Students
ECST220 – Early Childhood Studies II
2014 – S1 Day
General Information
Download as PDF
| Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Sheila Degotardi
Contact via sheila.degotardi@mq.edu.au
X5B274
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| Credit points |
Credit points
3
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| Prerequisites |
Prerequisites
ECST100 or ECST110
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
This unit 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.
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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:
- Demonstrate an understanding of theoretical and pedagogical ideas relating to the learning and teaching of infants and toddlers in early childhood settings.
- Demonstrate an 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 of research understandings, theoretical approaches and health and safety issues
- Draw on contemporary literature to demonstrate an understanding of the role of the early childhood teacher in supporting the learning and development of infants and toddlers
Assessment Tasks
| Name | Weighting | Due | Groupwork/Individual | Short Extension | AI assisted? |
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| Professional reflection 1 | 15% | 16th March | No | ||
| Family Information Sheet | 30% | 2nd April | No | ||
| Professional Reflection 2 | 10% | 1st June | No | ||
| Learning environment | 45% | 17th June | No |
Professional reflection 1
Due: 16th March
Weighting: 15%
Groupwork/Individual:
Short extension 3: No
AI assisted?:
Write a professional reflection based on an issue of personal interest from Page et al (2013) required reading for week 1.
On successful completion you will be able to:
- Demonstrate an understanding of theoretical and pedagogical ideas relating to the learning and teaching of infants and toddlers in early childhood settings.
Family Information Sheet
Due: 2nd April
Weighting: 30%
Groupwork/Individual:
Short extension 3: No
AI assisted?:
Construct a short information sheet to explain to parents to importance of one kind of curriculum experience for the learning and development of 0-2 year old children.
On successful completion you will be able to:
- Demonstrate an understanding of theoretical and pedagogical ideas relating to the learning and teaching of infants and toddlers in early childhood settings.
- Draw on contemporary literature to demonstrate an understanding of the role of the early childhood teacher in supporting the learning and development of infants and toddlers
Professional Reflection 2
Due: 1st June
Weighting: 10%
Groupwork/Individual:
Short extension 3: No
AI assisted?:
Identify and communicate your beliefs about what an infant-toddler learning environment should provide for the children, parents and staff.
On successful completion you will be able to:
- Demonstrate an understanding of theoretical and pedagogical ideas relating to the learning and teaching of infants and toddlers in early childhood settings.
- Demonstrate an understanding of the ways in which different relationships and relationships characteristics are played out in, and impact on, infant-toddler learning and teaching.
- Draw on contemporary literature to demonstrate an understanding of the role of the early childhood teacher in supporting the learning and development of infants and toddlers
Learning environment
Due: 17th June
Weighting: 45%
Groupwork/Individual:
Short extension 3: No
AI assisted?:
Design a learning environment (either indoor or outdoor) for children under two.
On successful completion you will be able to:
- Demonstrate an understanding of theoretical and pedagogical ideas relating to the learning and teaching of infants and toddlers in early childhood settings.
- Demonstrate an 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 of research understandings, theoretical approaches and health and safety issues
- Draw on contemporary literature to demonstrate an understanding of the role of the early childhood teacher in supporting the learning and development of infants and toddlers
Delivery and Resources
TUTORIAL CLASSES AND LECTURES
ECST220 is offered in internal and external mode. Both delivery modes use web-based delivery and face-to-face tutorials.
Lectures: Lectures have been pre-recorded to support the knowledge that is built through readings, tutorial activities and assignment preparation. You will note that they do not occur every week. It is expected that students will have listed to the required lectures before attending the related tutorial.
Internal students: Weekly tutorials are held on Thursdays and Fridays during semester teaching weeks. Internal students must attend at least 80% of the tutorials to be eligible to pass the unit.
ECST 220 is worth three credit points and you would usually be expected to allocate about 9 hours a week in your study for a three credit point unit over 15 weeks. This workload guide gives an indication of the amount of time that would be expected for the various learning tasks for ECST 220.
UNIT WEBSITE AND STAFF CONTACT
The website for this unit, which you can access, using your Macquarie University login details, is available via: http://ilearn.mq.edu.au. This is a password protected website open to both internal and external students and staff of ECST220. You are encouraged to visit this website regularly (at least weekly) as important information will be posted under “Announcements”. The “General Discussion” component is a useful way to communicate and interact with your fellow students for support. The preferred method of contacting the unit co-ordinator is via this website through the “Dialogue with teaching staff” if you have any queries relating to the unit. Your unit co-ordinator will advise you of their individual times for consultation and availability.
The unit is supported by a list of pdf readings that are located by typing ‘ECST220’ into the Multisearch function on the Library Homepage. Weekly readings, as specified in the weekly unit content section of this unit guide can then be located by author. It is expected that students will demonstrate continued engagement with these reading materials in their tutorial and assignment work.
Students will also need to download:
Department of Education, Employment and Workplace Relations (2009). Belonging, being and becoming: The early years learning framework for Australia: Canberra: Commonwealth of Australia
Technology requirements
You will need regular access to a computer with internet access.
WHAT HAS CHANGED FROM 2013?
Some assignments have been changed to scaffold students' learning in a more on-going manner. In particulr, the two professional reflections have been added to encourage students to engage with required readings and to work ahead towards the larger assignments.
Unit Schedule
it is essential that you come to each tutorial (internal or on-campus session) having watched the associated lectures and completed the required readings for that tutorial.
Classes begin in the week beginning the 3rd March
Module 1: Introduction to infant-toddler curriculum and pedagogy
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Week 1 3rd March |
Lecture 1. Introduction to the unit Sheila Degotardi |
Page, J., Clare, A., & Nutbrown, C. (2013) Introduction (Chapter 1). Petrie, S., & Owen, S. (2005). Creating quality infant group care programs (Chapter 5) |
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Week 2 10th March |
Lecture 2. The infant and toddler curriculum Sheila Degotardi |
Gonzalez-Mena, J. (2007). Principles, practice, and curriculum (Chapter 1) Stephenson, A (2011). Mac: A contributor to the curriculum Bussey, K. (2013). Sharing ideas about ‘care as curriculum’ |
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Week 3 17th March |
Lecture 3. Play & exploration for infants and toddlers Sheila Degotardi |
Brock et al, (2009). Curtis, D., Brown, K., Baird, L., & Coughlin, A (2013). Planning environments and materials that respond to young children’s lively minds. |
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Week 4 24th March |
Lecture 4. Interactions with infants and toddlers Sheila Degotardi |
Hammond, R (2009). Why talk to babies. Language and literacy from day 1 (Chapter 4) Stover, S., White, J., Rockel, J., & Toso, M. (2010). Hunting the Snark: The illusive nature of play |
Module 2: Building and sustaining relationships
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Week 5 31st March |
Lecture 5. Building relationships with infants & toddlers Sheila Degotardi |
Degotardi S., & Pearson, E. (2010) Stonehouse, A. (2013). Supporting babies’ social and emotional wellbeing Albon, G., & Barnes, J. (2009). Investigating sleep routines |
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Week 6 - Week 8 |
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Week 9 12th May |
Lecture 6. Peer relationships Belinda Davis |
Wittmer, D. (2008) Turning the lens to infants’ and toddlers’ peer relationships (Chapter 1) |
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Week 19th May |
Lecture 7. Partnerships with families Sandra Cheeseman |
Masterson, M., & Kersey, K.C. (2013). Maximize your influence to make toddler mornings meaningful. |
Module 3: Learning environments for infants and toddlers
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Week 11 26th May
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Environments for Learning 1 No lecture
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Gonzalez-Mena, J. (2013). What works? Assessing infant and toddler play environments Lewin-Benham (2010) Why use materials (Chapter 1 )
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Week 12 2nd June
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Environments for learning 2 Lecture 8: Inclusive practice Jenni Burgess |
Greenman, Stonehouse and Schweikert (2008). Infants and toddlers outdoors (Chapter 18).
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Week 13 9th June |
Lecture 9: Planning for learning - Using the EYLF Sandra Cheeseman |
DEEWR (2009) - Outcomes |
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Late assignments
A deduction of 5% of the total possible mark allocated for that assignment will be made for each day or part day that assignment is late, weekends counting as two days. For example, if an assignment is worth 20 marks and you submit it 2 days late, you will have 2 marks (2 x 5% of 20 marks = 2 marks) subtracted from your awarded mark.
Requesting an extension
In extenuating circumstances, students may apply to the unit convener for an extension to the assignment due date. Reasons must be documented through the special consideration form accessible through Ask.mq.edu.au and supported (e.g., a doctor’s certificate in the case of illness).
Note that:
• Students MUST communicate with the Unit Convener prior to submitting their request through Ask.mq.edu.au. Please do this via the dialogue communication tool on the iLearn site.
• Extensions will only be granted in receipt of the completed form submitted through ask.mq.edu.au, plus documentation.
• It is essential that you plan ahead and organise your study time effectively. Poor time management is not grounds for an extension
• In the case of computer malfunctions, a draft of your assignment may be requested. Please ensure that you print out a draft regularly, so that it is available for submission on request.
• Extensions are usually not granted on the due date. Should sudden illness or misadventure prevent you from submitting on the due date, please contact the unit convener immediately.
• Students cannot submit an assignment once assessed work is returned to other students.
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
Discipline Specific Knowledge and Skills
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
Learning outcomes
- Demonstrate an understanding of theoretical and pedagogical ideas relating to the learning and teaching of infants and toddlers in early childhood settings.
- Demonstrate an 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 of research understandings, theoretical approaches and health and safety issues
- Draw on contemporary literature to demonstrate an understanding of the role of the early childhood teacher in supporting the learning and development of infants and toddlers
Assessment tasks
- Professional reflection 1
- Family Information Sheet
- Professional Reflection 2
- Learning environment
Critical, Analytical and Integrative Thinking
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Learning outcomes
- Demonstrate an understanding of theoretical and pedagogical ideas relating to the learning and teaching of infants and toddlers in early childhood settings.
- Demonstrate an 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 of research understandings, theoretical approaches and health and safety issues
- Draw on contemporary literature to demonstrate an understanding of the role of the early childhood teacher in supporting the learning and development of infants and toddlers
Assessment tasks
- Professional reflection 1
- Family Information Sheet
- Professional Reflection 2
- Learning environment
Problem Solving and Research Capability
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
Learning outcomes
- Demonstrate an understanding of theoretical and pedagogical ideas relating to the learning and teaching of infants and toddlers in early childhood settings.
- Demonstrate an 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 of research understandings, theoretical approaches and health and safety issues
- Draw on contemporary literature to demonstrate an understanding of the role of the early childhood teacher in supporting the learning and development of infants and toddlers
Assessment tasks
- Family Information Sheet
- Professional Reflection 2
- Learning environment
Effective Communication
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
Learning outcomes
- Demonstrate an understanding of theoretical and pedagogical ideas relating to the learning and teaching of infants and toddlers in early childhood settings.
- Demonstrate an 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 of research understandings, theoretical approaches and health and safety issues
- Draw on contemporary literature to demonstrate an understanding of the role of the early childhood teacher in supporting the learning and development of infants and toddlers
Assessment tasks
- Professional reflection 1
- Family Information Sheet
- Professional Reflection 2
- Learning environment
Engaged and Ethical Local and Global citizens
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
Learning outcomes
- Demonstrate an understanding of theoretical and pedagogical ideas relating to the learning and teaching of infants and toddlers in early childhood settings.
- Demonstrate an 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 of research understandings, theoretical approaches and health and safety issues
- Draw on contemporary literature to demonstrate an understanding of the role of the early childhood teacher in supporting the learning and development of infants and toddlers
Assessment tasks
- Professional reflection 1
- Family Information Sheet
- Professional Reflection 2
- Learning environment