Unit Guide

General Information

Unit convenor and teaching staff	Unit convenor and teaching staff Lecturer Sheila Degotardi sheila.degotardi@mq.edu.au Contact via via ilearn dialogue 29 WW 277 by appointment Tutor Viviana Botero-Lopez viviana.botero-lopez@mq.edu.au Contact via via ilearn dialogue by appointment
Credit points	Credit points 10
Prerequisites	Prerequisites 130cp at 1000 level or above including (EDST3020 or EDST302) and (ECHE118 or ECHE1180 or ABEC113)
Corequisites	Corequisites
Co-badged status	Co-badged status
Unit description	Unit description This unit focuses attention on curriculum and pedagogical approaches to teaching and learning with children from birth to two years. The unit introduces students to research relating to how infants and toddlers learn and the role of intentional teaching in promoting learning and development. Students will engage in a critical analysis of curriculum approaches, relationship-based teaching and learning, and environmental contexts that are recommended for infants and toddlers. The unit will culminate in the planning and documentation of an effective learning environment for children in this age group.

Important Academic Dates

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

Learning Outcomes

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

ULO1: Articulate an in-depth understanding of theoretical and pedagogical ideas relating to the effective learning and teaching of infants and toddlers in early childhood settings.
ULO2: Demonstrate an in-depth understanding of the ways in which different relationships and relationships characteristics are played out in, and impact on, infant-toddler learning and teaching.
ULO3: Plan an effective learning environment for infants and toddlers that takes account research understandings, issues of agency and participation, contemporary early years curriculum outcomes and health and safety issues.
ULO4: Draw on contemporary literature and real-world experience to demonstrate an reflective, evidence-based understanding of the role of the early childhood teacher in supporting the learning and development of infants and toddlers.

General Assessment Information

Full instructions for each assignment, including the assessment criteria can be found in the assignment guide attached to the ECHE3110 iLearn site.

ASSIGNMENT PRESENTATION AND SUBMISSION

All written submissions are to be legible and professionally presented. Please follow these guidelines when you submit each assignment:

Please type all assignments using 12-point font and 1.5 spacing.
All assessments must be submitted through Turnitin in .doc or .pdf format
Assignments must represent the student’s individual work (see Academic Honesty section below).
Students must regularly save a copy of all assignments before submission.
It is the responsibility of the student to ensure that all assessments are successfully submitted through Turnitin.
Use APA 7^th referencing style to acknowledge your sources and support your ideas with in-text referencing, and include a full reference list of all works that are cited within your assignment.

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 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.

Academic honesty and integrity

Students should be aware of and apply the University policy on academic honesty (see: https://policies.mq.edu.au/document/view.php?id=3)

Word limit

All sections of the assignment, apart from references and appendices, are included in the word limit. If your assignment seriously exceeds the word limit (more than 10% over), it will be marked only to the point at which the word limit is reached.

FURTHER ASSESSMENT AND SUBMISSION INFORMATION

Submission, late submission and extensions

All assessments are submitted electronically. Turnitin plagiarism detection software is used to check all written assessments.
Students should carefully check that they submit the correct file for an assessment as no re-submissions will be accepted after the due date and time, including instances where students upload an incorrect file in error.
Unless a Special Consideration (see: https://students.mq.edu.au/study/assessment-exams/special-consideration) request has been submitted and approved, (a) a penalty for lateness will apply – 5 marks out of 100 credit will be deducted per day (5%) for assignments submitted after the due date – and (b) no assignment will be accepted seven days (incl. weekends) after the original submission deadline. After the 7th day, a mark of‚ 0 (zero) will be awarded even if the assessment is submitted. Submission time for all written assessments is set at 11.55pm. A 1-hour grace period is provided to students who experience a technical issue.
This late penalty will apply to non-timed sensitive assessment (incl essays, reports, posters, portfolios, journals, recordings etc). Late submission of time sensitive tasks (such as tests/exams, performance assessments/presentations, scheduled practical assessments/labs etc) will only be addressed by the unit convenor in a Special consideration application. Special Consideration outcome may result in a new question or topic.
Applications for extensions must be made via AskMQ (https://ask.mq.edu.au/).
It is not the responsibility of unit staff to contact students who have failed to submit assessments. If you have any missing items of assessment, it is your responsibility to make contact with the unit convenor.

Marking and moderation

All assessments are marked using a rubric.
Marking of all assessments is moderated by the Unit Convenor.

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. For Professional Experience units the PE Report is marked as satisfactory or unsatisfactory and the Teaching Performance Assessment (in final PE units) is marked as not meets, meets or exceeds. 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 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.

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.

Assessment Tasks

Name	Weighting	Hurdle	Due
Research Synthesis	40%	No	23-55 on Sunday 17-3-24
Evidence based intentional teaching	60%	No	23:55 on Sunday 28-4-24

Research Synthesis

Assessment Type ¹: Literature review
Indicative Time on Task ²: 40 hours
Due: 23-55 on Sunday 17-3-24
Weighting: 40%

Students source and synthesise from findings from research articles on a specified topic related to high-quality pedagogies. Students use this synthesis to identify implications for their pedagogical practice. (Approximately 1100 words)

On successful completion you will be able to:

Articulate an in-depth understanding of theoretical and pedagogical ideas relating to the effective learning and teaching of infants and toddlers in early childhood settings.
Draw on contemporary literature and real-world experience to demonstrate an reflective, evidence-based understanding of the role of the early childhood teacher in supporting the learning and development of infants and toddlers.

Evidence based intentional teaching

Assessment Type ¹: Learning plan
Indicative Time on Task ²: 60 hours
Due: 23:55 on Sunday 28-4-24
Weighting: 60%

Drawing on the content of weeks 4 to 7, students develop, visually present and analyse the learning potential of a material resource for birth to 2 year old children. Students will i) design and present their resource, ii) design a learning area in which they would present their resource to the children, iii) explain and justify the resource and learning-space design in terms of its learning / development potential and iv) draw on an infant-toddler research evidence base to identify and discuss pedagogies that will effectively support the learning / development identified in iii). (Visual representation of learning resource, plus up to 1800 words explanation and analysis)

On successful completion you will be able to:

Articulate an in-depth understanding of theoretical and pedagogical ideas relating to the effective learning and teaching of infants and toddlers in early childhood settings.
Demonstrate an in-depth understanding of the ways in which different relationships and relationships characteristics are played out in, and impact on, infant-toddler learning and teaching.
Plan an effective learning environment for infants and toddlers that takes account research understandings, issues of agency and participation, contemporary early years curriculum outcomes and health and safety issues.
Draw on contemporary literature and real-world experience to demonstrate an reflective, evidence-based understanding of the role of the early childhood teacher in supporting the learning and development of infants and toddlers.

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 Writing Centre 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

TUTORIAL CLASSES AND LECTURES

Content delivery commences in week 1 of the session.

Lectures are delivered online through ECHO360. Lectures include reflection questions that students are required to complete prior to the relevant weekly tutorial.
Face-to-face on-campus tutorials, which occur during the weekly timetabled times, commence in week 1 and continue to week 8 inclusive. Weekly readings also form the basis for tutorial discussions. Tutorials are structured to include whole and small group discussions and tasks, as well as independent work. Effective preparation is required, and attendance is expected.
Content delivery ends after week 8, and the final assignment is due prior to the commencement of week 9

Tutorial Expectations:

Attendance at all tutorials is expected and the roll will be taken. Make up tasks may be given if attendance is missed to ensure all content is covered to meet accreditation requirements.
Students are required to read weekly readings, listen to weekly lecture and complete associated tasks before attending tutorials

Structure

The unit comprises a weekly online lecture and a 2-hour tutorial. In the tutorial you will discuss issues and questions arising from the lectures, the prescribed readings and the reflective journal tasks specified in the lecture and on ilearn. You are expected to base their arguments/discussions on evidence from published research and other relevant material. The ilearn site will provide links to required and additional readings, as well as other required and useful resources and videos. Lectures will also be available through Echo in iLearn. You are required to participate in small group activities, whole class discussion, to read the weekly material in advance, and to complete brief tasks either as individuals or in pairs. The weekly program for the course with the accompanying readings/ preparation is available on the following pages or on the unit iLearn site.

UNIT WEBSITE AND STAFF CONTACT

This unit has a full web presence through iLearn. You will need regular access to a computer and a reliable internet connection to complete this unit.

Weekly lectures are available on the web through the ECHO360 lecture component.

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

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.

Access and technical assistance

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.

Information for students about access to the online component of this unit is available at https://ilearn.mq.edu.au/login/index.php. 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.

REQUIRED TEXT AND READINGS

Required text (available via Booktopia):

Maguire-Fong, M.J (2020). Teaching and learning with infants and toddlers: Where meaning making begins (2nd edition). San Francisco: WestEd.

Other required readings

Each week, students are required to read three allocated readings, comprising practitioner 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.

Useful books:

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 21^st 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

Young Children

Zero to Three

Unit Schedule

The content of ECHE3110 is organised in three distinct modules. It is essential that you complete covered the readings, lectures and reflection tasks before your tutorial time. Also note that the unit is delivered from weeks 1 - 8 inclusive, and face-to-face tutorials occur on each of these weeks.

	MODULE 1: HIGH QUALITY INFANT-TODDLER PEDAGOGIES
Content week	Topic	Teaching mode and Required Readings
1. 19th Feb	The infant-toddler specialist teacher	Readings: Text Chapter 14: Who cares for babies? pp. 160-167 Practitioner article: Powell, H. (2018) More than just nappy changes and sleep times. Educating Young Children, 24(1), 29-30. Research: Davis, B. & Dunn, R. (2019). Professional identity in the infant room. Australasian Journal of Early Childhood, Doi: 10.1177/1836939119855222
2. 26th Feb	Conceptualising quality in birth to two settings 1: Perspectives on learning and curriculum	Mode: Face-to-Face tutorial Readings Text: Chapter 1: Infants as active meaning makers. pp. 3-6 Text: Chapter 12. Care routines. Context for joy and learning. pp. 138-147 Research: 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
3. 4th March	Conceptualising quality in birth to two settings 2: Evidence-based pedagogies	Readings Text Chapter 2: Relationships shape the developing brain. pp.7-17. Practitioner article: Degotardi, S (2021). Quality programs for birth to threes. First Five Years. https://www.firstfiveyears.org.au/early-learning/quality-programs-for-birth-to-threes Research: Degotardi, S. (2010). High quality interactions with infants: Relationships with early childhood practitioners’ interpretations and qualification levels in play and routine experiences. International Journal of Early Years Education, 18(1), 27-41.
MODULE 2: TEACHING TO PROMOTE LEARNING AND DEVELOPMENT
4. 11th March	Teaching to promote social and emotional development	Readings Text: Chapter 6. First Feelings: Emotional development. pp.48-57. Text: Chapter 7. Sense of Self and Other: Social development. pp.58-71 Research: Chapter: Relationships with peers: Togetherness, cooperation, friendship and belonging, in S. Degotardi and E. Pearson (2014) The Relationships Worlds of Infants and Toddlers (pp.88-106). Maidenhead, UK: Open University Press.
5. 18^th March	Teaching to promote language and thinking	Readings Text. Chapter 10: Communicating. Language development, pp. 105-116 (stop at Conversation and story as context for comprehension) Practitioner article: Hirsch-Pasek, K. & Golinkoff, R.M. (2018). ‘Languagizing’ their world. Zero to Three, 38(3), 12-18. Research: 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.
6. 25th March	Infant-toddler play and exploration 1: Motor and exploratory learning experiences	Readings Text. Chapter 8: Taking Action: Motor Development. pp.72-88 Text: Chapter 3: Knowledge from the infants’ point of view. pp.18-25 Text: Chapter 9: Thinking: Cognitive development. pp. 89-104 Research: Cheeseman, S. (2017). Narratives of infants’ encounters with curriculum: Beyond the curriculum of care. Contemporary Issues in Early Childhood, 18(1), 55-66.
7. 1^st April	Infant-toddler play and exploration 2: Symbolic and language learning experiences	Readings Text. Chapter 9: Communicating. Language development, pp. 116-118 (from Conversation and story as context for comprehension). Practitioner article: Degotardi, S. (2021, March 25). Supporting toddlers’ pretend play. First Five Years. https://www.firstfiveyears.org.au/early-learning/supporting-toddlers-pretend-play Research: Fragkiadaki, G., Fleer, M., & Rai, P. (2021). The social and cultural genesis of collective imagnination during infancy. Learning, Culture and Social Interaction, 29. https://doi.org/10.1016/j.lcsi.2021.100518

	MODULE 3: CREATING EFFECTIVE LEARNING ENVIRONMENTS
8. 8^th April	Creating effective learning environments	Readings: Text: Chapter 11: Play Spaces: Contexts for wonder and learning, pp.121 - 137 Practitioner: Gonzalez-Mena, J. (2013). What works? Assessing infant and toddler play environments. Young Children, September 2013, pp.22-25. Research: 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

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 connect.mq.edu.au or if you are a Global MBA student contact globalmba.support@mq.edu.au

Academic Integrity

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 for undergraduate units

All Internal tutorials begin in Week 1 of Session.
Activities completed during weekly tutorials (internal) or 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.

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
The Dialogue function on iLearn
Other iLearn communication functions

Fail Rule

This unit is a part of a professional course listed on Schedules 2 and 3 of the Academic Progression Policy. This course has additional requirements that are applicable for the full duration of the course, including course-specific inherent requirements, Fitness to Practice requirements and other compulsory course requirements. It also has rigorous academic progression standards. Inability to meet these requirements may result in a withdrawal of offer of admission and/or permanent exclusion from the course in accordance with the General Coursework Rules.

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

The Writing Centre

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.

Student Services and Support

Macquarie University offers a range of Student Support Services including:

IT Support
Accessibility and disability support with study
Mental health support
Safety support to respond to bullying, harassment, sexual harassment and sexual assault
Social support including information about finances, tenancy and legal issues
Student Advocacy provides independent advice on MQ policies, procedures, and processes

Student Enquiries

Got a question? Ask us via the Service Connect Portal, or contact Service Connect.

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 from Previous Offering

To accommodate demands related to student professional experience the unit is now delivered from weeks 1-8 inclusive, with the final assignment due prior to professional placements which start for some students in week 9. In response to student feedback,tutorials have also increased to 2-hour duration.

The 5R Framework and its application in this unit

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 learning and teaching, and consider how this can effectively be applied in practical contexts. You will critically reflect upon the role of the infant-toddler educator, and consider how this role can be successfully incorporated into your developing identity as an early childhood teacher.

Responsive: You will be expected to engage in respectful and responsive dialogue with your student peers and the academic staff. You will also have the opportunity 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.

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 2024.03 of the Handbook

Macquarie University

ECHE3110 – Infant and Toddler Curriculum and Pedagogy

2024 – Session 1, Online-scheduled-weekday