Unit rationale, description and aim
This unit explores contemporary pedagogical practices in early childhood education with a focus on play-based learning for children aged 3 to 5 years. Play-based pedagogy is recognised as a complex, child-centred approach that promotes agency and active engagement in learning.
Pre-service teachers will examine 21st-century approaches to learning and the teacher’s role as an intentional facilitator and provocateur. Through critical engagement with diverse pedagogies, pre-service teachers will consider ecological, social and cultural contexts; children’s diverse experiences; and the relationships that shape early learning.
The unit investigates contemporary curriculum frameworks and introduces teaching strategies that support young children’s learning and transitions. Particular attention is given to play-based learning across disciplines and age groups. Assessment techniques will be explored, including observation, documentation and reporting, to enhance planning and strengthen partnerships with children and families.
The unit aims to deepen understanding of early years pedagogies and their relevance across both prior-to-school and primary school settings. This will be achieved through a 20-day supervised professional experience in an early childhood centre (ages 3–5), where pre-service teachers will bridge theory and practice by actively engaging with children, educators, and curriculum in real-world settings.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Articulate a professional philosophy for education...
Learning Outcome 01
'EDET561 - Effective Teaching 1: Early Years Learning and Pedagogies: Play-Based Curriculum and Assessment - Graduate Capabilities v2 - '
Analyse research, major theories, policies and rel...
Learning Outcome 02
'EDET561 - Effective Teaching 1: Early Years Learning and Pedagogies: Play-Based Curriculum and Assessment - Graduate Capabilities v2 - '
Create learning experiences (including play-based)...
Learning Outcome 03
'EDET561 - Effective Teaching 1: Early Years Learning and Pedagogies: Play-Based Curriculum and Assessment - Graduate Capabilities v2 - '
Demonstrate knowledge of and purpose for a range o...
Learning Outcome 04
'EDET561 - Effective Teaching 1: Early Years Learning and Pedagogies: Play-Based Curriculum and Assessment - Graduate Capabilities v2 - '
Apply professional communication skills and a rang...
Learning Outcome 05
'EDET561 - Effective Teaching 1: Early Years Learning and Pedagogies: Play-Based Curriculum and Assessment - Graduate Capabilities v2 - '
Content
Topics will include:
- Philosophical and cultural-historical perspectives and theories informing contemporary learning and teaching practices, with a specific focus on the early years including images of children and childhood.
- Historical and contemporary definitions and types of play including consideration of cultural influences on understandings and pedagogical roles of teachers.
- The importance and potential of play in early childhood and school settings - connecting to curriculum (Early Years Learning Framework (ELYF) and integrating curriculum areas.
- Assessment and reporting/sharing practices in play-based pedagogies that recognise children’s diverse capacities from multiple standpoints.
- Documentation, assessment and reporting/sharing that makes children’s competence and learning visible to children, families, colleagues and other professionals in early childhood settings.
- Play and inquiry from multiple perspectives including Indigenous perspectives, gender and culture.
- Opportunities to address marginalisation through facilitation of intentional teaching strategies, manipulation of the environment and selection of resources.
- Brain development and Experiential Learning Theory.
- Considerations that facilitate engaged children’s play: human and physical environments and resources including teaching strategies and approaches.
Assessment strategy and rationale
A range of assessment procedures is designed to allow pre-service teachers to progressively demonstrate achievement of the unit learning outcomes and develop graduate attributes consistent with University assessment requirements. The units in this course focus on developing understanding and skills across the professional knowledge, practice, and engagement domains needed to meet expectations of the APST: Graduate level and ACECQA Curriculum Specifications.
There are four assessment tasks in this unit, including two hurdle requirements, all of which must be passed to pass the unit. Assessment tasks are sequenced to allow feedback and development. Hurdle Requirement 1 assesses understanding of the legal and ethical expectations of teachers. Assessment Task 1 develops knowledge of historical and contemporary understandings of childhood learning and pedagogy through a professional philosophy statement. Task 2 applies this knowledge to design, implement, and evaluate play-based learning sequences. The final hurdle is the successful completion of a 20-day professional experience placement with children aged 3 to 5 years.
Minimum Achievement Standards
In order to pass this unit, pre-service teachers must a) submit all assessment tasks, b) meet all learning outcomes, c) achieve a pass (50%) or better in Assessment Task 1 (Critical Task), d) achieve a pass (50%) or better in Assessment Task 2 (Critical Task) and e) pass both Hurdle Tasks.
Overview of assessments
Assessment Task 1: Critical Analysis of Literatur...
Assessment Task 1: Critical Analysis of Literature
Critical Task
Extended critical analysis of literature dealing with the development of historical and contemporary understandings of childhood, learning and pedagogy – leading to a professional philosophy statement of pedagogy and learning for children aged B-8.
40%
Assessment Task 2: Pedagogical Case Study Critic...
Assessment Task 2: Pedagogical Case Study
Critical Task
Drawing upon literature from Assessment Task 1, design, implement and evaluate the effectiveness of two short sequences, play-based learning experiences.
The sequences should include at least two play-based teaching and learning experience plans (indoor and outdoor) that are suitable for a small group of children in the early years, aged 3-5 years.
60%
Hurdle Requirement 1: Preparation for the Profess...
Hurdle Requirement 1: Preparation for the Professional Experience Placement
Prior to commencing the Professional Experience placement, pre-service teachers must ensure that they have completed the series of compulsory online preparation modules in the current calendar year, and their ‘Working with Children check’ is current.
Notes: Multiple attempts at this hurdle task are permitted.
Pass/Fail
Hurdle Task Professional Experience Summative As...
Hurdle Task
Professional Experience Summative Assessment:
Pre-service teachers must demonstrate attainment of the relevant Australian Professional Standards for Teachers: Graduate within an early childhood setting. Refer to the Professional Experience Handbook and Report for requirements.
A pass grade for this task will be awarded following:
- the successful completion of 20 professional experience days and,
- submission of a satisfactory Professional Experience Assessment Report
Notes: Multiple attempts at this hurdle task are not permitted. Professional Experience is a mandated component of Initial Teacher Education. Failure to pass this task will result in a fail grade for the unit overall, and the pre-service teacher must re-enrol in a future offering of the unit.
Pass/Fail
Learning and teaching strategy and rationale
This 10-credit point unit requires approximately 150 hours of study across the semester. Pre-service teachers will engage in a range of activities, including online engagement, lectures, tutorials, seminars, group discussions (online and face-to-face), self-directed learning, and assessment tasks. Participation in educational settings may be required.
To succeed, pre-service teachers should engage fully with the learning and assessment strategies provided—these include reading, reflection, discussion, webinars, podcasts, and videos. All pre-service teachers must regularly access the Learning Management System for announcements, recorded lectures, communication, and submission of assessments.
Online learning requirements:
- Reliable broadband access
- Headset with microphone for media and online classes
ACU Online promotes active learning by offering variety, autonomy, and practice-based tasks. Pre-service teachers engage in asynchronous discussions, apply learning to real contexts, and receive timely feedback.
Professional Experience:
This unit includes a 20-day supervised placement in an early childhood setting (ages 3–5), with up to 5 single days and a minimum 15-day block. The experience includes observation, planning, and teaching of sequential, play-based learning episodes, routine management, and ongoing reflection. The placement integrates theory and practice to develop professional competencies.
ACECQA Curriculum Specifications
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Children's Education and Care Quality Authority (ACECQA) standards:
Australian Professional Standards for Teachers - Graduate Level
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:
Australian Institute for Teaching and School Leadership (AITSL) Core Content
On successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the AITSL Core Content:
Relating toHow the brain applies attained knowledge to solve problems by accessing memory or combining and re-combining memory to generate possible solutions.
Relevant learningLO2
Relating toWhy teaching practices must adapt as a student’s familiarity with the knowledge of a subject increases, including when to move from scaffolded practice to independent practice, and why this is important.
Relevant learningLO2
Representative texts and references
Required text(s)
Australian Curriculum https://www.australiancurriculum.edu.au/.
Australian Children’s Education and Care Quality Authority. Early Years Learning Framework https://www.acecqa.gov.au/acecqa-approved-learning-frameworks-version-2.0-communications-toolkit
Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au
Recommended references
Cameron, M., McLachlan, C., Rawlins, P., & McLaughlin, T. (2018). Assessment of, as and for learning: The challenges of assessment terminology. Early Education. 64, 18-23.
Ebbeck, E., & Waniganayake, M. (Eds.). (2016). Play in early childhood education. Learning in diverse contexts (2nd ed.). Oxford University Press.
Ewing, R., Kervin, L., Glass, C., Gobby, B., Le Cornu, R., & Groundwater-Smith, S. (2019). Teaching: Dilemmas, challenges and opportunities (6th ed.). Cengage Learning Australia.
Fleer, M. (2018). Intentional teaching of cultural competence in play-based settings: A cultural-historical view. A Research in Practice Series Title. Early Childhood Australia.
Fleer, M. (2018). Child development in educational settings. Cambridge University Press.
Fleer, M. (2017). Play in the early years (2nd ed.). Cambridge University Press.
Fleet, A., Patterson, C., & Robertson, J. (2017). Pedagogical documentation in early years practice seeing through multiple perspectives. Sage.
Fróes, I. (2019). Young children's play practices with digital tablets: Playful literacy. Emerald Publishing.
McLachlan, C., Fleer, M., & Edwards, S. (2018). Early childhood curriculum: Planning, assessment and implementation (3rd ed.). Cambridge University Press.