Unit convenor and teaching staff |
Unit convenor and teaching staff
Convener
Tracy Redman
by appointment
Co-convener
Sheila Degotardi
by appointment
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Credit points |
Credit points
10
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Prerequisites |
Prerequisites
[Admission to MTeach(0-5) and (ECED603 or ECHE6030) and (ECED602 or ECHE6020) and (ECED824 or ECHE8240)] or [admission to MEChild or MEd or MEdLead or MIndigenousEd or MSpecEd or GradCertEdS]
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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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 create a research translation piece to deepen and demonstrate their understanding of the applicability of infant-toddler research to stakeholders in the context of infant and toddler education and care. |
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:
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.
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.
Assignment 1 is submitted via the VoiceThread link on ilearn, with accompanying files submitted via the Assignment links on the ECHE8320 iLearn site. Assignments 2, 3 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:
All written submissions are to be legible and professionally presented. 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.
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.
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.
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. Please see https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/academic-integrity for a comprehensive list of unacceptable academic activities:
The University’s Academic Integrity Policy can be found on the Policy Central website: https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/academic-integrity
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.
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: Unless a Special Consideration request has been submitted and approved, (a) a penalty for lateness will apply - 10/100 marks of credit (10% of the total assessment weighting) will be deducted per day for assignments submitted after the due date – and (b) no assignment will be accepted seven days (incl. weekends) after the original submission deadline. No late submissions will be accepted for timed assessment - e.g., quizzes, online tests. A zero result for the assignment will be recorded after the late submission period has ended if no task has been received.
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.
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 judgments.
Note:
Please do not request a re-mark for a Failed assessment as they are all double-marked as a part of the moderation process.
The outcome of a re-mark may be a higher/lower or unchanged grade.
Grades are standards referenced and effort is NOT a criterion.
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.
In order to meet the unit outcomes and successfully pass this unit, students must make a genuine attempt at all assessment 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
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. |
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 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 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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Video-Log Reading Reflection | 25% | No | 23:59, 11-03-2022 and 23:59, 1-04-2022 |
Project Proposal | 0% | Yes | 14-04-2022 |
Presentation and peer feedback | 20% | No | Part a: 20-05-2022; Part b: 22-05-2022 |
Project final report | 55% | No | 23:59, 06-06-2022 |
Assessment Type 1: Participatory task
Indicative Time on Task 2: 15 hours
Due: 23:59, 11-03-2022 and 23:59, 1-04-2022
Weighting: 25%
Students complete two 5-8 minute video-log critical reflections on a chosen reading
Assessment Type 1: Project
Indicative Time on Task 2: 10 hours
Due: 14-04-2022
Weighting: 0%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
Students submit a written proposal detailing the rational, method and format for their research translation project (Approximately 500 words using a provided pro-forma)
Assessment Type 1: Presentation
Indicative Time on Task 2: 20 hours
Due: Part a: 20-05-2022; Part b: 22-05-2022
Weighting: 20%
Students complete a 10-minute presentation on their project progress and provide written peer feedback
Assessment Type 1: Project
Indicative Time on Task 2: 60 hours
Due: 23:59, 06-06-2022
Weighting: 55%
Students complete a final report and critical discussion of their project (Approximately 2200 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
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.
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 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. Electronic links and suggested references will be included in the Resources section. Please check the iLearn unit regularly.
Scheduled small group Zoom meetings will be arranged at the beginning of the session.
The precise times for 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.
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.
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 teaching staff will respond to dialogue emails in a timely manner. Please be aware that they have multiple teaching, research and administrative commitments so it may take a couple of days to respond. It is unrealistic to expect teaching staff to respond after work hours or during weekend.
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. These readings can all be found using multisearch function, or by accessing the specific journal via the library website. A Leganto reading list has also been established for your convenience.
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.
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.
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
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.
21 Feb |
Conceptualisations of ‘quality’ in infant-toddler early childhood programs |
Read at least 3 from: 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 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 La Paro, K. & Gloeckler, L. (2016). The context of child care for toddlers: The “experience expectable environment”. Early Childhood Education Journal, 44, 147-153. doi: 10.1007/s10643-015-0699-0 Li, W., Farkas, G., Duncan, G., Burchinal, M. R., & Vandell, D. (2013). Timing of high quality child care and contiive, language, and preacademic development. Developmental Psychology, 49(8), 1440-1451. doi:10.1037/a0030613 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 |
28th Feb |
Challenges and debates |
Read at least 3 from: Cheeseman, S. (2017). Narratives of infants’ encounters with curriculum: Beyond the curriculum of care. Contemporary Issues in Early Childhood, 18(1), 55-66. doi:10.1177/1463949117692243 Cheeseman, S., Sumsion, J., & Press, F. (2015). Infants of the productivity agenda: Learning from birth or waiting to learn. Australasian Journal of Early Childhood, 40(3) 38-45. Davis, B., & Degotardi, S. (2015). Who cares: Infant educators' responses to professional discourses of care. Early Child Development and Care. doi:10.1080/03004430.2015.1028385 Davis, B. & Dunn, R. (2019). Professional identity in the infant room. Australasian Journal of Early Childhood, 44(3), 244-256. doi: 10.1177/1836939119855222 Leifield, L. (2020). Influential others: Infant/toddler teachers’ perspectives on entry into and retention in the infant/toddler workforce. Early Years: An International Research journal. Doi:10.1080/09575146.2020.1771546 Tesar, M, & Farquhar, S (2015). A day in the life of a newly qualified infant/toddler teacher. The First Years: Nga Tau Tuatahi. New Zealand Journal of Infant and Toddler Education. Volume 17(1), 17-21. |
7th March |
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, 2nd 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. Morrissey, A (2014). Scaffolding, analysis and materials: Contributing factors in an unexpected finding of advanced infant/toddler pretend play. Journal of Early Childhood Research, 12(2), 195-213. doi: 10.1177/1476718X13515428 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. Shohet, C., & Klein, P.S. (2010). Effects of variations in toy presentation on social behaviour of infants and toddlers in childcare. Early Child Development and Care, 180(6) 823-824, doi: 10.1080/03004430802460997 |
Video-Log entry 1 due Friday 11th March |
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14th March |
Conceptualising curriculum 2: Routines, rituals and interactions |
Read at least 3 from: Degotardi, S., Torr, J., & Nguyen, N.T (2016). Infant-toddler educator’ language support practices during snack-time. Australasian Journal of Early Childhood, 41(4), 52-62 Degotardi, S. (2010). High-quality interactions with infants: Relationships with early childhood practitioners’ interpretations and qualification levels in play and routine contexts. International Journal of Early Years Education, 18(1), 27-41. Girolametto, L., Weitzman, E., van Lieshout, R., & Dawna, D. (2000). Directiveness in teachers' language input to toddlers and preschoolers in day care. Journal of Speech, Language and Hearing Research, 43, 1101-1114. Klette, T., Drugli, M.B., & Aandahl, A.M (2018). Together and alone: a study of interactions between toddlers and childcare providers during mealtime in Norwegian childcare centres. Early Child Development and Care, 188(3), 287-298, Doi: 10.1080/03004430.2016.1220943 Mortlock, A. (2015). Toddlers’ use of peer rituals at mealtime: symbols of togetherness and otherness. International Journal of Early Years Education, 23(4), 426-435. doi: 10.1080/09669760.2015.1096237-1 Tamis-LeMonda, C.S., Custode, S., Kuchiriko, Y., Escobar, K., & Lo, T. (2018). Routine language: Speech directed to infants during home activities. Child Development, doi: 10.111/cdev.13089 |
21st and 22nd March |
Relationship-based pedagogies
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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 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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Video-Log entry 2 due Friday 1st April |
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7. 4th April |
Project Preparation |
Please ensure that you attend your schduled consultation meeting with the unit convener on the 8th April |
7. 11th - 24th April |
Mid Session Recess |
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Assignment 2: Project Proposal due Thursday 14th April |
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8. 25th April |
Project implementation |
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9. 2nd May |
Project implementation |
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10. 9th May |
Project implementation |
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11. 16th May |
Prepare for Presentation Assignment 3a: Presentation on 2th May during scheduled Zoom meeting Assignment 3b: Peer Feedback due 22nd May |
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12. 23rd May |
Project completion and report writing |
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13. 30th May |
Project completion and report writing |
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Assignment 4 due Monday 6th June |
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.
In addition, the following policies and procedures of the School of Education are applicable in this unit.
Unit Expectations
Students are expected to read weekly readings before completing tasks and attending zoom consultation and presentation meetings
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.
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
The Dialogue function on iLearn
Other iLearn communication functions
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.
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:
Resilience: You will find some of the content and expectations in this unit challenging. The academic staff are here to support, but you will need to demonstrate the resilience required to face these challenges and expand your knowledge and mind-sets
Reflexive: You will be provided with opportunities to reflect on the evidence base about infant-toddler research and consider how this can effectively be applied in practical contexts. You will critically reflect upon the challenge of interpreting and translating complex research information so that its key messages are accessible to a wider community audience.
Responsive: You will be expected to engage in respectful and responsive dialogue with your student peers and the academic staff. You will also be expected to be responsive to feedback in order to extend your learning.
Research-engaged: Across the course of this unit, you will be engaging with research evidence about the nature and effectiveness of infant-toddler pedagogies and learning. You are expected to use this research evidence in your assignments, and use research processes to identify and interpret relevant data.
Ready to learn: In all aspects of this unit, you are encouraged to maintain an open mind and be prepared to extend your learning and views about the learning and teaching of our youngest citizens. Feedback from academic staff, both in the form of on-going discussion and assignment feedback, is designed to foster your ongoing learning, so we encourage you to take advantage of this feedback.
Unit information based on version 2022.02 of the Handbook