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ECED603 – Early Childhood Professional Practice 1

2017 – S2 Day

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff
Belinda Davis
Contact via ilearn Dialogue
X5B 261
Doranna Wong
Credit points Credit points
4
Prerequisites Prerequisites
(ECED600 or ECED817) and (ECED601 or ECED818) and (ECED602 or ECED819)
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
This unit incorporates both specialist theory and practice in early childhood education by combining university-based study with practical teaching experience in an early childhood organisation. The 20 day practical experience component is based on a sound understanding that students will be operating at a level reasonably expected of a postgraduate student teacher undertaking a block of professional experience as a teacher of young children for the first time. Unit content will focus on examining and reflecting on the student's role in teaching and learning with young children from birth to two years.

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. Understand a variety of approaches in curriculum decision making
  2. Understand the professional environment of early childhood teaching
  3. Identify the factors that influence curriculum decision making processes
  4. Facilitate appropriate experiences for children within the total learning environment
  5. Critically evaluate teaching practices
  6. Appreciate the value of an anti-bias approach in work with children and their families
  7. Demonstrate an understanding of the role of the reflective practitioner.

General Assessment Information

Family and Children’s Records

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 (2016) and is the work of the student. Issues with the authenticity of such records will be investigated for possible forgery (see Department of Educational Studies Academic Handbook 2017). 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, parents and staff. Do not record details that enable identification of the site, and of the adults or children. 

Assessment Tasks

Name Weighting Due
Assessment 1 30% See iLearn
Assessment 2 40% See iLearn
Assessment 3 0% See iLearn
Assessment 3A 10% See iLearn
Assessment 3B 10% See iLearn
Assessment 3C 10% See iLearn

Assessment 1

Due: See iLearn
Weighting: 30%

Understanding Techniques for Teaching 


This Assessment Task relates to the following Learning Outcomes:
  • Critically evaluate teaching practices
  • Demonstrate an understanding of the role of the reflective practitioner.

Assessment 2

Due: See iLearn
Weighting: 40%

Collections with Young Children 


This Assessment Task relates to the following Learning Outcomes:
  • Identify the factors that influence curriculum decision making processes
  • Appreciate the value of an anti-bias approach in work with children and their families
  • Demonstrate an understanding of the role of the reflective practitioner.

Assessment 3

Due: See iLearn
Weighting: 0%

Professional Experience (Satisfactory / Unsatisfactory)


This Assessment Task relates to the following Learning Outcomes:
  • Understand a variety of approaches in curriculum decision making
  • Understand the professional environment of early childhood teaching
  • Identify the factors that influence curriculum decision making processes
  • Facilitate appropriate experiences for children within the total learning environment
  • Appreciate the value of an anti-bias approach in work with children and their families
  • Demonstrate an understanding of the role of the reflective practitioner.

Assessment 3A

Due: See iLearn
Weighting: 10%

Evaluations of Teaching Techniques 


This Assessment Task relates to the following Learning Outcomes:
  • Critically evaluate teaching practices
  • Demonstrate an understanding of the role of the reflective practitioner.

Assessment 3B

Due: See iLearn
Weighting: 10%

Documenting Children’s Learning – Reflections on Collections with Young Children 


This Assessment Task relates to the following Learning Outcomes:
  • Understand a variety of approaches in curriculum decision making
  • Identify the factors that influence curriculum decision making processes
  • Facilitate appropriate experiences for children within the total learning environment
  • Critically evaluate teaching practices
  • Appreciate the value of an anti-bias approach in work with children and their families
  • Demonstrate an understanding of the role of the reflective practitioner.

Assessment 3C

Due: See iLearn
Weighting: 10%

Documenting Children’s Learning – Excerpts from Professional Experience 


This Assessment Task relates to the following Learning Outcomes:
  • Understand a variety of approaches in curriculum decision making
  • Understand the professional environment of early childhood teaching
  • Identify the factors that influence curriculum decision making processes
  • Facilitate appropriate experiences for children within the total learning environment
  • Critically evaluate teaching practices
  • Appreciate the value of an anti-bias approach in work with children and their families
  • Demonstrate an understanding of the role of the reflective practitioner.

Delivery and Resources

Relevant Documents

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

  • Assessments, Readings & Study Guide
  • Professional Experience Handbook 
  • Professional Experience Guide

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.

Professional Experience Unit Academic Expectations 

  • For all PG Professional Experience Units, participation at all workshops is compulsory and punctuality is expected. Consistent lateness will jeopardise a passing grade.
  • Students are expected to read weekly readings before completing tasks and attending workshops
  • Students are expected to listen/attend weekly lectures before completing tasks and attending workshops
  • All assessment tasks must be submitted
  • Feedback from Tertiary Supervisors and/or Supervising Teachers is of a general nature. It is incumbent on the student to check the requirements of assessments against the marking criteria and unit outcomes prior to submission.
  • In order to meet all expectations for this unit, students must:
    • attain an overall minimum of a Pass grade for the written submission components, AND
    • attain a ‘Satisfactory’ grade for their Professional Experience Evaluation Report

Professional Experience Unit Placement Expectations 

  • Students are required to complete 20 days of Professional Experience at an early childhood centre for children aged birth-5
  • To be eligible to commence the block placement component of this unit, students
    • Must have submitted all written assessment tasks and/or associated unit component requirements prior to the commencement of the block
    • Must meet the participation requirements for the unit
  • Students must be able to present evidence of completion of the following prior to semester census date in order to receive a placement for Professional Experience:
    • A Working with Children Check or State/ Territory equivalent
  • Students are expected to negotiate with the supervising teacher to complete five (5) observation days prior to the block
  • Feedback from Tertiary Supervisors and/or Supervising Teachers is of a general nature. It is incumbent on the student to check the requirements of assessments against the marking criteria and unit outcomes prior to submission.
  • In order to meet the Professional Experience placement expectations of this unit, students must:
    • attain a ‘Satisfactory’ grade for their Professional Experience Practical Work in their Evaluation Report, AND
    • attain a ‘Satisfactory’ grade for their Professional Experience Folder in their Evaluation Report

Withdrawing from this PG Unit

If you are considering withdrawing from this unit, please seek academic advice by writing to des.pg@mq.edu.au before doing so as this unit may be a prerequisite for units in the following semesters and may impact on your progression through the degree.

 

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.
  • Faculty assignment cover sheets are NOT required for this unit.

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

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:

https://students.mq.edu.au/study/my-study-program/special-consideration/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.

Disruption to Studies

  • The following link takes you to the Disruption to Studies policy, which makes clear the ways in which you can apply for special consideration in times of difficulty.

https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/disruption-to-studies

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).

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.

 

Required Textbooks

These texts can be purchased from the Co-op Bookshop on campus or http://www.coop.com.au

Greenman, J., Stonehouse, A., & Schweikert, G. (2008). Prime times: A handbook for excellence in infant and toddler programs (2nd ed.). St. Paul, MN: Redleaf Press.

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

Perrin, R. (2015). Pocket guide to APA style (5th ed.). Stamford, CT: Cengage Learning.

This eTextbook can be purchased from Mia Mia Child & Family Study Centre. Please complete the order form located at http://iec.mq.edu.au/research/mia_mia/publications_and_resources/ and email to e-press.miamia@mq.edu.au to place your order.

Mia Mia Child & Family Study Centre. (2014). Play and materials for children birth to two years. Sydney: Macquarie University.

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

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

  • Understand a variety of approaches in curriculum decision making
  • Understand the professional environment of early childhood teaching
  • Identify the factors that influence curriculum decision making processes
  • Critically evaluate teaching practices
  • Appreciate the value of an anti-bias approach in work with children and their families
  • Demonstrate an understanding of the role of the reflective practitioner.

Assessment tasks

  • Assessment 2
  • Assessment 3
  • Assessment 3B
  • Assessment 3C

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

  • Understand the professional environment of early childhood teaching
  • Identify the factors that influence curriculum decision making processes
  • Appreciate the value of an anti-bias approach in work with children and their families
  • Demonstrate an understanding of the role of the reflective practitioner.

Assessment tasks

  • Assessment 1
  • Assessment 2
  • Assessment 3
  • Assessment 3A
  • Assessment 3B
  • Assessment 3C

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 outcomes

  • Understand a variety of approaches in curriculum decision making
  • Understand the professional environment of early childhood teaching
  • Identify the factors that influence curriculum decision making processes
  • Facilitate appropriate experiences for children within the total learning environment
  • Critically evaluate teaching practices
  • Appreciate the value of an anti-bias approach in work with children and their families
  • Demonstrate an understanding of the role of the reflective practitioner.

Assessment task

  • Assessment 3

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

  • Understand a variety of approaches in curriculum decision making
  • Understand the professional environment of early childhood teaching
  • Identify the factors that influence curriculum decision making processes
  • Critically evaluate teaching practices
  • Appreciate the value of an anti-bias approach in work with children and their families
  • Demonstrate an understanding of the role of the reflective practitioner.

Assessment tasks

  • Assessment 1
  • Assessment 2
  • Assessment 3
  • Assessment 3A
  • Assessment 3B
  • Assessment 3C

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

  • Understand a variety of approaches in curriculum decision making
  • Understand the professional environment of early childhood teaching
  • Identify the factors that influence curriculum decision making processes
  • Critically evaluate teaching practices
  • Appreciate the value of an anti-bias approach in work with children and their families
  • Demonstrate an understanding of the role of the reflective practitioner.

Assessment tasks

  • Assessment 2
  • Assessment 3
  • Assessment 3A
  • Assessment 3B
  • Assessment 3C

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

  • Understand a variety of approaches in curriculum decision making
  • Understand the professional environment of early childhood teaching
  • Identify the factors that influence curriculum decision making processes
  • Facilitate appropriate experiences for children within the total learning environment
  • Critically evaluate teaching practices
  • Appreciate the value of an anti-bias approach in work with children and their families
  • Demonstrate an understanding of the role of the reflective practitioner.

Assessment tasks

  • Assessment 2
  • Assessment 3
  • Assessment 3B

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:

Learning outcomes

  • Understand the professional environment of early childhood teaching
  • Identify the factors that influence curriculum decision making processes
  • Critically evaluate teaching practices
  • Appreciate the value of an anti-bias approach in work with children and their families
  • Demonstrate an understanding of the role of the reflective practitioner.

Assessment tasks

  • Assessment 2
  • Assessment 3

Socially and Environmentally Active and Responsible

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:

Learning outcomes

  • Understand a variety of approaches in curriculum decision making
  • Identify the factors that influence curriculum decision making processes
  • Facilitate appropriate experiences for children within the total learning environment
  • Critically evaluate teaching practices
  • Appreciate the value of an anti-bias approach in work with children and their families
  • Demonstrate an understanding of the role of the reflective practitioner.

Assessment task

  • Assessment 3

Capable of Professional and Personal Judgement and Initiative

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:

Learning outcomes

  • Understand a variety of approaches in curriculum decision making
  • Understand the professional environment of early childhood teaching
  • Identify the factors that influence curriculum decision making processes
  • Appreciate the value of an anti-bias approach in work with children and their families
  • Demonstrate an understanding of the role of the reflective practitioner.

Assessment tasks

  • Assessment 1
  • Assessment 2
  • Assessment 3
  • Assessment 3A
  • Assessment 3B
  • Assessment 3C