.be/-SOw55BU7yg

Required readings

Textbook chapter 5: pp. 11-13; 49-53

Recommended readings

1) *****Freire, P. (1970). Pedagogy of the Oppressed. (M. Bergman, Trans.). Middlessex: Penguin Books. (Original work published 1968).

2) Freire, P. (1985). The politics of Education: culture, power, and liberation. (D. Macedo, Trans.). South Hadley, Mass: Bergin & Garvey.

WEEK 11   (25/5)

Topic: Recent theoretical approaches (2Oth century): Postmodernism and Post-structuralism (Foucault/Bourdieu/Canella)

Relevant lecture in ilearn

Required readings

Textbook chapter 1, 6, 7: pp. 13-14; 55 – 62. (Short reading this week to help you link the new theories with what you have already explored).

Recommended Readings

1) ***** Mac Naughton, G. (2003). Shaping early childhood: Learners, curriculum and contexts. Berkshire: Open University Press. (pp. 70-92; 182-212) (Book in the Library).

2) Cannella, G. S. (2000). The scientific discourse of education: Predetermining the lives of others—Foucault, education, and children. Contemporary Issues in Early Childhood1(1), 36-44.

 

ASSIGNMENT 3: Researching and reflecting (800-1000 WORDS) – 31/5/2017

 

WEEK 12   (1/6)

Topic: Early years learning framework theories: revision – overviews- comparisons – curriculum for infants/toddlers

Pikler lecture in ilearn

Required readings

1) Textbook, chapter 7, 8: pp. 63-71

2) Gerber, M. (2005).RIE principles and practices. In S. Petrie & S. Owen (Eds.) Authentic Relationships in Group Care for Infants and Toddlers-Resources for Infant Educarers (RIE). Principles Into Practice. London: Jessica Kingsley Publishers.  Chapter 2: pp. 35 – 68.

3) The Early years Framework theories overview (in ilearn).

Recommended Readings

1) *****The Early Years Learning Framework for Australia (2009, pp. 5-18) (access from: https://docs.education.gov.au/node/2632 ). Focus more on the principles/practice that underpin the framework: pp. 11- 18 and try to link them to the theories you have learned in this unit.

2) Spodek, B., & Saracho, O. N. (2003). “On the shoulders of giants”: Exploring the traditions of early childhood education. Early Childhood Education Journal31(1), 3-10.

WEEK 13  (8/6) : NO FACE TO FACE TUTORIALS

Topic:  REVISION - Study week

Lecture to prepare you for the exams/revision.

EXAMS (EXAMS PERIOD - NO DATE YET)

  • Revise notes from your readings/tutorials/presentations/lectures etc
  • Supplement your knowledge with additional readings
  • Engage in the forum and pose questions or reply to posts.
  • Organise your notes/construct concept maps – synthesise (you cannot take everything in the exams).

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_2016.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.

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 Enquiry Service

For all student enquiries, visit Student Connect at ask.mq.edu.au

Equity 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.

IT Help

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.

Graduate Capabilities

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:

Assessment task

  • Assessment 2

Commitment to Continuous Learning

Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.

This graduate capability is supported by:

Learning outcome

  • Demonstrate an understanding of the historical basis of early childhood philosophy

Assessment tasks

  • Assessment 2
  • Assessment 3
  • Assessment 4

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

  • Demonstrate an understanding of the historical basis of early childhood philosophy
  • Discuss the theoretical influences underpinning early childhood pedagogies and practices
  • Identify how history and philosophy have impacted Australian early childhood education
  • Develop the skills of researching, writing, presenting and submitting academic work

Assessment tasks

  • Assessment 1
  • Assessment 2
  • Assessment 3
  • Assessment 4

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

  • Demonstrate an understanding of the historical basis of early childhood philosophy
  • Develop the skills of researching, writing, presenting and submitting academic work

Assessment tasks

  • Assessment 1
  • Assessment 3
  • Assessment 4

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

  • Demonstrate an understanding of the historical basis of early childhood philosophy
  • Discuss the theoretical influences underpinning early childhood pedagogies and practices
  • Identify how history and philosophy have impacted Australian early childhood education
  • Develop the skills of researching, writing, presenting and submitting academic work

Assessment tasks

  • Assessment 1
  • Assessment 2
  • Assessment 3
  • Assessment 4

Creative and Innovative

Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.

This graduate capability is supported by:

Learning outcomes

  • Demonstrate an understanding of the historical basis of early childhood philosophy
  • Discuss the theoretical influences underpinning early childhood pedagogies and practices
  • Develop the skills of researching, writing, presenting and submitting academic work

Assessment task

  • Assessment 1

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

  • Demonstrate an understanding of the historical basis of early childhood philosophy
  • Discuss the theoretical influences underpinning early childhood pedagogies and practices
  • Identify how history and philosophy have impacted Australian early childhood education
  • Develop the skills of researching, writing, presenting and submitting academic work

Assessment task

  • Assessment 1

Changes from Previous Offering

Readings have been changed slightly and there is one more on campus day for externals.