TUTORIAL CLASSES AND LECTURES
This unit is taught in tutorial mode, delivered either face to face or online (depending on COVID-19 social distancing restrictions) during the timetabled tutorial times. These tutorials are supported by pre-recorded online lectures, readings and reflection tasks. Students will be informed of the tutorial delivery mode via ilearn.
Online lectures have reflection questions and tasks that students are required to complete prior to the relevant weekly tutorial. Weekly readings also form the basis for tutorial discussions. Tutorials are structured to include whole and small group discussions an tasks, as well as independent work. Effective preparation is required, and attendance is expected.
Internal Students: Tutorials are delivered during the weekly timetabled tutorial times on Tuesdays. Content is delivered via tutorials which take place from week 1 to 9 (inclusive) of the session.
External Students: A one day, session is scheduled on the 16th September.
Students completing ECHP4240: Due to a misalignment with the professional experience dates for ECHP4240 and weekly tutorials, students must either enrol as an external student or attend the relevant tutorial sessions at the external on-campus day on the 16th September. Please contact Sheila asap to make arrangements.
Any student who is undertaking a different professional experience block (other than ECHP3250) during their scheduled tutorial time must contact Sheila asap to discuss arrangements.
UNIT WEBSITE AND STAFF CONTACT
This unit has a full web presence through iLearn. Online workshops are delivered via Zoom, and students will be provided with the online tutorial link via the relevant weekly section on iLearn.
Students will need regular access to a computer and a reliable internet connection to complete this unit.
Weekly access to iLearn is compulsory for all students. In addition to links to the online lectures and readings, important assessment information will be posted here, as will other relevant unit notices and materials that will assist your studies.
Required text (available via Booktopia):
Maguire-Fong, M.J (2015). Teaching and learning with infants and toddlers: Where meaning making begins. San Francisco: WestEd.
Other required readings
Each week, students are required to read three allocated readings, comprising practioner focused readings (e.g., text chapter / practitioner article) and one research article. These readings will form the basis of our tutorial discussions, and students are required to bring them to their class / on-campus session.
The readings are located via the Leganto link on the ECHE3110 ilearn site.
Students are required to will demonstrate continued engagement with these reading materials in their tutorials and assignment work.
The following books on infant-toddler learning and teaching can also be located via the Multisearch function:
Bergen, D. (2001). Educating and caring for very young children : The infant/toddler curriculum. New York: Teachers College Press.
Curtis, D. & Carter, M. (2003). Designs for living and learning: Transforming early childhood environments. Minnesota: Redleaf Press.
Curtis, D. & Carter, M. (2008). Learning together with young children: A curriculum framework for reflective teachers. Minnesota: Redleaf Press.
Gandini, L., Pope, C., & Edwards. (2001). Bambini : The Italian approach to infant/toddler care . London: Teachers College Press
Gonzalez-Mena, J., & Widmeyer Eyer, D. (2007). Infants, Toddlers and Caregivers: A curriculum of respectful, responsive care and education. Boston: McGraw Hill
Goouch, K. & Powell, S. (2013). The baby room: Principles, policy and practice, Maidenhead, UK, Open University Press.
Greenman, J.T., Stonehouse, A., & Schweikert, G., (2008). Prime times: a handbook for excellence in infant and toddler programs. St. Paul, MN: Redleaf Press,
Greenman, J. (2005). Places for childhood in the 21st century: A conceptual framework. Beyond the Journal: Young Children on the Web, May 2005, http://www.journal.naeyc.org/btj/200505/
Harris, P. (2009). Language learning in the baby and toddler years. Terrigal, NSW: David Barlow Publishing
Lally, R., Mangione, P., & Greenwald, D. (2006). Concepts for care: 20 essays on infant/toddler development and learning. San Francisco, CA : WestEd
Makin, L., & Spedding, S. (2012). Learning literacies, birth to three: Positive approaches for early childhood educators. Castle Hill, N.S.W. : Pademelon Press, 2012.
Page, J., Clare, A. & Nutbrown, C. (2013). Working with babies and children from birth to three, London, Sage.
Peterson, S. H. (2009). Endless opportunities for infant and toddler curriculum : A relationship-based approach. Upper Saddle River, N.J.: Merrill
Wittmer, D.S. (2008). Focusing on peers: The importance of relationships in the early years. Washington, DC : Zero to Three
Wittmer, D.S., & Petersen, S.H. (2006). Infant and toddler development and responsive program development: A relationship-based approach. New Jersey: Pearson.
Useful journals for this unit
Australasian Journal of Early Childhood (AJEC)
Beyond the Journal: Young Children on the Web
Contemporary Issues in Early Childhood (online www.triangle.co.uk/ciec)
Early Childhood Research and Practice (online http://ecrp.uiuc.edu/index.html)
Early Childhood Research Quarterly
Early Years; International Journal of Research and Development
International Journal of Early Childhood
International Journal of Early Years Education
The First Years: New Zealand Journal of Infant and Toddler Education
Zero to Three