Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Rebecca Andrews
Contact via via ILearn Dialogue
Room 277 29 Wally's Walk
By Appointment
Tutor
Tracy Redman
Contact via via iLearn Dialogue
Online
By Appointment
Sheila Degotardi
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Credit points |
Credit points
10
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Prerequisites |
Prerequisites
Admission to MTeach(0-5) or GradCertEChild
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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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. |
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Assessment Presentation and Submission Guidelines
Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Originality Reports
Please note:
Assignment extensions and late penalties
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:
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 allassessment tasks. Where any submitted assessment task is considered to be unsatisfactory in this regard, the highest possible final grade that can be awarded for the unit will be 45.
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.
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. |
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. |
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. |
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 |
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. |
Withdrawing from this 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.
Name | Weighting | Hurdle | Due |
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Explanation of an area of the Early Years Learning Framework | 20% | No | 21 March 2022 11.59pm |
Environment Play Analysis | 40% | No | 25 April 2022 11.59pm |
Understanding and Promoting Children’s Play and Inquiry | 40% | No | 30 May 2022 11.59pm |
Assessment Type 1: Report
Indicative Time on Task 2: 15 hours
Due: 21 March 2022 11.59pm
Weighting: 20%
Provide an explanation of an area of the Early Years Learning Framework [800 - 1000 words].
Assessment Type 1: Case study/analysis
Indicative Time on Task 2: 30 hours
Due: 25 April 2022 11.59pm
Weighting: 40%
Analyse a play environment for young children [1200 words]
Assessment Type 1: Case study/analysis
Indicative Time on Task 2: 35 hours
Due: 30 May 2022 11.59pm
Weighting: 40%
Part 1. Observation and Analysis of the learning potential of children’s play. Part 2: Enhancing Children’s Learning. [1800 words]
1 If you need help with your assignment, please contact:
2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation
There are lectures, readings and 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 via lectures and tutorials. During tutorials, 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. Information about COVID19 arrangements can be found on the ilearn site.
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
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
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.
Weekly lectures are available on the web through ECHO360. You must listen to all lectures.
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.
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.
Week Commencing |
Unit Content |
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1: 21 February |
Introduction to Early Child Philosophy and Pedagogy |
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2: 28 February |
The Early Years Learning Framework |
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3: 7 March |
Relationships in Early Childhood Settings |
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4: 14 March |
Play and Inquiry-based learning |
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5: 21 March |
Learning Environments and Materials |
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6. 28 March |
Learning Environments – Playing outside |
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7: 4 April |
Pedagogy: The practice of teaching in early childhood |
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Weeks commencing 11 April and 18 April are University Recess, students conduct independent study. |
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8: 26 April |
Play: Creativity and imagination |
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9: 2 May |
Play: Language and literacy |
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10: 9 May |
Play: Social development and relationships |
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11: 16 May |
Play: Physical wellbeing and development |
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12: 23 May |
Curriculum decision making |
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13: 30 May |
Self-directed study |
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.
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 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
At Macquarie, we believe academic integrity – honesty, respect, trust, responsibility, fairness and courage – is at the core of learning, teaching and research. We recognise that meeting the expectations required to complete your assessments can be challenging. So, we offer you a range of resources and services to help you reach your potential, including free online writing and maths support, academic skills development and wellbeing consultations.
School of Education Procedures
In addition, the following policies and procedures of the School of Education are applicable in this unit.
Attendance
All weekly tutorials begin in Week 1 of Session. Activities completed during weekly tutorials (internal) or infrequent on campus days (external) 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]. Attendance at all tutorials or on campus days is expected and the roll will be taken. 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
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.
Electronic Communication
It is the student’s responsibility to check all electronic communication on a regular weekly basis. Communication may occur via:
Infrequent Attendance Students
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
The Writing Centre provides resources to develop your English language proficiency, academic writing, and communication skills.
The Library provides online and face to face support to help you find and use relevant information resources.
Macquarie University offers a range of Student Support Services including:
Got a question? Ask us via AskMQ, or contact Service Connect.
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.
5Rs Framework
The 5Rs Framework, developed by the School of Education at Macquarie University, is embedded throughout your teacher education course. Your use of the 5Rs Framework will help you develop the capabilities that will make your teaching career sustainable and fulfilling. In this unit, you will learn using the 5Rs framework in the following important ways:
In order to be more resilient to the stresses of the teaching environment, teachers need to be aware of, and maintain, their holistic health and sense of coherence. They need the confidence and clarity of mind to manage uncertain and complex issues and unexpected events whenever they arise in their career.
Teaching is demanding for everyone; however, it has been observed that the teachers who thrive on challenges are those who are able to draw on their personal resources and the social and structural supports around them.
Teaching is about understanding multiple and changing ecologies of learning. This encompasses individual students’ needs, the affordances of classroom spaces, student and teacher relationships, curriculums, school culture, parental expectations, community demographics and needs and expectations of the profession, and the effects of government policy.
Teachers must recognise and mediate all these elements, along with their own motivations and priorities. A reflexive approach to teaching assists in making effective and impactful decisions that ensure quality student outcomes on a daily basis.
Teaching is a relational profession. The best teachers make deep connections with their students, parents and communities. Most of us remember a great teacher, not because of what they taught, but because they were inspiring. They engaged us through the personal connections they made with us, and their recognisable care for our wellbeing and success.
When teachers graduate from university, they are far from the end of their learning journey, but rather just at the beginning.
The ongoing pursuit of learning is a mark of a quality teacher. There are always new methods and ideas to try. But in practice, learning needs are not a one-size-fits-all affair. Teachers need to identify their individual learning needs within the context of their career. Then, they can pursue that learning to the benefit of both themselves and their students.
Effective teaching practice is based on evidence. This evidence can come from their own research in the classroom and the latest academic research in learning, teaching, motivation, cognition, curriculum, technologies and spaces, to name a few. A critical understanding of data is essential, allowing it to be analysed and woven back into practice.
Data can be big or small – both types are equally important. Big data includes large-scale standardised testing, which is great for identifying unfolding trends in the teaching sector. Small data includes things like classroom assessment, which gives us details about how and why students are succeeding or failing in specific areas.
The 5Rs framework can help teachers stay focused on what’s important. It can give teachers the confidence to keep at their career, strive for personal improvement and maximise their positive impact on students
Unit information based on version 2022.03 of the Handbook