Unit convenor and teaching staff |
Unit convenor and teaching staff
Convenor
Maria Hatzigianni
Contact via ilearn dialogue
29 WALLY'S WALK (X5B) 239
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
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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 unit provides a foundational overview of the theoretical perspectives that have contributed to the history and philosophy of early childhood education. It examines philosophies, theories and theorists over time that have helped shape our views of children and children’s learning. Students learn about social and political changes and their impact on curriculum and early childhood provisions in Australia today. Students recognise the importance of philosophy in early childhood education and care as they read research and engage with philosophical ideas.
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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:
Department of Educational Studies (EC) Assessment Presentation & Submission Guidelines
Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Originality Reports
When preparing your assignments, it is essential that:
Final Submissions
Assignment extensions and late penalties
The New Special Consideration Policy
The Disruption to Studies (DTS) process has been replaced by a new Special Consideration policy which took effect from Session 3 (4th December 2017).
See:
In general, there should be no need for extensions except through illness or misadventure that would be categorised as unavoidable.
Late submissions without extension will receive a penalty of 5% reduction of the total possible mark for each day late (including weekends and public holidays). You are reminded that submitting even just 1 day late could be the difference between passing and failing a unit. Late penalties are applied by unit convenors or their delegates after tasks are assessed.
No assessable work will be accepted after the return/release of marked work on the same topic. 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.
Department of Educational Studies (EC) Academic Honesty Guidelines:
All assignments should cite and provide full bibliographical details of all material that you have used to inform or support your ideas. Early Childhood students are required to use the American Psychological Association (APA) referencing procedures. Full details about how to cite and reference correctly can be found in Perrin (2015) and in the Academic Honesty Handbook.
The following guide can be purchased from the Co-op Bookshop. This is a required text: *
Perrin, R. (2015). Pocket guide to APA style (5th ed.). Stamford, CT: Cengage Learning.
Units with Quiz Assessments
Online quizzes are an individual assessment task and MUST BE COMPLETED by each student individually. Similarities in responses between students will be checked and investigated for possible collusion. Please see the Academic Honesty Handbook for more information. DATES/TIMES OF ONLINE QUIZ CANNOT CHANGE. QUIZZES CANNOT REOPEN - NO EXTENSION CAN BE GRANTED FOR THIS TASK.
Name | Weighting | Hurdle | Due |
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Assessment 1 | 15% | No | See ilearn (various dates) |
Assessment 2 | 10% | No | 1/5/2018 |
Assessment 3 | 35% | No | 3/6/2018 |
Assessment 4 | 40% | No | Exam period |
Due: See ilearn (various dates)
Weighting: 15%
Students will choose one theory/theorist to present (20-30 min.) each week in a creative way.
Students will work in pairs for this presentation and they are welcome to use a variety of media/ways to deliver their presentation.
More specific instructions will be available through the iLearn unit outline. Students will also be able to consult with the convenor before their presentation.
Due: 1/5/2018
Weighting: 10%
A short online quiz to revise weeks 2-6 (10 multiple choice questions - one attempt - quiz will be open on FRIDAY the 1st of May (from 6 pm to 8 pm). Date/time of this assignment cannot vary or change. Extensions cannot be provided. Please make necessary arrangements early on to be available on this day to take the quiz (internet connection is required).
See iLearn for more details
Due: 3/6/2018
Weighting: 35%
This assignment requires you to research and write about one (or more) of the early childhood theorists discussed in weeks 7 - 11 (800-1000 words). Submitted via Turnitin. You will need the compulsory readings and at least two more academic readings on your chosen theorist. The assignment will need to follow the APA referencing system.
The ilearn outline will have more details on more specific questions you will need to cover for this assignment.
Due: Exam period
Weighting: 40%
Open book exam. Students to reply to four out of possible eight questions covering the unit content (lectures; readings; presentations; discussions; activities etc). Please note that you will be able to have your textbook and some notes with you during the exams. However, this type of exams demand your critical thinking and synthesising skills (not memorization). Deep understanding of the revised theories would be vital for passing the exams. This can be achieved via your weekly engagement with the readings/lectures and tutorial activities - working systematically throughout the session and not just before the exams.
See ilearn for more details.
Required text
You are required to purchase your own copy of the text/s (University’s Co-op bookshop: Level One, The Hub C10A; Ph: 8986 4000; www.coop-com.au).
Readings from the required text will be used to support lecture and tutorial content and will be discussed at the on-campus sessions. You are also encouraged to buy the referencing guide.
ON CAMPUS DAYS: Tuesday 17/4 and Saturday 26/5.
Recommended texts
Grellier, J. & Goerke, V. (2010). Communication skills toolkit: Unlocking the secrets of tertiary success. (2nd Ed.). South Melbourne: Thomson.
Lascarides, V. C., & Hinitz, B. F. (2013). History of early childhood education (Vol. 982). Routledge.
Money, C. G. (2005). Theories of Childhood: an Introduction to Dewey, Montessori, Erikson, Piaget and Vygotsky. St. Paul, MN: Redleaf Press.
PLEASE NOTE, that for successfully completing this unit it is highly recommended not only to attend tutorials but also engage in conversations and activities in class and online.
STUDY SCHEDULE – TUTORIAL DAY: FRIDAY ROOM: 140 (29 Wally’s Walk or X5B building) |
REQUIRED TEXTBOOK: 1) Nolan, A. & Raban, B. (2015). Theories into practice. Albert Park, Victoria: Teaching Solutions. 2) Perrin, R. (2015). Pocket guide to APA style (5th ed.). Wadsworth: Cengage Learning. [YOU WILL BE ABLE TO USE THIS TEXT FOR ALL UNITS]
WEEK 1: FRIDAY 2/3 Topic: a) Introduction to the Unit – Expectations/assignments. Choice of theorists. b) The Beginning of the philosophical and educational journey: Ancient Times – lecture to be viewed during the tutorial together with activities. Required readings Unit outline Textbook: Chapter 1: pp. 5 – 11
Recommended readings (‘Top of the list’ choice has five asterisks) Lascarides, V. C., & Hinitz, B. F. (2013). History of early childhood education (Vol. 982). Routledge. Chapter 1: Antiquity: pp. 3-24 [in reserve readings] |
WEEK 2 (9/3) Topic Early Theoretical approaches 18th and 19th Century. Relevant lecture in iLearn Required readings Lascarides, V. C., & Hinitz, B. F. (2013). History of early childhood education (Vol. 982). Routledge. Rousseau (pp. 50-53). [in reserve readings] Recommended readings (‘Top of the list’ choice has five asterisks) Plamenatz, J. (1972). Rousseau: The Education of Emile. Journal of Philosophy of Education, 6, 176-192. |
WEEK 3 (16/3) Topic: Early Theoretical approaches: Kindergarten Movement Froebel lecture in ilearn Required readings
Recommended readings Bowers, F. B., & Gehring, T. (2004). Johann Heinrich Pestalozzi: 18th century Swiss educator and correctional reformer. Journal of Correctional Education, 306-319. Manning, J. P. (2005). Rediscovering Froebel: A call to re-examine his life & gifts. Early Childhood Education Journal, 32(6), 371-376. |
WEEK 4 (23/3) Topic: Developmental Theorists I: Maria Montessori Montessori Lecture in ilearn Required readings Textbook, Chapter 2: Montessori: pp. 23-25 Recommended readings *****Lascarides, V. C., & Hinitz, B. F. (2013). History of early childhood education (Vol. 982). Routledge. Chapter 6: Montessori: pp. 143 - 167. Money, C. G. (2005). Theories of Childhood: an Introduction to Dewey, Montessori, Erikson, Piaget and Vygotsky. St. Paul, MN: Redleaf Press. (Chapter 2 – Montessori)
30/3 = EASTER FRIDAY – NO CLASSES |
WEEK 5 (6/4) Topic: Theoretical Approaches: 20th Century Dewey Lecture in ilearn Required readings 1) Textbook chapter 4: Behaviourism and Socio Behaviourism: pp. 42-48 2) Lascarides, V. C., & Hinitz, B. F. (2013). History of early childhood education (Vol. 982). Routledge. Chapter 8: Dewey: pp. 215-225.
Recommended readings// Video links *****Video about Multiple Intelligences by H. Gardner: https://youtu.be/oY2C4YgXm7I Money, C. G. (2005 – book reference as above). Chapter 1: Dewey Gardner, H. (2011). The unschooled mind: How children think and how schools should teach. Basic books. |
WEEK 6 (13/4) Topic: Developmental Theorists II: Psychodynamics: Freud/Erikson; Steiner Relevant Lecture in iLearn Required readings
Recommended readings // Video links *****Neill, A. S., & Lamb, A. (1995). Summerhill School: A new view of childhood. Macmillan. Steiner, R., & McDermott, R. (2009). New Essential Steiner: An Introduction to Rudolf Steiner for the 21st Century. Steiner Books. A short Biography of A.S. Neil can be located in: Nutbrown, C., & Clough, P. (2014). Early childhood education: History, philosophy and experience (2nd Ed.). London: Sage. Part II: pp: 51-52 A brief overview of Freud’s work can be located in Nutbrown, C., & Clough, P. (2014). Early childhood education: History, philosophy and experience (2nd Ed.). London: Sage. Part II: pp: 39-41.
MID SESSION BREAK (16/4 – 27/4) YOU ARE STRONGLY ADVISED TO REVISE THEORIES FROM WEEKS 2-6 AND PREPARE YOURSELVES FOR THE MOST SIGNIFICANT WEEKS: 7 – 8 – 9 – 10-11 - 12.
ASSIGNMENT 2: ONLINE QUIZ (REVISION of WEEKS 2, 3, 4, 5 and 6): 1/5/2018 |
WEEK 7 (4/5) Topic: Recent theoretical approaches (20th century): Piaget/Vygotsky/Bruner Gessel/Piaget/Bruner lecture in ilearn Required readings
Recommended readings *****Mooney Book (see reference above): Chapter 5: Vygotsky Donaldson, M. (1978). Children's minds. Glasgow: Fontana/Collins. (Critique on Piaget) (Although these are recommended readings – you are strongly encouraged to read as much as possible. These two names - Piaget and Vygotsky - will always ‘follow’ your teaching path !!!). |
WEEK 8 (11/5) Topic: Recent theoretical approaches (20th century): Bronfenbrenner/Malaguzzi/Rogoff Malaguzzi Lecture in ilearn Required readings 1) Textbook chapter 3: pp. 36-43 2) Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching and learning. Psychology Press (in ilearn)
Recommended readings // Video links Video with examples of practice from Reggio Emilia: https://youtu.be/mQtLOu99BfE |
WEEK 9 (18/5) Topic: Recent theoretical approaches (20th century): Critical Theorists (Habermas/Freire) Lecture: Brief Introduction to Critical theory/Freire and a video with Noam Chomsky and H. Gardner discussing Freire (Harvard University): https://youtu.be/-SOw55BU7yg Required readings Textbook chapter 5: pp. 11-13; 49-53
Recommended readings *****Freire, P. (1970). Pedagogy of the Oppressed. (M. Bergman, Trans.). Middlessex: Penguin Books. (Original work published 1968). Freire, P. (1985). The politics of Education: culture, power, and liberation. (D. Macedo, Trans.). South Hadley, Mass: Bergin & Garvey. |
WEEK 10 (25/5) Topic: Recent theoretical approaches (20th century): Postmodernism and Post-structuralism (Foucault/Bourdieu/Canella) Relevant lecture in ilearn Required readings Textbook chapter 1, 6, 7: pp. 13-14; 55 – 62. (Short reading this week to help you link the new theories with what you have already explored). Recommended Readings ***** Mac Naughton, G. (2003). Shaping early childhood: Learners, curriculum and contexts. Berkshire: Open University Press. (pp. 70-92; 182-212) (Book in the Library). Cannella, G. S. (2000). The scientific discourse of education: Predetermining the lives of others—Foucault, education, and children. Contemporary Issues in Early Childhood, 1(1), 36-44. |
WEEK 11 (1/6) Topic: Early years learning framework theories: revision – overviews- comparisons – curriculum for infants/toddlers Pikler lecture in ilearn Required readings 1) Textbook, chapter 7, 8: pp. 63-71 2) Gerber, M. (2005).RIE principles and practices. In S. Petrie & S. Owen (Eds.) Authentic Relationships in Group Care for Infants and Toddlers-Resources for Infant Educarers (RIE). Principles Into Practice. London: Jessica Kingsley Publishers. Chapter 2: pp. 35 – 68. 3) The Early years Framework theories overview (in ilearn). Recommended Readings *****The Early Years Learning Framework for Australia (2009, pp. 5-18) (access from: https://docs.education.gov.au/node/2632 ). Focus more on the principles/practice that underpin the framework: pp. 11- 18 and try to link them to the theories you have learned in this unit. Spodek, B., & Saracho, O. N. (2003). “On the shoulders of giants”: Exploring the traditions of early childhood education. Early Childhood Education Journal, 31(1), 3-10. |
ASSIGNMENT 3: Researching and reflecting (800-1000 WORDS) – 3/6/2018
WEEK 12 (8/6): NO FACE TO FACE TUTORIALS – REVISION AND PREPARATION FOR EXAMS |
EXAMS PERIOD STARTING ON THE 12TH OF JUNE – (EXAM DATE FOR THIS UNIT IS NOT KNOWN YET)
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This graduate capability is supported by:
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Readings have been changed slightly and there is one more on campus day for externals.