Students

ECHE6000 – Early Childhood Philosophy and Pedagogy

2021 – Session 1, Intensive attendance, North Ryde

Notice

As part of Phase 3 of our return to campus plan, most units will now run tutorials, seminars and other small group activities on campus, and most will keep an online version available to those students unable to return or those who choose to continue their studies online.

To check the availability of face-to-face and online activities for your unit, please go to timetable viewer. To check detailed information on unit assessments visit your unit's iLearn space or consult your unit convenor.

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Lecturer
Sheila Degotardi
Contact via 9850 9895
29WW Room 389
By arrangement via iLearn dialogue
Credit points Credit points
10
Prerequisites Prerequisites
Admission to MTeach(0-5) or GradCertEChild
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description

This unit introduces students to the philosophical and pedagogical approaches to the field of early childhood education. The unit provides students with the opportunity to develop a critical understanding of i) current philosophical and theoretical approaches to early childhood education; ii) the centrality of play, social interaction and relationships as a basis for early childhood curriculum; and iii) their own identity as early childhood educators. Overall, it aims to provide students with a crucial framework for developing professional teaching practice and for their future studies in early childhood.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://students.mq.edu.au/important-dates

Learning Outcomes

On successful completion of this unit, you will be able to:

  • ULO1: demonstrate an awareness of current approaches to, and debates about early childhood curriculum and pedagogy.
  • ULO2: observe and interpret children's play/inquiry experiences in terms of what they reveal about, and their potential for facilitating children's learning and development.
  • ULO3: analyse environments and materials that foster children’s learning through play and inquiry
  • ULO4: identify intentional teaching strategies using relevant theory and reflection
  • ULO5: actively and theoretically contribute towards your own and others’ development and learning.

General Assessment Information

Assessment Presentation and 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  

  • 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 may use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit. 

  • Students are strongly encouraged to upload a draft copy of each assessment to Turnitin at least one week prior to the due date to obtain an Originality Report. 

  • The Originality Report provides students with a similarity index that may indicate if plagiarism has occurred. Students will be able to make amendments to their drafts prior to their final submission on the due date. 

  • Generally, one Originality Report is generated every 24 hours up to the due date. 

Please note: 

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

  • Students are responsible for checking that their submission has been successful and has been submitted by the due date and time. 

Assignment extensions and late penalties 

  • In general, there should be no need for extensions except through illness or misadventure that would be categorised as serious and unavoidable disruption according to the University definition of same, see:  https://students.mq.edu.au/study/my-study-program/special-consideration  

  • Applications for extensions must be made via AskMQ according to the Special Consideration policy. Extensions can only be granted if they meet the Special Considerations policy and are submitted via https://ask.mq.edu.au/. This will ensure consistency in the consideration of such requests is maintained.  

  • 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 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. 

Requesting a re-assessment 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.  

Note: Failed assessments cannot be re-marked as they are all double-marked as a part of the moderation process.  

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. 

Descriptive Criteria for awarding grades in the unit 

In order to meet the unit outcomes and successfully pass this unit, students must make a genuine attempt at all assessment tasks.  Where this requirement is not met you will be awarded an FA grade with a maximum mark of 45. 

Students will be awarded grades ranging from HD to F according to guidelines set out in the assessment policy: https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/assessment-in-effect-from-session-2-2016 

In order to ensure clear distinctions between grades, final marks of 49, 64, 74 and 84 will not be used. The following generic grade descriptors provide university-wide standards for awarding final grades. 

https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/assessment-in-effect-from-session-2-2016 

Grade 

Descriptor 

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. 

(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. 

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. 

(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 

(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. 

Note: If you fail a unit with a professional experience component the fail grade will be on your transcript irrespective of the timing of the placement. 

Withdrawing from this PG Unit 

If you are considering withdrawing from this unit, please seek academic advice via https://ask.mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following sessions and may impact on your progression through the degree. 

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

Assessment Tasks

Name Weighting Hurdle Due
Explanation of an area of the Early Years Learning Framework 20% No 22nd March
Environment Play Analysis 40% No 26th April
Understanding and Promoting Children’s Play and Inquiry 40% No 7th June

Explanation of an area of the Early Years Learning Framework

Assessment Type 1: Report
Indicative Time on Task 2: 12 hours
Due: 22nd March
Weighting: 20%

Provide an explanation of an area of the Early Years Learning Framework [800 - 1000 words].


On successful completion you will be able to:
  • demonstrate an awareness of current approaches to, and debates about early childhood curriculum and pedagogy.
  • actively and theoretically contribute towards your own and others’ development and learning.

Environment Play Analysis

Assessment Type 1: Case study/analysis
Indicative Time on Task 2: 20 hours
Due: 26th April
Weighting: 40%

Analyse a play environment for young children [1200 words]


On successful completion you will be able to:
  • demonstrate an awareness of current approaches to, and debates about early childhood curriculum and pedagogy.
  • analyse environments and materials that foster children’s learning through play and inquiry
  • actively and theoretically contribute towards your own and others’ development and learning.

Understanding and Promoting Children’s Play and Inquiry

Assessment Type 1: Case study/analysis
Indicative Time on Task 2: 26 hours
Due: 7th June
Weighting: 40%

Part 1. Observation and Analysis of the learning potential of children’s play. Part 2: Enhancing Children’s Learning. [1800 words]


On successful completion you will be able to:
  • demonstrate an awareness of current approaches to, and debates about early childhood curriculum and pedagogy.
  • observe and interpret children's play/inquiry experiences in terms of what they reveal about, and their potential for facilitating children's learning and development.
  • analyse environments and materials that foster children’s learning through play and inquiry
  • identify intentional teaching strategies using relevant theory and reflection

1 If you need help with your assignment, please contact:

  • the academic teaching staff in your unit for guidance in understanding or completing this type of assessment
  • the Learning Skills Unit for academic skills support.

2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation

Delivery and Resources

Unit Delivery

There are lectures, readings and workshop tutorials in this unit. There is a supporting website for the unit providing access to required and additional readings, links to resources and materials. Lectures will also be available through Echo in iLearn from the following website link: http://ilearn.mq.edu.au

The unit content is delivered in 4 x 1-day workshops, to be held on the following dates:

Workshop 1: Fri, 26 February 

Workshop 2: Fri, 26th March

Workshop 3: Fri,  23rd April

Workshop 4: Fri, 21st May

During workshops, students will engage with the unit lecture and reading content through small and large group discussions, analysis and reflection tasks, and practical activities. For this reason, attendance is expected at all 4 workshops. Information about COVID19 arrangements can be found on the ilearn site.

Required texts 

Both texts can be purchased from Booktopia, and copies are available in the Macquarie University library.

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2021). Programming and planning in early childhood settings (8th ed.). Victoria: Cengage Learning Australia Pty Limited.

Colliver, Y (Compiler). Play and Inquiry in Early Childhood (4th ed.). Melbourne: Pearson Education Custom

Two additional required texts can be downloaded from the links below

Australian Government Department of Education Employment and Workplace Relations. (2009). Belonging, being & becoming: The early years learning framework for Australia.  Australia: Commonwealth of Australia. Retrieved from

https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

Early Childhood Australia. (2016). Early childhood Australia code of ethics.  Retrieved from

http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2019/08/ECA-COE-Brochure-web-2019.pdf

iLearn

This unit has a full web presence through iLearn.   

Students will need regular access to a computer and the internet to complete this unit.  

Weekly access to iLearn is compulsory for all students. Important assessment information will be posted there, as will other relevant unit notices and materials, including a reading template and guide to lecture note taking to assist your studies. 

Various activities and materials for discussion and critical reflection are included and external students especially are encouraged to use this web component. Electronic links and suggested references will be included in the Resources section. Please check the iLearn unit regularly.  

Lectures  

Weekly lectures are available on the web through ECHO360. You must listen to all lectures. 

Support resources 

Macquarie University has a range of services for students. If you are struggling with any aspect of academic life or career trajectory and skills, we have great supports within the university. Please refer to the comprehensive list of support services here.  

Access and technical assistance  

Information for students about access to the online component of this unit is available at ilearn.mq.edu.au/login/MQ/. You will need to enter your student username and password. 

Assistance is available from IT Helpdesk ph: 1800 67 4357, or log a request at help.mq.edu.au. OneHelp is the online IT support service for both students and staff. Please do NOT contact the Unit Convenor regarding iLearn technical help.  

No extensions will be given for any technical issues. Allow enough time for your submissions.  

This unit requires students to use several ICT and software skills: 

  • Internet access: The iLearn site contains materials for this unit; it is also required for the online submission of all Assessment Tasks, and for the use of Turnitin submission for ALL tasks.   

  • Word processing, visual representations, and document formatting: You are required to use an appropriate form of software to present your assignments.  

  • Uploading of assessment tasks to iLearn. 

Unit Schedule

The topics for each week are listed below. Required readings for each week are listed on the iLearn site:

Week Commencing

Unit Content

1: 22nd February

Introduction to Early Child Philosophy and Pedagogy

Workshop 1 is held on Friday 26th February

2: 1st March

The Early Years Learning Framework

3: 8th March

Relationships in Early Childhood Settings

4: 15th March

Play and Inquiry-based learning

5: 22nd March

Learning Environments and Materials

Workshop 2 is held on Friday 26th March

6. 29th March

Learning Environments – Playing outside

Weeks commencing 5th – 12th April are University Recess, so students conduct independent study

7: 19th April

Pedagogy: The practice of teaching in early childhood

Workshop 3 is held on Friday 23rd April

8: 26th April

Fostering creativity and imagination

9: 3rd May

Fostering language and literacy

10: 10th May

Fostering social development and relationships

11: 17th May

Fostering physical wellbeing and development

Workshop 4 is held on Friday 21st May

12: 24th May

Curriculum decision making

13: 31st May

Self-directed study

 

 

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central (https://policies.mq.edu.au). Students should be aware of the following policies in particular with regard to Learning and Teaching:

Students seeking more policy resources can visit Student Policies (https://students.mq.edu.au/support/study/policies). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.

To find other policies relating to Teaching and Learning, visit Policy Central (https://policies.mq.edu.au) and use the search tool.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/admin/other-resources/student-conduct

Results

Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) 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 or if you are a Global MBA student contact globalmba.support@mq.edu.au

Attendance for postgraduate units:

Workshops are on in weeks 1, 4, 8 and 12.  

Activities completed during workshops are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit [and to meet the AITSL Graduate Teacher Standards and/or ACECQA requirements].  

Students are required to attend the tutorial in which they are enrolled. Any changes to tutorial enrolments must be completed officially through e-student. Please do not contact the unit convenor requesting a change. 

Unit Expectations 

  • Students are expected to read weekly readings before completing tasks and attending tutorials 

  • Students are expected to listen/attend weekly lectures before completing tasks and attending tutorials 

  • Students are required to make a genuine attempt at all assessment tasks to pass the unit. 

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 convenor. 

Workload 

In a 10 credit-point unit you should expect to commit nine (9) hours of your time per week to your studies. 

Electronic Communication 

It is the student’s responsibility to check all electronic communication on a regular weekly basis.  Communication may occur via: 

  • Official MQ Student Email Address [Note: Please do not email staff from any email account other than your uni email account.] 

  • The Dialogue function on iLearn 

  • Other iLearn communication functions 

 

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 help you improve your marks and take control of your study.

The Library provides online and face to face support to help you find and use relevant information resources. 

Student Enquiry Service

For all student enquiries, visit Student Connect at ask.mq.edu.au

If you are a Global MBA student contact globalmba.support@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.

Changes since First Published

Date Description
07/02/2021 Incorrect version of the text book has been updated to the 2021, 8th edition version