Students

ECHE3110 – Infant and Toddler Curriculum and Pedagogy

2026 – Session 1, In person-scheduled-infrequent, North Ryde

General Information

Download as PDF
Unit convenor and teaching staff Unit convenor and teaching staff Lecturer
Sheila Degotardi
sheila.degotardi@mq.edu.au
Contact via via ilearn dialogue
25B WW 614
by appointment
Convener
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 (EDST1508 or 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.

GENERAL ASSIGNMENT PRESENTATION AND SUBMISSION 

  • Please format assessments using 12-point font and 1.5 spacing.

  • All assessments must be submitted electronically. Turnitin plagiarism detection software is used to check all written assessments. It is the responsibility of all students to ensure that their submitted work is in a format compatible with Turnitin software for plagiarism checking.

  • Submissions must meet the required file type and formatting specifications outlined in the assessment guidelines. Failure to submit work in an acceptable format may result in delays in processing your submission and potential penalties for non-compliance with assessment requirements. If you are unsure about the file format or have technical difficulties, it is your responsibility to seek assistance before the submission deadline.

  • Students should be careful to 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.

  • 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 contact the unit convenor.

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

  • Word limits are strictly applied. Work above the word limit will not be marked.

  • Students should be aware of and apply the University policy on academic integrity (see: Academic Integrity Policy / Document / Policy Central).

Special Consideration / Late Penalties

Unless a Special Consideration request has been submitted and approved, a 5% penalty (of the total possible mark) will be applied each day to late submissions, up until the 7th calendar day (including weekends). 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.

Important to note:

  • Late submission of time sensitive tasks (such as tests/exams, performance assessments/presentations, scheduled practical assessments/labs) will be addressed by the unit convenor in a Special consideration application.
  • Students should not request an informal arrangement from their tutor, lecturer or Unit Convenor (or equivalent).
  • Where an application for Special Consideration is approved and the outcome is an extension to the due date of a task, submissions that are received after the new due date will be subject to late penalties that are calculated from the new due date. This only applies where the outcome is an extension to the due date – see the Special Consideration Policy for a schedule of all possible outcomes.
  • A Special Consideration outcome may result in a new question or topic.

Applications must be made via Service Connect.

Marking

All assessments are marked using a rubric.

Marking of all assessments is moderated by the Unit Convenor.

University Policy on Grading

Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University's Grading System and University Assessment Policy. To attain a pass or higher grade in Professional Experience a student must obtain a satisfactory in both the Professional Experience component and a pass or higher grade in the academic component. For Professional Experience units the Professional Experience Evaluation Report is marked as Satisfactory or Unsatisfactory. The Macquarie Teaching Performance Assessment (MQTPA - in final WIL/PEx units) is marked as Not met, Met or Exceeds.

Results

Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed because 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 Service Connect.

Withdrawing from this unit

If you are considering withdrawing from this unit, please seek academic advice via Service Connect before doing so as this unit may be a co-requisite or prerequisite for units in the following sessions and may impact your course progression.

Assessment Tasks

Name Weighting Hurdle Due Groupwork/Individual Short Extension AI assisted?
Research Synthesis 50% No 23:55, 15-03-2026 Individual No Open AI
Evidence based intentional teaching 50% No 23:55, 24-04-2026 Individual No Open AI

Research Synthesis

Assessment Type 1: Written Submission
Indicative Time on Task 2: 50 hours
Due: 23:55, 15-03-2026
Weighting: 50%
Groupwork/Individual: Individual
Short extension 3: No
AI assisted?: Open

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: Professional task
Indicative Time on Task 2: 50 hours
Due: 23:55, 24-04-2026
Weighting: 50%
Groupwork/Individual: Individual
Short extension 3: No
AI assisted?: Open

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.

3 An automatic short extension is available for some assessments. Apply through the Service Connect Portal.

Delivery and Resources

TUTORIAL CLASSES AND LECTURES

Content delivery commences in week 1 of the session. 

  • The content for this unit is delivered in 8 weeks, which extends across the mid-session recess. All content and assignment requirements are completed by the end of April to enable tudents to fully concentrate on their EDST4050 placement.
  • Face-to-face on-campus tutorials occur on Saturday 7th March and Saturday 11th April, 9am - 5pm. Content for week 8 is delivered online via iLearn. 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.  
  • Lectures are delivered online through ECHO360. Lectures include reflection questions that students are required to complete prior to the relevant weekly tutorial.

Tutorial Expectations: 

  • Attendance at both on-campus days 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 the nominated readings, listen to weekly lectures and complete associated tasks before attending tutorials

Structure

The unit comprises a weekly online lecture and two full day on-campus sessions (see dates above). In these sessions, students will discuss issues and questions arising from the lectures, the prescribed readings and the reflective journal tasks specified in the lectures. You will also have the opportunity to build the skills and work on the assignments. You are required to read the weekly material in advance, participate in small group activities, whole class discussion, and complete brief tasks. The weekly program for the course with the accompanying readings/ preparation is available on the following pages or on the unit iLearn site.

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.

UNIT WEBSITE AND STAFF CONTACT

This unit has a full web presence through 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. Assistance is available from IT Helpdesk: via email onehelp@mq.edu.au or Ph: 9850 4357 or 1800 67 4357. On Campus: Ground floor at 18 Wally’s Walk.

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

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.

REQUIRED TEXT AND READINGS

Required text (available via Booktopia and other book stores):

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:

Curtis, D. & Carter, M. (2014). Designs for living and learning: Transforming early childhood environments (2nd edition). Minnesota: Redleaf Press.

Curtis, D. & Carter, M. (2017). Learning together with young children: A curriculum framework for reflective teachers (2nd edition). Minnesota: Redleaf Press.

Degotardi, S., Salamon, A., & Stratigos, T. (2025). Intentional Practice with Infants and Toddlers : Pedagogies for learning, development and wellbeing. Cambridge University 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. (2009). Infants, Toddlers and Caregivers: A curriculum of respectful, responsive care and education. Boston: McGraw Hill

Greenman, J.T., Stonehouse, A., & Schweikert, G., (2008). Prime times: a handbook for excellence in infant and toddler programs. St. Paul, MN:  Redleaf Press,

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.

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. (2014). Infant and toddler development and responsive program development: A relationship-based approach. New Jersey: Pearson.

Useful journals for this unit

Beyond the Journal: Young Children on the Web

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 on-campus sessions.  

  

MODULE 1: HIGH QUALITY INFANT-TODDLER PEDAGOGIES 

Content week 

Topic 

Teaching mode and Required Readings 

1. 

23rd 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. 

2nd Mar 

Conceptualising quality in birth to two settings 1: Perspectives on learning and curriculum  

 

Readings 

Text: Chapter 1: Infants as active meaning makers. pp. 3-6 

Degotardi, S., Salamon, A., & Stratigos, T (2025). Intentional Practice with infants and Toddlers: Pedagogies for Learning, Development and Wellbeing (Chapter 2; Perspectives on Quality, pp.44-61). Cambridge University Press. 

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 

7TH MARCH: ON CAMPUS DAY 1. PLEASE COMPLETE READINGS AND LECTURES FOR WEEKS 1 – 3 IN PREPARATION 

3. 

9th Mar 

Conceptualising quality in birth to two settings 2: Evidence-based pedagogies 

Readings 

Assignment 1 stimulus reading: Degotardi et al., (2025). Chapter 2 – Intentional Practice with Infants and Toddlers (pp. 44-61) Cambridge University Press.  

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 

 

ASSIGNMENT 1 DUE: 15TH MARCH. 

MODULE 2: TEACHING TO PROMOTE LEARNING AND DEVELOPMENT 

4. 

16th  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. 

23rd Mar 

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. 

30th Mar 

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. 

Recess. 

7th 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 imagination during infancy. Learning, Culture and Social Interaction, 29. https://doi.org/10.1016/j.lcsi.2021.100518 

11TH APRIL - ON CAMPUS DAY 2: PLEASE COMPLETE THE READINGS AND LECTURES FOR WEEKS 4 – 7 IN PREPARATION.  

 MODULE 3: CREATING EFFECTIVE LEARNING ENVIRONMENTS 

8. 

Recess 13th 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 

ASSIGNMENT 2 DUE 24TH APRIL 

 

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.

Attendance and Participation

Please note that content delivery commences in week 1. 

See the University timetable for information about when classes begin in this unit. Creating your timetable - Enrolling | Macquarie University, Sydney (mq.edu.au)

Attendance at all synchronous activities, completion of non-synchronous formative/diagnostic class tasks and involvement in professional forums is  expected as the Bachelor of Teaching (early childhood education) is a professional qualification. Activities completed during on-campus days (INFQ mode) are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit and to meet the ACECQA requirements. Attendance at all tutorials is expected and will be recorded. Make up tasks may be given if attendance is missed to ensure all content is covered to meet accreditation requirements.

Students Information about the dates of the on-campus sessions can be found in the university timetable.

  • The on-campus sessions are essential to student engagement and learning and attendance is expected.
  • Prior to the on-campus sessions, students should have read the prescribed readings and listened to the lectures, summarise the main points, and make notes of the key terms and definitions. Prepare any discussion questions of your own that you wish to share.
  • Please make effective use of the online component of the unit and access iLearn regularly. Keep up to date with listening to the lectures on a weekly basis.
  • Further details and any updates about times and locations will be posted on iLearn as an Announcement during first half of the semester.

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

Student Support

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

Academic Success

Academic Success 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:

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

Assignment 1 requirements have been adjusted to provide students with guidance and experience in using AI (should they choose to do so) to support the development of their academic work.  Students must read the Assignment and Assessment guide carefully to ensure that AI is used in a responsible manner. 

Unit information based on version 2026.02 of the Handbook