Students
ECED832 – Contemporary Approaches to Infant and Toddler Theory and Practice
2018 – S2 External
General Information
Download as PDF
| Unit convenor and teaching staff |
Unit convenor and teaching staff
Associate Professor
Sheila Degotardi
Contact via Via iLearn dialogue
X5B367
by appointment
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| Credit points |
Credit points
4
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| Prerequisites |
Prerequisites
[Admission to MTeach(Birth to Five) and (ECED603 or ECED819) and (ECED605 or ECED824)] or [admission to MEChild or MEd or MEdL or PGDipEdS or MIndigenousEd or MSpecEd or PGCertSpEd or GradCertEdS]
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
ECHX832
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| Unit description |
Unit description
The recognition of the importance of children's first three years of life has led to an increasing awareness of the specialist nature of infant-toddler education and care services. This unit covers contemporary perspectives that can inform educational programs that aim to support infant-toddler development and learning. Students will build on prior knowledge about children's learning and development to critically reflect on research-based literature and examine its relevance in a range of infant-toddler early childhood programs. Students will design and implement an inquiry-based project to deepen their understanding of the applicability of this knowledge to infants and toddlers, their families and educators.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- Demonstrate an advanced and critical understanding of the range of philosophical and theoretical approaches that inform infant-toddler services.
- Identify the implications of these approaches for specialised infant-toddler services and practitioners.
- Design and implement an inquiry project to enhance their theoretical and practical understanding of a chosen approach.
- Demonstrate professional responsibility of their own and others’ learning by providing and responding to supportive, informed and reflective feedback.
General Assessment Information
Full assignment instructions
This Unit Guide provides a brief description only of each required assessment piece. Full instructions are provided via an assessment and assignment guide, available on the iLearn site. An assessment rubric will be available to students for each assessment piece prior at least 2 weeks prior to submission.
Assignment expectations
In order to achieve a passing grade, it is expected that all assignments are completed, and that all assignments demonstrate a serious attempt to address the assignment task.
Presentation and submission Guidelines
Assignments 1 and 3 are submitted via the VoiceThread link on ilearn, with accompanying files submitted via the Assignment links on the ECED/ECHX832 iLearn site. Assignments 2 and 4 are submitted via the assignment link. These assignment submission links assess the documents via TURNITIN, which permits online assessment as well as the detection of material copied from other sources. Please ensure that all material is written and referenced according to standard academic conventions.
Assignments are due before midnight on the specified date.
IT IS YOUR RESPONSIBILITY TO CHECK THAT YOUR SUBMISSION HAS BEEN SUCCESSFUL AND TAKE ANY MEASURES TO ENSURE THAT YOUR ASSIGNMENT HAS BEEN SUBMITTED TO THE TURNITIN SITE BY THE DUE TIME AND DATE. YOU MUST ALLOW SUFFICIENT TIME FOR YOUR ONLINE SUBMISSION TO BE PROCESSED, AS LATE SUBMISSIONS DUE TO LAST MINUTE TECHNICAL DIFFICULTIES WILL INCUR LATENESS PENALTIES.
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.
Assignment presentation and submission
All written submissions are to be legible and professionally presented. Please follow these guidelines when you submit each assignment:
- All assignments must include the academic honesty declaration as required by all Macquarie University students.
- Assignments must represent the student’s individual work (see Academic Honesty section below).
- Please type all written assignments using 12 point font and 1.5 or double-space the lines. Save your file in .doc, .docx or pdf format.
- Allow a left and right-hand margin of at least 3cm in all assignments. This allows us to attach, and you to read your feedback comments easily.
- 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.
- Use APA 6th referencing style to acknowledge your sources and support your ideas with in-text referencing, and include a full reference list of all works that are cited within your assignment.
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.
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.
Word or duration limit
All sections of the assignment, apart from references and appendices, are included in the word or duration limit. If your assignment seriously exceeds the limit, it will be marked only to the point at which the limit is reached.
Academic honesty and plagiarism
The nature of scholarly endeavour, dependent as it is on the work of others, binds all members of the University community to abide by the principles of academic honesty.
Plagiarism is a matter of particular importance. Plagiarism is defined as using the work or ideas of another person and presenting this as your own without clear acknowledgement of the source of the work or ideas. This includes, but is not limited to, any of the following acts:
- copying out part(s) of any document or audio-visual material or computer code or website content without indicating their origins;
- using or extracting another person's concepts, experimental results, or conclusions;
- summarising another person's work;
- submitting substantially the same final version of any material as another student in an assignment where there was collaborative preparatory work;
- use of others (paid or otherwise) to conceive, research or write material submitted for assessment; and
- submitting the same or substantially the same piece of work for two different tasks (self-plagiarism).
The University’s Academic Honesty Policy can be found on the Policy Central website: http://www.mq.edu.au/policy/index.html
TURNITIN is used to assist students with appropriate referencing and paraphrasing, and to detect plagiarism. The system also serves as a digital repository if anything should happen to your hard copy submission or personal backup. Please ensure you have stated your TURNITIN receipt number on your coversheet. A link to TURNITIN is embedded in iLearn.
Extensions and Late Assignments
Applications for extensions must be made via AskMQ at https://ask.mq.edu.au as a "Special Consideration" 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
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.
Special Considerations
The Special Consideration provision is to support students who have been impacted by circumstances that are unexpected, unavoidable, significantly disruptive and beyond the student’s control, and which may affect their performance in assessment.
The University classifies circumstances as serious and unavoidable if they:
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could not have reasonably been anticipated, avoided or guarded against by the student; and were beyond the student's control; and
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caused substantial disruption to the student’s capacity for undertaking assessment for the unit(s); and
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occurred during an event critical study period and were at least three (3) consecutive days duration or a total of 5 days within the teaching period and/or
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prevented completion of an assessment task scheduled for a specific date (e.g. final examination, in class test/quiz, in class presentation).
The following link takes you to the Special Considerations policy, which makes clear the ways in which you can apply for special consideration in times of difficulty.
Requesting a remark of an assignment
If you have evidence that your task has been incorrectly assessed against the grade descriptors you can request a re-mark. 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 of your script against the task criteria. Evidence from your assignment must be provided to support your judgements.
Please note: The outcome of a re-mark may be a higher/lower or unchanged grade. Grades are standards referenced and effort is NOT a criterion.
University policy on grading
Criteria for awarding grades for assessment tasks
Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University's Grading Policy. The following descriptive criteria are included for your information.
Note: If you fail a unit with a professional experience component the fail grade will be on your transcript irrespective of the timing of when the placement takes place.
Criteria for awarding grades in the unit
Students will be awarded grades ranging from HD to F according to guidelines set out in the policy: https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/assessment-in-effect-from-session-2-2016
The following generic grade descriptors provide university-wide standards for awarding final grades.
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Grade |
Descriptor |
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HD (High Distinction) |
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. |
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D (Distinction) |
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. |
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Cr (Credit) |
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. |
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P (Pass). |
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 |
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F (Fail) |
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. |
Assessment Tasks
| Name | Weighting | Hurdle | Due |
|---|---|---|---|
| Video-Log Reading Reflection | 15% | No | 19th August and 9th September |
| Research Project Proposal | 30% | No | 16th September |
| Presentation + Peer Feedback | 15% | No | 3rd November + 7th November |
| Project final report | 40% | No | 15th November |
Video-Log Reading Reflection
Due: 19th August and 9th September
Weighting: 15%
2 x 5-Minute VoiceThread critical analyses of required readings
On successful completion you will be able to:
- Demonstrate an advanced and critical understanding of the range of philosophical and theoretical approaches that inform infant-toddler services.
- Identify the implications of these approaches for specialised infant-toddler services and practitioners.
- Demonstrate professional responsibility of their own and others’ learning by providing and responding to supportive, informed and reflective feedback.
Research Project Proposal
Due: 16th September
Weighting: 30%
1500 word written project proposal
On successful completion you will be able to:
- Demonstrate an advanced and critical understanding of the range of philosophical and theoretical approaches that inform infant-toddler services.
- Design and implement an inquiry project to enhance their theoretical and practical understanding of a chosen approach.
- Demonstrate professional responsibility of their own and others’ learning by providing and responding to supportive, informed and reflective feedback.
Presentation + Peer Feedback
Due: 3rd November + 7th November
Weighting: 15%
10-15 minute VoiceThread presentation detailing project progress, emerging findings and implications, plus VoiceThread feedback to peers
On successful completion you will be able to:
- Demonstrate an advanced and critical understanding of the range of philosophical and theoretical approaches that inform infant-toddler services.
- Identify the implications of these approaches for specialised infant-toddler services and practitioners.
- Design and implement an inquiry project to enhance their theoretical and practical understanding of a chosen approach.
- Demonstrate professional responsibility of their own and others’ learning by providing and responding to supportive, informed and reflective feedback.
Project final report
Due: 15th November
Weighting: 40%
1750-2250 word report: Analysis and critical discussion of project findings
On successful completion you will be able to:
- Demonstrate an advanced and critical understanding of the range of philosophical and theoretical approaches that inform infant-toddler services.
- Identify the implications of these approaches for specialised infant-toddler services and practitioners.
- Design and implement an inquiry project to enhance their theoretical and practical understanding of a chosen approach.
- Demonstrate professional responsibility of their own and others’ learning by providing and responding to supportive, informed and reflective feedback.
Delivery and Resources
ECED/ECHX832 is delivered in External Mode.
The unit content, delivered via unit readings and assignment tasks, is supported by VoiceThread interactive discussion / presentation forums, Zoom online webinar meetings and regular ilearn discussion forum tools.
The process for attending small group or individual Zoom meetings will be arranged at the beginning of the session. It is expected that students will engage in one Zoom session with the unit convener before their submission of assignment 2: Project proposal. The precise date and times of these sessions will be determined early in the study session, and will depend upon the availability and time-zones of students and the unit convener. Students may elect to come on campus, or attend remotely, via the Zoom online conferencing facility. Details will be provided about the technical requirements on the ECED/ECHX832 ilearn site. Please contact the convener before census date if you foresee any difficulties with attending either of these consultation sessions.
Individual consultations with the unit convener
The unit convener is available for individual consultations via email or Zoom. Please contact her via the ilearn dialogue for an appointment to chat.
Allocation of student time to this unit
ECED/ECHX832 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 the session. The guide outlined below provides an indication of the time spent on learning experiences.This estimate is based on average student performance. You may choose to spend more time on the unit, particularly if you are attempting to achieve high grades or if you encounter problems in understanding the material or meeting unit requirements.
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Learning Experience |
Approximate time per relevant week |
Estimated time over the semester |
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Orientation to the unit |
2 x 1 hours |
2 hours |
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Weekly prescribed readings |
6 x 4.0 hours |
24 hours |
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Consultation engagement |
2 x 90 minute consultation sessions |
3 hours |
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Assignment 1 |
2 x 6 hours preparation and VoiceThread videos |
12 hours |
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Assignment 2 |
14 hours preparation and writing |
14 hours |
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Assignment 3 |
3 hours presentation preparation 1.5 hour for presentation engagement and feedback |
4.5 hours |
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Project |
Implementation and analysis |
48 hours |
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Assignment 4 |
Final report |
24 hours |
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 and assignment resources
Assignment submission links: For you to submit your assignment work
Dialogue: for private messages to teaching staff.
Please note that I will respond to dialogue emails in a timely manner. Please be aware that I have multiple teaching, research and administrative commitments so it may take me a couple of days to respond. It is unrealistic to expect me to respond after work hours or during weekend.
Study Resources
There is no required text for this unit. Instead, you will be provided with some research-based literature for weeks 1 to 6, and are then expected to source your own literature to assist with the completion of your assignments.
The required readings are listed in the Weekly content section of this Unit Guide. Information about how to find these readings will be provided in the study resources section of the iLearn site.
Recommended text (available from the co-op bookshop):
Degotardi, S., & Pearson, E (2014). The relationship worlds of infants and toddlers: Multiple perspectives from early years research and practice. Maidenhead, UK: Open University Press.
There are also many pedagogical or development books about infant and toddlers in the library. The following list contains some research-based literature that pertains specifically to infant-toddler curriculum, pedagogy and development.
Research-based books
Abbott, L., & Langston, A. (2002) Birth to three matters: A framework to support children in their earliest years. London, DfES/Surestart.
Berthelsen, D., Brownlee, J. & Johansson, E. (Eds.) (2009). Participatory learning in the early years: Research and pedagogy, Oxon, UK, Routledge.
Elfer, P., Goldschmied, E., & Selleck, D. (2003). Key persons in the nursery: Building relationships for quality provision. London: David Fulton Publishers.
Gandini, L. & Edwards, C. P. (2001) Bambini: The Italian approach to infant/toddler care, New York, Teachers College Press.
Goouch, K., & Powell, S. (2013). The baby room: Principles, policy and practice. Maidenhead, UK: Open University Press
Gopnik, A. (2009) The philosophical baby, New York, NY, Farra, Straus and Giroux.
Johansson, E., & White, E.J (2011). Educational research with our youngest: Voices of infants and toddlers. Dordrecht: Springer
Lamb, M. E., Bornstein, M. & Teti, D. M. (2002) Development in infancy, Mahwah, N.J, Erlbaum.
Nelson, K. (2007) Young minds in social worlds: Experience, meaning, and memory Cambridge, MA, Harvard University Press.
Rochat, P. (2001) The infant's world, Cambridge, MA, Harvard University Press.
Harrison, L., & Sumsion, J. (2014). Lived spaces of infant-toddler education and care: Exploring diverse perspectives on theory, research and practice. Dordrecht, The Nederlands: Springer.
Wittmer, D. (2008) Focusing on peers: The importance of relationships in the early years, Washington, DC, Zero to Three.
White, E.J & Dalli, C. (Eds.). Under-three Year Olds in Policy and Practice. Singapore: Springer
Some suggested book chapters (although see above for edited books in infant-toddler ECEC):
Brooker, L. (2009) Just like having a best friend: How babies and toddlers construct relationships with their key workers in nurseries. In Papatheodorou, T. & Moyles, J. (Eds.) Learning together in the early years: Exploring relational pedagogy. Oxon, UK, Routledge.
Degotardi, S. (2015) Expressing, interpreting and exchanging perspectives during infant-toddler social interactions: The significance of acting with others in mind. In L. Harrison and J Sumsion (Eds). Lived spaces of infant-toddler education and care: exploring diverse perspectives on theory, research and practice, pp187-199.. Dordrecht, The Nederlands: Springer.
Hay, D. F., Caplan, M. & Nash, A. (2009). The beginnings of peer relations. In Rubin, K. H., Bukowski, W. M. & Laurson, B. (Eds.) Handbook of peer interactions, relationships, and groups. New York, The Guilford Press.
Mitchelmore, S., Degotardi, S., & Fleet, A. (2017). The richness of everyday moments: Bringing visibility to the qualities of care within pedagogical spaces (87-99). In White, E.J and Dalli, C. (Eds.). Under-three Year Olds in Policy and Practice. Singapore: Springer
Singer, E. & De Haan, D. (2007) Social life of young children: Co-contruction of shared meanings and togetherness, humour, and conflicts in child care centres. In Spodek, B. & Saracho, O. N. (Eds.) Contemporary perspectives on research in early childhood social learning. Charlotte, N.C., Information Age Publishers.
Journal Special Issues
Contemporary Issues in Early Childhood, 18(4): Special Issue: (Re)-conceptualising relationships in infant-toddler pedagogy
Early Education and Development, 27 (2): Special Issue: Infants and toddlers in group care
Early Years: An International Research Journal, 32 (2): Special issue: Professional issues in work with babies and toddlers
European Early Childhood Education Research Journal, 19 (2): Special Issue – Birth to three
International Journal of Early Childhood, 10 (1): Special issue on children under 3
Unit Schedule
WEEKLY CONTENT
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Week beginning |
Topic |
Prescribed readings |
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1. 30th July |
Conceptualisations of ‘quality’ in infant-toddler early childhood programs |
Read at least 3 from: Brownlee, J., Berthelsen, D., & Segaran, N. (2009). Childcare workers' and centre directors' beliefs about infant childcare quality and professional training. Early Child Development and Care, 179(4), 453-475. Dalli, C (2014): Quality for babies and toddlers in early years settings. TACTYC Occassional Paper 4: http://tactyc.org.uk/wp-content/uploads/2014/04/Occ-Paper-4-Prof-Carmen-Dalli.pdf Degotardi, S., Han, F., & Torr, J. (2018). Infants’ experience with ‘near and clear’ educator talk: individual variation and its relationship to indicators of quality. International Journal of Early Years Education, doi: 10.1080/09669760.2018.1479632 Degotardi, S. & Pearson, (2014). The relationship worlds of infants and toddlers: Multiple perspectives from early years theory and practice (Chapter 1) . Maidenhead, Open University Press. King, E. K., Pierro, R. C., Li, J., Porterfield, M. L., & Rucker, L. (2016). Classroom quality in infant and toddler classrooms: impact of age and programme type. Early Child Development and Care, 25, 875-893. doi:10.1080/03004430.2015.1134521 Pessanha, M., Peixoto, C., Barros, S., Cadima, J., Pinto, A. I., Coelho, V., & Bryant, D. M. (2017). Stability and change in teacher-infant interaction quality over time. Early Childhood Research Quarterly, 40, 87-97. doi:https://doi.org/10.1016/j.ecresq.2016.10.003 Thomason, S. A., & La Paro, K. (2009). Measuring the quality of teacher-child interactions in toddler child care. Early Education and Development, 20, 285-304. doi: 10.1080=10409280902773351 Li, W., Farkas, G., Duncan, G., Burchinal, M. R., & Vandell, D. (2013). Timing of high quality child care and cognitive, language, and preacademic development. Developmental Psychology, 49(8), 1440-1451. doi:10.1037/a0030613 |
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2. 6th August |
Challenges and debates |
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3. 13th August |
Conceptualising curriculum 1: Play and exploration |
Read at least 3 from: Degotardi, S., & Pearson, E. (2016). Infant Play: How Interactions Build and Support Relationships. In M. Ebbeck and M. Waniganayeke (Eds.), Children’s play in early childhood education: Facilitating learning in diverse contexts, 2n Edition. Oxford University Press. Degotardi, S. (2013). "I think, I can": Acknowledging and promoting agency during educator-infant play. In O. F. Lillemyr, S. Dockett, & B. Perry (Eds.), Varied perspectives on play and learning: Theory and research on early years education. Charlotte, NC: Information Age Publishing. Kleppe, R., (2018). Affordances for 1- to 3-year olds’ risky play in early childhood education and care. Journal of Early Childhood Research, doi: doi.org/10.1177/1476718X18762237 Ridgway, A., Li, L., & Quiñones, G. (2016). Visual narrative methodology in educational research with babies: triadic play in babies’ room. Video Journal of Education and Pedagogy, 1(1), 1. doi:10.1186/s40990-016-0005-0 Salamon, A., & Harrison, L. (2015). Early childhood educators' conceptions of infants' capabilities: the nexus between beliefs and practice. Early Years: An International Research Journal, 35(3), 273-288. doi:10.1080/09575146.2015.1042961 Shin, M. (2012) The role of joint attention in social communication and play among infants. Journal of Early Childhood Research, 10, 309-317. |
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Video-Log entry 1 due 19th August |
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4. 20th August |
Conceptualising curriculum 2: Routines, rituals and interactions |
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5. 27th August |
Relationship-based pedagogy 1
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Read at least 6 from: Degotardi, S. (2017). Joint attention in infant-toddler early childhood programs: Its dynamics and potential for collaborative learning. Contemporary Issues in Early Childhood, 18(4), 409-421, doi: 10.1177/1463949117742786. Degotardi, S. & Pearson, (2014). The relationship worlds of infants and toddlers: Multiple perspectives from early years theory and practice (Chapter 3, 4, 5 or 6 – up to p.81) . Maidenhead, Open University Press. Degotardi, S. (2015). Mind mindedness: Forms, features and implications for infant-toddler pedagogy. In S. Robson & S. F. Quinn (Eds.), Routledge International Handbook of Young Children's Thinking. London: Routledge. Elfer, P. (2006) Exploring children's expressions of attachment in nursery. European Early Childhood Education Research Journal, 14, 81-95. Hannikainen, M., (2015). The teacher's lap - a site of emotional well-being for the younger children in day-care groups. Early Child Development and Care, 185(5), 752-765, doi: 10.1080/03004430.2014.957690 Lokken, G. (2000). Tracing the social style of toddler peers. Scandinavian Journal of Educational Research, 44(2), 163-176. McGaha, C. G., Cummings, R., Lippard, B. & Dallas, K. (2012) Relationship building: infants, toddlers, and 2-year-olds. Early Childhood Research & Practice, 13(1). Shin, M. (2010). Peeking at the relationship world of infant friends and caregivers. Journal of Early Childhood Research, 8(3), 294-302. doi: 10.1177/1476718X10366777 Recchia, S.L., Shin, M., & Snaider, C. (2018). Where is the love? Developing loving relationships as an essential component of professional infant care. International Journal of Early Years Education, 26(2), doi: 10.1080/09669760.2018.1461614 Williams, S. T., Mastergeorge, A. M. & Ontai, L. L. (2010) Caregiver involvement in infant peer interactions: Scaffolding in a social context. Early Childhood Research Quarterly, 25, 251-266. |
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6. 3rd Sept |
Relationship-based pedagogy 2 |
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Video-Log entry 2 due 9th September |
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10th Sept |
Project Preparation |
Please ensure that you have consulted with the unit convener prior to submitting your Assignment 2: project proposal
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Assignment 2: Project Proposal due 16th September |
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17th Sept – 1st Oct |
Mid session recess |
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8. 2nd October |
Project implementation |
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9. 8th October |
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10. 15th October |
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11. 22nd October |
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12. 29th October |
Prepare for VoiceThread Presentation |
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Assignment 3a: VoiceThread Presentation due Saturday 3rd November. Assignment 3b: Peer Feedback due Wednesday 7th November |
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13. 5th November 14. 12th November |
Project completion and report writing |
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Assignment 5 due Wednesday 15th November |
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Learning and Teaching Activities
On-going convener and peer support
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
- Academic Appeals Policy
- Academic Integrity Policy
- Academic Progression Policy
- Assessment Policy
- Fitness to Practice Procedure
- Grade Appeal Policy
- Complaint Management Procedure for Students and Members of the Public
- Special Consideration Policy (Note: The Special Consideration Policy is effective from 4 December 2017 and replaces the Disruption to Studies Policy.)
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/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/study/getting-started/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.
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.
Student Support
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Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and 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.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
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 - 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 advanced and critical understanding of the range of philosophical and theoretical approaches that inform infant-toddler services.
- Identify the implications of these approaches for specialised infant-toddler services and practitioners.
- Design and implement an inquiry project to enhance their theoretical and practical understanding of a chosen approach.
- Demonstrate professional responsibility of their own and others’ learning by providing and responding to supportive, informed and reflective feedback.
Assessment tasks
- Video-Log Reading Reflection
- Research Project Proposal
- Presentation + Peer Feedback
- Project final report
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
- Demonstrate an advanced and critical understanding of the range of philosophical and theoretical approaches that inform infant-toddler services.
- Identify the implications of these approaches for specialised infant-toddler services and practitioners.
- Design and implement an inquiry project to enhance their theoretical and practical understanding of a chosen approach.
Assessment tasks
- Video-Log Reading Reflection
- Research Project Proposal
- Presentation + Peer Feedback
- Project final 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
- Demonstrate an advanced and critical understanding of the range of philosophical and theoretical approaches that inform infant-toddler services.
- Identify the implications of these approaches for specialised infant-toddler services and practitioners.
- Design and implement an inquiry project to enhance their theoretical and practical understanding of a chosen approach.
Assessment tasks
- Video-Log Reading Reflection
- Presentation + Peer Feedback
- Project final 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
- Demonstrate an advanced and critical understanding of the range of philosophical and theoretical approaches that inform infant-toddler services.
- Identify the implications of these approaches for specialised infant-toddler services and practitioners.
- Design and implement an inquiry project to enhance their theoretical and practical understanding of a chosen approach.
Assessment tasks
- Research Project Proposal
- Presentation + Peer Feedback
- Project final 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
- Demonstrate an advanced and critical understanding of the range of philosophical and theoretical approaches that inform infant-toddler services.
- Identify the implications of these approaches for specialised infant-toddler services and practitioners.
- Design and implement an inquiry project to enhance their theoretical and practical understanding of a chosen approach.
- Demonstrate professional responsibility of their own and others’ learning by providing and responding to supportive, informed and reflective feedback.
Assessment tasks
- Video-Log Reading Reflection
- Research Project Proposal
- Presentation + Peer Feedback
- Project final 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 advanced and critical understanding of the range of philosophical and theoretical approaches that inform infant-toddler services.
- Identify the implications of these approaches for specialised infant-toddler services and practitioners.
- Design and implement an inquiry project to enhance their theoretical and practical understanding of a chosen approach.
- Demonstrate professional responsibility of their own and others’ learning by providing and responding to supportive, informed and reflective feedback.
Assessment tasks
- Video-Log Reading Reflection
- Presentation + Peer Feedback
- Project final report
Changes from Previous Offering
Assignments have been changed to i) incorporate VoiceThread technology and ii) to provide a different Project option (Option 2) from previous years