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ECED831 – Pedagogical Approaches to Early Childhood Curriculum

2017 – S2 External

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Unit Convenor
Luke Touhill
Contact via ilearn dialogue
X5B 123
by appointment
Lecturer
Sandra Cheeseman
Credit points Credit points
4
Prerequisites Prerequisites
ECED822 or (admission to MEChild or MEd or PGDipEdS or MIndigenousEd or MSpecEd or PGCertSpEd)
Corequisites Corequisites
Co-badged status Co-badged status
ECED731
Unit description Unit description
Contemporary approaches to curriculum in early childhood education emphasise the importance of the teacher as a curriculum decision maker. This demands that early childhood teachers are conscious of their everyday practice, informed about curriculum content and knowledgeable about the ways that children learn. This unit examines the philosophical and theoretical foundations of contemporary approaches to curriculum and pedagogy beyond technicist approaches to teaching and learning. Students will engage in critical inquiry of intentional teaching and understandings of early childhood pedagogy and curriculum at an advanced level. They will participate in research-based projects to further examine pedagogies in practice.

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. Explain the origins of curriculum and how this has Impacted on contemporary curriculum perspectives in early childhood settings
  2. Analyse a range of international early childhood curriculum documents against contemporary understandings of learning and teaching in early childhood settings
  3. Demonstrate an understanding of how curriculum documents are enacted in early childhood settings
  4. Engage In a research project showing understanding of links between theory and practice

General Assessment Information

When preparing your assignments, it is essential that:

  • Students regularly save a copy of all assignments before submission,
  • 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.

 

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 responsibility of the student to ensure that all assessments are successfully submitted through Turnitin.
  • Faculty assignment cover sheets are NOT required.

 

Draft Submissions & Turnitin Originality Reports

  • Students will be able to use Turnitin’s Originality Report as a learning tool to improve their academic writing. Turnitin will be opened for submission in advance of the due date for Assignments 1 and 3. Students will be able to access their originality reports and resubmit if they wish prior to the due date. Please note that originality reports can take up to 24hrs to generate. 

 

Final Submissions

  • Students are responsible for checking that their submission has been successful and has been submitted by the due date and time.
  • Do not contact staff asking them to check your submission.
  • Late submissions due to last minute technical difficulties may incur a lateness penalty.
  • Your assignment will be marked based on what is received – any omissions will not be accepted after your submission. Please check very carefully.

 

Extensions and Disruption to Studies

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.

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

 

 

Appealing an assignment grade (requesting a re-mark)

If you have evidence that your task has been incorrectly assessed against the grade descriptors you can request a remark.  To request a re-mark, you need to contact the unit convenor within 7 days of the date of return of the assignment and provide a detailed assessment your script against the task criteria. Evidence from your assignment must be provided to support your judgements. 

Please note: The outcome of a remark may be a higher/lower or unchanged grade. Grades are standards referenced and effort is NOT a criterion.

Assessment Tasks

Name Weighting Due
Reviewing the Literature 30% September 3
Curriculum Analysis Responses 35% Week 2 -Week 12
Case Study Report 35% November 12

Reviewing the Literature

Due: September 3
Weighting: 30%

Investigate the historical origins of early childhood curriculum and how these ideas might be reflected in contemporary approaches to pedagogy and practice in working with young children. 


This Assessment Task relates to the following Learning Outcomes:
  • Explain the origins of curriculum and how this has Impacted on contemporary curriculum perspectives in early childhood settings
  • Analyse a range of international early childhood curriculum documents against contemporary understandings of learning and teaching in early childhood settings

Curriculum Analysis Responses

Due: Week 2 -Week 12
Weighting: 35%

On-line posting each week from weeks 2-12 (Does not include Recess).

Submit an analytic response or inspirational discussion starter based on the lectures and readings for weeks 2-12. 

Contribute to the group discussion, responding with an analytic contribution to other students' postings during this period by extending, questioning or introducing alternative perspectives. 


This Assessment Task relates to the following Learning Outcomes:
  • Explain the origins of curriculum and how this has Impacted on contemporary curriculum perspectives in early childhood settings
  • Analyse a range of international early childhood curriculum documents against contemporary understandings of learning and teaching in early childhood settings
  • Demonstrate an understanding of how curriculum documents are enacted in early childhood settings

Case Study Report

Due: November 12
Weighting: 35%

Visit an early childhood setting and observe the curriculum approach/es utilised. Describe the approach/es and identify the key theoretical ideas that underpin the work of the educators.  Document examples of your observations to demonstrate your understanding of the links between theory and practice. Interview the educational leader of the setting and report on his/her role in relation to other educators in supporting and guiding the curriculum.  Make some concluding statements about the children’s participation in the educational program and the potential of the curriculum approach to enhance children's learning.


This Assessment Task relates to the following Learning Outcomes:
  • Demonstrate an understanding of how curriculum documents are enacted in early childhood settings
  • Engage In a research project showing understanding of links between theory and practice

Delivery and Resources

ECED831 is delivered in External Mode. The unit content, delivered via unit readings and assignment tasks is supported by:    

• Individual consultations with the unit convener (if required)  

• A voluntary on-campus session on Saturday 16th September

Unit Web-page There is a website for this unit. Access to this unit is available online through iLearn (ilearn.mq.edu.au). You will need to login using your Macquarie ID. This site is an essential unit resource. You are required to check this website at least twice per week for any announcements. In addition, it has the following features and functions:

        • Study resources: including links to required readings

        • Assignment details: detailed guidelines for each assessment task

        • Assignment submission links: All assignments are submitted via the unit webpage through the turnitin facility

        • Dialogue: for private messages to teaching staff.

        • Discussion pages: for conversation with peers about unit content On-Campus Session.

A Voluntary On-Campus day is provided on Saturday 16th September. The purpose of the on-campus day is to provide deeper discussion and reflection on the unit content. The day will include a focus on content relating to Assignments 2 & 3. Students are encouraged to bring their work in progress or initial thinking to discuss with the Unit Coordinator. Students will be asked to register in advance via iLearn to attend the on-campus session.

 

Student Workload and Allocation of Time

ECED 831 is worth four credit points and you would usually be expected to allocate about 12 hours a week in study for a four credit point unit over 15 weeks. This would be a total of 180 hours over the semester. 

 

Unit Expectations

  • Students are listen to all of the unit lectures and read the relevant readings for each lecture
  • All assessment tasks must be submitted.
  • In order to receive a passing grade in this unit, you need to meet the following criteria:
    • Receive an adequate total mark for the unit (i.e. your combined marks for all assessment tasks).
    • Have made a serious attempt at passing all pieces of work in order to pass the unit.
    • In order to receive a grade of Pass, your total mark must be at least 50/100.
    • Note: It is not the responsibility of unit staff to contact students who have failed to submit assignments.  If you have any missing items of assessment, it is your responsibility to make contact with the unit coordinator.

 

Electronic Communication

During semester time, communication between staff and students use the following ways:

  • Dialogue function on iLearn
  • Other iLearn communication functions
  • Official MQ Student Email Address

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

 

Withdrawing from this PG Unit

If you are considering withdrawing from this unit, please seek academic advice by writing to https://ask.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

ECED831 is offered over 15 Weeks.  This includes 13 weeks of content - including on-line lectures and seminars, required readings and study tasks.  Two weeks of independent study is allocated to enable intensive work on your major assessment tasks.

Study Outline

Date

Topic

Required Readings

Week 1

July 31

Introduction to the Unit.

Defining pedagogy and curriculum in the EC Context.

Luke Touhill

Wilks et al (2008) ilearn

File et al (2012) Chapter 2.  ilearn

Week 2

Aug 7

What is pedagogy? The role of the teacher in early childhood curriculum

Luke Touhill

Fleet et al (2011) ilearn

Sylva et al (2010) ilearn

Week 3

Aug 14

Historical Overview - Theories of EC

Luke Touhill

Follari (2011) Part 1 and Part 2 ilearn

Week 4

Aug 21

Theories of ECE since the Industrial Revolution

Luke Touhill

Mooney (2000) Chapter 2 & 4 ilearn

Week 5

Aug 28

Contributions to EC pedagogies.

Constructivism and Developmentalism

Luke Touhill

Goffin & Wilson (2001)

Lib Reserve

 

Sunday 3rd September Assignment One Due

 

Week 6

Sept 4

Contributions to EC pedagogies

Socio-cultural and post-structuralist influences

Sandra Cheeseman

Wood (2008) Chapter 5 Lib Reserve

Olsson (2009) Chapter 2

ilearn

Week 7

Sept 11

International models and approaches to EC curriculum

Sandra Cheeseman

Sellers (2013) ilearn

EIU (2013) Report ilearn

 

Voluntary On-Campus Day Saturday 16th September

 

Week 8

Sept 18

Case study: The inspiration of Reggio Emilia

Sandra Cheeseman

Giamminuti (2014) Chapter 2 Lib Reserve

Felstiner et al (2006) ilearn 

Sept 23-

Oct 8

Session 2 Recess

 

Week 9

Oct 9

Case Study: The Australian Context and the EYLF

Luke Touhill

Griesharber (2010) Lib Reserve

Fleer (2013) iLearn

Week 10

Oct 16

Contemporary Influences on EC curriculum and pedagogy

Luke Touhill

Kreig (2011) Lib Reserve

Tayler et al (2013) Lib Reserve

 

Week 11

Oct 23

The case for infant/toddler curriculum

Sandra Cheeseman

Degotardi et al (2014) ilearn

Page et al (2013) ilearn

File (2012 ) Chapter 9  ilearn

Week 12

Oct 30

The role of the educational leader

Sandra Cheeseman

Kreig et al (2014) Lib Reserve

 

Sunday 12th November Assignment 3 due

 

 

 

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

PG - Discipline Knowledge and Skills

Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.

This graduate capability is supported by:

Learning outcomes

  • Explain the origins of curriculum and how this has Impacted on contemporary curriculum perspectives in early childhood settings
  • Analyse a range of international early childhood curriculum documents against contemporary understandings of learning and teaching in early childhood settings
  • Demonstrate an understanding of how curriculum documents are enacted in early childhood settings
  • Engage In a research project showing understanding of links between theory and practice

Assessment tasks

  • Reviewing the Literature
  • Curriculum Analysis Responses
  • Case Study Report

PG - Research and Problem Solving Capability

Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.

This graduate capability is supported by:

Learning outcomes

  • Explain the origins of curriculum and how this has Impacted on contemporary curriculum perspectives in early childhood settings
  • Analyse a range of international early childhood curriculum documents against contemporary understandings of learning and teaching in early childhood settings
  • Demonstrate an understanding of how curriculum documents are enacted in early childhood settings
  • Engage In a research project showing understanding of links between theory and practice

Assessment tasks

  • Reviewing the Literature
  • Curriculum Analysis Responses
  • Case Study Report

PG - Critical, Analytical and Integrative Thinking

Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.

This graduate capability is supported by:

Learning outcomes

  • Explain the origins of curriculum and how this has Impacted on contemporary curriculum perspectives in early childhood settings
  • Analyse a range of international early childhood curriculum documents against contemporary understandings of learning and teaching in early childhood settings
  • Demonstrate an understanding of how curriculum documents are enacted in early childhood settings
  • Engage In a research project showing understanding of links between theory and practice

Assessment tasks

  • Reviewing the Literature
  • Curriculum Analysis Responses
  • Case Study Report

PG - Effective Communication

Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.

This graduate capability is supported by:

Learning outcomes

  • Explain the origins of curriculum and how this has Impacted on contemporary curriculum perspectives in early childhood settings
  • Analyse a range of international early childhood curriculum documents against contemporary understandings of learning and teaching in early childhood settings
  • Demonstrate an understanding of how curriculum documents are enacted in early childhood settings
  • Engage In a research project showing understanding of links between theory and practice

Assessment tasks

  • Reviewing the Literature
  • Curriculum Analysis Responses
  • Case Study Report

PG - Engaged and Responsible, Active and Ethical Citizens

Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues

This graduate capability is supported by:

Learning outcomes

  • Demonstrate an understanding of how curriculum documents are enacted in early childhood settings
  • Engage In a research project showing understanding of links between theory and practice

Assessment tasks

  • Curriculum Analysis Responses
  • Case Study Report

PG - Capable of Professional and Personal Judgment and Initiative

Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.

This graduate capability is supported by:

Learning outcomes

  • Demonstrate an understanding of how curriculum documents are enacted in early childhood settings
  • Engage In a research project showing understanding of links between theory and practice

Assessment tasks

  • Curriculum Analysis Responses
  • Case Study Report