Four Friday workshop classes are held for this unit from 9.00am until 4.00pm (please see the detailed schedule in iLearn).
Workshop 1: 6 August
Workshop 2: 3 September
Workshop 3: 8 October
Workshop 4: 29 October
In the workshops students will discuss issues and questions arising from their internship and readings. They are expected to base their arguments/discussions on evidence from published research and other relevant material. Students are also required to complete preparatory tasks for the workshops, at the workshops to participate in small group activities, whole class discussion and to complete brief tasks either as individuals or in pairs. Attendance at all workshops is expected or work commensurate with missing the workshop will be required to be completed. There will be information in iLearn: http://ilearn.mq.edu.au
RESOURCES AND TEACHING MATERIALS
There is an expectation that you complete scholarly reading in this unit. It is an integral part of your study of unit ECHE8290.
There is no prescribed textbook for this unit. This is a capstone unit and students are expected to read widely and build on previous readings.
It is expected that students have mastered APA referencing and get guidance by relevant resources, such as: https://libguides.mq.edu.au/referencing/APA7thEdition
Readings to get you started ... Ideally you should be reading in areas that assist your thinking and reflection from your internship.
Andrews, R. & Van Bergen, P. (2020). Characteristics of educators’ talk about decontextualised events. Australasian Journal of Early Childhood, 45(4), p.362-376.
Andrews, R., Van Bergen, P., & Wyver, S. (2020). Use of mental state language during educator-child and mother-child conversations about the past and future. Early Education and Development, 31(6), 838-853. doi.org/10.1080/10409289.2019.1689772
Andrews, R., Van Bergen, P., & Wyver, S. (2019). Reminiscing and future talk conversations between young children, their early childhood educators and mothers. Early Childhood Research Quarterly, 49, 254-268. https://doi.org/10.1016/j.ecresq.2019.07.005
Australian Children's Education & Care Quality Authority. (2011). Guide to the national quality standard. Retrieved from https://www.acecqa.gov.au/nqf/about/guide
Arthur, L., Beecher, B., Dockett, S., Farmer, S., & Death, E. (2021). Programming and planning in early childhood settings. (8th ed.). Victoria: Thomson.
Bombro, A. L., Jablon, J., & Stetson, C. (2011). Powerful interactions: How to connect with children to extend their learning. Washington D.C.: NAEYC.
Burman, L. (2009). Are you listening? Fostering conversations that help young children learn. St Paul, Minnesota: Redleaf Press.
Curtis, D., & Carter, M. (2008). Learning together with young children: A curriculum framework for reflective teachers. Minnesota: Redleaf Press.
Department of Education, Employment & Workplace Relations (DEEWR). (2009). Belonging, being and becoming: The early years learning framework for Australia. Canberra: Commonwealth of Australia.
Department of Education, Employment & Workplace Relations (2010). Educators belonging, being and becoming: Educators’ guide to the early years learning framework for Australia. Canberra: Commonwealth of Australia.
Department of Education, Employment & Workplace Relations (2010). The early years learning framework in action: Educators’ stories and models for practice. Canberra: Commonwealth of Australia.
Danby, S., Fleer, M., Davidson, C., & Hatzigianni, M. (2018). Digital Childhoods. Technology in children's everyday lives. Singapore: Springer publications.
Degotardi, S. & Han, F., 2020, Quality of educator-infant conversational interactions among infants experiencing varying quantity of linguistic output. European Early Childhood Education Research Journal, 28(5), p. 743-757
Fellowes, J., & Oakley. G. (2019) Language, Literacy and Early Childhood Education. (3rd ed.). Australia/New Zealand: Oxford University Press.
Fenech, M., Wong, S., Boyd, W., Gibson, M., Watt, H., & Richardson, P. (2021). Attracting, retaining and sustaining early childhood teachers: an ecological conceptualisation of workforce issues and future research directions. Australian Educational Researcher. https://doi.org/10.1007/s13384-020-00424-6
Fleet, A., Honig, T., Robertson, J., Semann, A., & Shepherd, W. (2011). What's pedagogy anyway? Using pedagogical documentation to engage with the early years learning framework. Retrieved from http://www.cscentral.org.au/Resources/what-is-pedagogy-anyway-.pdf
Giamminuti, S. (2013). "Dancing with Reggio Emilia: Metaphors for quality." Mt Victoria, NSW: Pademelon Press.
Hadley, F. & Rouse, E., 2021, Oxford bibliographies: education. Hynds, A. (ed.). New York: Oxford University Press, 13 p.
Hadley, F., & Rouse, L. (2019). Parent partnerships—does compliance influence your practice? The Spoke: http://thespoke.earlychildhoodaustralia.org.au/parent-partnerships-compliance-influence-practice/
James, A., & Prout, A. (Eds.). (2015). Constructing and reconstructing childhood: Contemporary issues in the sociological study of childhood. Routledge.
Jones, C., Johnstone, M., Hadley, F. & Waniganayake, M., Dec 2020, In: Australasian Journal of Early Childhood. 45, 4, p. 322-335 14 p.
Little, H., & Stapleton, M. (2021). Exploring toddlers' rituals of 'belonging' through risky play in the outdoor environment. Contemporary Issues in Early Childhood. https://doi.org/10.1177/1463949120987656
MacNaughton, G. Rolfe, S., & Siraj-Blatchford, I. (Eds.) (2010). Doing early childhood research: International perspectives on theory and practice. UK: McGraw-Hill Education.
MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice. (3rd ed.). Sydney: Pearson Education.
McDevitt, T. M., Ormrod, J. E., Cupit, G., Chandler, M., & Aloa, V. (2013). Child Development and Education. Frenchs Forest, NSW: Pearson.
Millikan, J., & S. Giamminuti.(2014). Documentation and the Early Years Learning Framework. Australia: Pademelon Press.
NSW Department of Education and Communities. (2012). Great Teaching: Inspired Learning Discussion Paper. NSW Government.
O’Brien, M., Wade-Leeuwen, B., Hadley, F., Andrews, R., Kelly, N. & Kickbusch, S. (2018). Chapter 8: Learning to Be. In A. Ambrosetti, R. Capeness, J. Kriewaldt, D. Rorrison (Eds). Educating Teachers: Innovative Perspectives in Professional Experience. Singapore: Springer.
Patterson, C., & Fleet, A. (2011). Planning in the context of the EYLF: Powerful, practical and pedagogically sound. Research in Practice Series, 19(2), Canberra: ECA.
Powell, S.J. & Somerville, M. (2021). Preschool zombies: Embodied, socio-(re)enacted, productive spatial literacies. Discourse: Studies in the Cultural Politics of Education. https://www.tandfonline.com/eprint/NG6WFEWHEAFQKPWXPKPE/full?target=10.1080/01596306.2021.1941778
Sims, M., & Hutchins, T. (2011). Program planning for infants and toddlers: In search of relationships. Sydney: Pademelon press.
Sims, M., Waniganayake, M. & Hadley, F. (2019). What makes good even better? Excellent EC leadership. International Journal of Educational Management. 33 (4), p.573-586. DOI: 10.1108/IJEM-01-2018-0032
Wiltz, N. W., Watson-Thompson, O., Cawley, H. S. & Skelley, H. A. (2008). Developing and presenting a professional portfolio in early childhood education. Student Enrichment Series.
Useful journals for this unit
Australasian Journal of Early Childhood (AJEC)
Australian Journal of Research in Early Childhood Education
Childcare Information Exchange
Child Development (Top Journal in the field)
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 (Top Journal in the field)
European Early Childhood Education Research Journal
International Journal of Early Childhood
International Journal of Early Years Education
International journal of teacher
Journal of Teacher Education (all levels – Top Journal)
Journal of Early Childhood Research
Key Australian website references:
Association for Childhood Education International: http://www.acei.org
Australian Education and Care Quality Authority (ACECQA): http://acecqa.gov.au/
Australian Community Children’s Services (ACCS) (Previously NACBCS): http://www.ausccs.org.au
Australian Institute of Family Studies: https://aifs.gov.au/
Australian Institute of Health and Welfare: www.aihw.gov.au
Australian Association for Research in Education (AARE): https://www.aare.edu.au/
Early Childhood Australia: http://www.earlychildhoodaustralia.org.au/
European Early Childhood Research Blog: https://www.eecera.org/blog/
National Association for the Education of Young Childhood (American) (NAEYC) http://www.naeyc.org
Unit Web Presence
This unit has a full web presence through iLearn and zoom.
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 here, 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. Please check the iLearn unit regularly.
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.
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.
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.
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.
- Library databases: You are required to use various research databases to locate sources for your assignment.
- Turnitin is used to assist students with appropriate referencing and paraphrasing, and to detect plagiarism (see Section 12. A link to Turnitin is embedded in iLearn. You must submit your work to Turnitin.
APA Style Central
This referencing guide is accessed through the Library’s Multisearch function. It provides tools and templates to assist you to correct format citations in APA 7. See: https://libguides.mq.edu.au/referencing/APA7thEdition