Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Coordinator
Belinda Davis
Contact via +61 2 9850 8041
Building X5B, Level 2, Room 261
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Credit points |
Credit points
4
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Prerequisites |
Prerequisites
ECED603 or ECED821
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
In this unit students will build on the knowledge of early childhood theory and practice that gained from your experiences in ECED603. Students will extend understanding of critical reflection and personal professional philosophy as a developing teacher. Central to this unit is a 20 day professional experience placement to develop awareness of the professional role and responsibilities of an early childhood teacher working with children from two to five years. This unit therefore combines theory and practice to enable students to construct practical knowledge of teaching and learning through guided reflection.
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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:
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
Assessment Extensions & Late Penalties:
Applications for extensions must be made via AskMQ at https://ask.mq.edu.au as a "Special Consideration" request before the submission date. Students who experience a disruption to their studies through ill-health or misadventure are able to apply for this request. Extensions can only be granted if they meet the Special Consideration policy and are submitted via ask.mq.edu.au. This will ensure consistency in the consideration of such requests is maintained.
In general, there should be no need for extensions except through illness or misadventure that would be categorised as Special Consideration according to the University policy currently available at:
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.
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 an assumed text:
Perrin, R. (2015). Pocket guide to APA style (5th ed.). Stamford, CT: Cengage Learning.
Submissions of Family and Children’s Records for EC
Some assessment tasks require students to submit records about families and about children and their learning. It is expected that the records submitted are original, authentic, adheres to the ethical practices of the Early Childhood Australia Code of Ethics (2016) and is the work of the student. Issues with the authenticity of such records will be investigated for possible forgery (see Fabrication in the Academic Honesty Handbook). Please note that submitted records can only be used once for assessment purposes.
Confidentiality
Students must respect the need for sensitivity and confidentially and ensure that privacy obligations are met. There should be nothing in assessment submissions that identifies a centre or school. Use only the first name (or pseudonyms) for children, families and staff. Do not record details that enable identification of the site, and of the adults or children.
Name | Weighting | Hurdle | Due |
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Newsletter | 20% | No | 30 Mar |
An anti bias approach report | 40% | No | 3 May |
Professional Experience | 40% | No | 11 Jun |
Due: 30 Mar
Weighting: 20%
This assessment will enable students to articulate appropriate teaching strategies to use with children 2-5 year and determine appropriate strategies to guide young children's behaviour.
Due: 3 May
Weighting: 40%
This assessment will enable students to explore principles of anti bias education and their application with children 2-5 years.
Due: 11 Jun
Weighting: 40%
3a) Documenting children’s learning - Components of the professional experience folder (40%)
3b) Professional Experience working as an early childhood teacher - Evaluation Report (S/U)
Please note: It is the responsibility of individual students to be aware of pre and co requisites throughout their program. If you are considering withdrawing from this unit please seek academic advice as this may impact on your progression throughout the degree.
Requirements for this unit:
The timetable for classes can be found on the University web site at: https://timetables.mq.edu.au/2018/
Classes will be held in X5B 041 from 10am – 3pm. Students are expected to attend for the full day.
1. Required Textbooks
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2018). Programming and planning in early childhood settings. (7th ed.) Victoria: Thomson.
MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice. (3rd ed.). NSW: Pearson Education.
Porter, L. (2016). Young children’s behaviour: Guidance approaches for early childhood educators. (4th ed.). Sydney: Allen & Unwin.
Earlier editions of these textbooks will be suitable for this unit
Assumed Texts
Crowther, I. (2016). Creating effective learning environments (4th ed.). Ontario: Thomson.
2. Weekly required reading schedule:
There is a combination of readings from your textbooks and readings which can be sourced via Multisearch on the library website. A link is available through iLearn under: Learning support & resources. In addition to chapters from your textbooks, you will need to read the following:
Week 1
Early Years Learning Framework
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2018). Programming and planning in early childhood settings. (7th ed.) Victoria: Thomson. Chapter 7 (or Chapter 7 in 2015 edition.)
Porter, L. (2016). Young children’s behaviour: Guidance approaches for early childhood educators. (4th ed.). Sydney: Allen & Unwin. Chapters 1 & 2 (or Chapter 1 in 2008 edition)
Week 2
Curtis, D., & Carter, M. (2008). Learning together with young children: A curriculum framework for reflective teachers. St. Paul, MN: Redleaf Press (chapter 6).
MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice. (3rd ed.). NSW: Pearson Education. (Chapter 9)
Porter, L. (2016). Young children’s behaviour: Guidance approaches for early childhood educators. (4th ed.). Sydney: Allen & Unwin. Chapter 15 (or 2008 Chapter 13)
Week 3
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2018). Programming and planning in early childhood settings. (7th ed.) Victoria: Thomson. Chapter 9 (or Chapter 9 in 2015 edition.)
Epstein, A.S. (2015). The intentional teacher. Choosing the best strategies for young children’s learning. Washington: NAEYC. (chapter 1)
Porter, L. (2016). Young children’s behaviour: Guidance approaches for early childhood educators. (4th ed.). Sydney: Allen & Unwin. Chapter 16 (or 2008 Chapter 14)
MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice. (3rd ed.). NSW: Pearson Education. (Chapter 25)
Week 4
Derman-Sparks, L, LeeKeenan, L, & Nimmo, J (2015). Leading anti-bias early childhood programs. A guide for change. New York: Teachers College Press. (chapter 3)
MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice. (3rd ed.). NSW: Pearson Education. (Chapter 22).
Week 5
MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice. (3rd ed.). NSW: Pearson Education. (Chapter 25)
Porter, L. (2016). Young children’s behaviour: Guidance approaches for early childhood educators. (4th ed.). Sydney: Allen & Unwin. Chapters 5 & 6 (2008 Chapters 3 & 4)
Week 6
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2018). Programming and planning in early childhood settings. (7th ed.) Victoria: Thomson. Chapter 10 (or Chapter 10 in 2015 edition)
Porter, L. (2016). Young children’s behaviour: Guidance approaches for early childhood educators. (4th ed.). Sydney: Allen & Unwin. Chapter 13 (or 2008 Chapter 11)
2018 Department of Educational Studies (Early Childhood) Macquarie University Professional Experience Handbook.
Week 7
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2018). Programming and planning in early childhood settings. (7th ed.) Victoria: Thomson. Chapter 8 (Or Chapter 8 in 2015 edition)
Fleet, A., Honig, T., Robertson, J., Semann, A. & Shepherd, W. (2011). What's pedagogy anyway. Retrieved from:
http://www.cscentral.org.au/Resources/what-is-pedagogy-anyway-.pdf
Week 8
Porter, L. (2016). Young children’s behaviour: Guidance approaches for early childhood educators. (4th ed.). Sydney: Allen & Unwin. Chapter 18 (2008 Chapter 17)
Ashton, J., Woodrow, C., Johnston, C., Wangmann, J., Singh, L., & James, T. (2008). Partnerships in learning: Linking early childhood services, families and schools for optimal development. Australian Journal of Early Childhood, 33(2), 10-16.
Week 9
Connor, J. (2012). Foundations for learning: Relationships between the early years learning framework and the Australian curriculum (An ECA–ACARA paper). Retrieved from: http://foundationinquirylearning.global2.vic.edu.au/files/2013/06/ECA_ACARA_Foundations_Paper-2cq59mi.pdf
Dockett. S. & Perry, B. (2014). Continuity of learning: A resource to support effective transition to school and school aged care. Retrieved from: http://docs.education.gov.au/node/36571
Weeks 10, 11 & 12
Professional Experience
No required readings
Week 13
Reflections on Professional Experience
No required readings
The following texts can be downloaded from the links:
Australian Government Department of Education Employment and Workplace Relations. (2009). Belonging, being & becoming: The early years learning framework for Australia. Australia: Commonwealth of Australia. Retrieved from http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
Australian Government Department of Education Employment and Workplace Relations. (2010). Educators being, belonging & becoming: Educators’ guide to the early years learning framework of Australia. Australia: Commonwealth of Australia. Retrieved from http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/educators_guide_to_the_early_years_learning_framework_for_australia.pdf
Early Childhood Australia. (2016). Early childhood Australia code of ethics. Retrieved from http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2016/07/ECA-COE-Brochure-2016.pdf.
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
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.
If you fail this unit the fail grade will be on your transcript irrespective of the timing of when the placement takes place.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
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.
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by: