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:

• 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.
• 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.
• Only 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 the final grade for the subject has been received;
• Marks will be deducted if the assessment is submitted after the due date and time (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.

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:

• Students MUST speak with the unit coordinator prior to submitting their request through https://ask.mq.edu.au
• Extensions will only be granted in 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 students plan ahead and organise their study time effectively. Poor time management is not grounds for an extension.
• In the case of computer malfunction, a draft of the assignment may be requested. Please ensure that a draft is printed regularly, so that it is available for submission on request.   
• Extensions are usually not granted on the due date.

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.

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.

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

Assumed Texts

Crowther, I. (2016). Creating effective learning environments (4th ed.). Ontario: Thomson.

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

http://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2015). Programming and planning in early childhood settings. (6th ed.) Victoria: Thomson. Chapter 7 (or Chapter 8 in 2012 edition.)

Porter, L. (2016). Young children’s behaviour: Guidance approaches for early childhood educators. (4th ed.). Sydney: Allen & Unwin. Chapters 1 & 2 (or Chapter 1 in 2008 edition)

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).

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice. (3rd ed.). NSW: Pearson Education. (Chapter 9)

Porter, L. (2016). Young children’s behaviour: Guidance approaches for early childhood educators. (4th ed.). Sydney: Allen & Unwin. Chapter 15 (or 2008 Chapter 13)

Week 3

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2015). Programming and planning in early childhood settings. (6th ed.) Victoria: Thomson. Chapter 9 (or Chapter 10 in 2012 edition.)

Epstein, A.S. (2015). The intentional teacher. Choosing the best strategies for young children’s learning. Washington: NAEYC. (chapter 1)

Porter, L. (2016). Young children’s behaviour: Guidance approaches for early childhood educators. (4th ed.). Sydney: Allen & Unwin. Chapter 16 (or 2008 Chapter 14)

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice. (3rd ed.). NSW: Pearson Education. (Chapter 25)

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)

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice. (3rd ed.). NSW: Pearson Education. (Chapter 22).

Week 5

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice. (3rd ed.). NSW: Pearson Education. (Chapter 25)

Porter, L. (2016). Young children’s behaviour: Guidance approaches for early childhood educators. (4th ed.). Sydney: Allen & Unwin. Chapters 5 & 6 (2008 Chapters 3 & 4)

Week 6

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2015). Programming and planning in early childhood settings. (6th ed.) Victoria: Thomson. Chapter 10 (or Chapter 11 in 2012 edition)

Porter, L. (2016). Young children’s behaviour: Guidance approaches for early childhood educators. (4th ed.). Sydney: Allen & Unwin. Chapter 13 (or 2008 Chapter 11)

2017 Institute of Early Childhood, Macquarie University Professional Experience Handbook.

Retrieved from:

http://www.iec.mq.edu.au/current_students/current_undergraduate_students/professional_ experience/

Week 7

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2015). Programming and planning in early childhood settings. (6th ed.) Victoria: Thomson. Chapter 8 (Or Chapter 9 in 2012 edition)

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 8

Porter, L. (2016). Young children’s behaviour: Guidance approaches for early childhood educators. (4th ed.). Sydney: Allen & Unwin. Chapter 18 (2008 Chapter 17)

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.

Week 9

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

Weeks 10, 11 & 12

Professional Experience

No required readings

Week 13

Reflections on Professional Experience

No required readings

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. (2016). Early childhood Australia code of ethics.  Retrieved from http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2016/07/ECA-COE-Brochure-2016.pdf.