Unit convenor and teaching staff |
Unit convenor and teaching staff
Convenor
Maria Chatzigianni
Contact via ilearn dialogue
X5B 239
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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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.
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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:
Department of Educational Studies (EC) 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
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.
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.
Name | Weighting | Hurdle | Due |
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Assessment 1 | 15% | No | See ilearn (various dates) |
Assessment 2 | 10% | No | 28/4/2017 |
Assessment 3 | 35% | No | 31/5/2017 |
Assessment 4 | 40% | No | Exam period |
Due: See ilearn (various dates)
Weighting: 15%
Students will choose one theory/theorist to present in a creative way. External students will present on the on campus days (18/4/ or 27/5/2017). More details on how external students will choose their theorist will be provided in the ilearn site.
External students can work in pairs or alone for this presentation and they are welcome to use a variety of media/ways to deliver their presentation.
All students will also be able to consult with the convenor before their presentation.
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
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.
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.
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 STUDY SCHEDULE and 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).
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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:
Department of Educational Studies Electronic Communication
During semester time, staff may contact students using the following ways:
It is the student’s responsibility to check all electronic communication on a regular weekly basis.
Department of Educational Studies (EC) Unit 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.
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
Recommended readings 1) Manning, J. P. (2005). Rediscovering Froebel: A call to re-examine his life & gifts. Early Childhood Education Journal, 32(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. |
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WEEK 7 (13/4) Topic: Developmental Theorists II: Psychoanalysis: Freud/Erikson; Steiner Steiner Lecture in ilearn Required readings
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
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 Childhood, 1(1), 36-44. |
ASSIGNMENT 3: Researching and reflecting (800-1000 WORDS) – 31/5/2017
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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 Journal, 31(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)
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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 (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html
Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration
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/
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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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This graduate capability is supported by:
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Readings have been changed slightly and there is one more on campus day for externals.