Unit rationale, description and aim

Contemporary pedagogical approaches recognise the competencies of our youngest children and the importance of the first three years of life as a foundation for learning throughout their lifetime. This unit draws upon current curriculum frameworks and the latest research in play, neuroscience and responsive care to facilitate the learning, development and well-being of infants and toddlers within early childhood education and care settings.

The aim of this unit is to build pre-service teachers’ professional knowledge and skills in the provision of high-quality early learning experiences for children aged birth to two. 

2026 10

Campus offering

No unit offerings are currently available for this unit.

Prerequisites

Nil

Incompatible

EDEC211 Infant and Toddler Studies

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.

Analyse contemporary approaches to the play, wellb...

Learning Outcome 01

Analyse contemporary approaches to the play, wellbeing, learning and development of infants and toddlers (APST 1.1, 1.2, 5.1, 5.3; ACECQA A1, B2, C2)
Relevant Graduate Capabilities: GC1, GC7, GC9, GC11

Utilise Approved Learning Frameworks, theories and...

Learning Outcome 02

Utilise Approved Learning Frameworks, theories and research in neuroscience, early learning and development to promote positive relationships for inclusion of, and transitions with infants and toddlers and their families (APST 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 3.1, 7.1, 7.3; ACECQA A1, A4, B5, E1, E2)
Relevant Graduate Capabilities: GC1, GC2

Design a responsive and inclusive program of play,...

Learning Outcome 03

Design a responsive and inclusive program of play, responsive care and learning experiences that support the competencies and learning dispositions of infants and toddlers and reflect diversity and differences of individuals, families, and communities (APST 3.3, 3.4, 3.5, 3.7, 5.1, 5.3; ACECQA A1, A4, B5, B7, B8, B9)
Relevant Graduate Capabilities: GC2, GC7, GC8, GC11

Demonstrate an understanding of the complex roles ...

Learning Outcome 04

Demonstrate an understanding of the complex roles of early years educators and the related ethical, legal and professional responsibilities, and the impacts upon the health and wellbeing of young children and educators (APST 1.3, 4.2, 4.4, 7.1, 7.2; ACECQA A4, A5, B8, D1, E3, F2, F3)
Relevant Graduate Capabilities: GC1, GC6

Content

Topics will include:

Module 1: Setting the scene for infant-toddler pedagogy

  • Historical and contemporary influences
  • Play-based learning
  • Theory in practice
  • Neuroscience research


Module 2: Infants and toddlers as active learners

  • Social and emotional learning
  • Thinking, theorising and language learning
  • Physical health and wellbeing


Module 3: Design of an educational program in infant-toddler settings

  •  Routines and rituals
  • Responsive care practices
  • Environments for learning
  • Pedagogical documentation and assessment to support learning


Module 4: Professional practice in infant-toddler settings

  • The role of the Educational Leader
  •  Partnerships with families and communities
  • Supporting diversity
  • Inclusive transitions
  • Curriculum and policy considerations

Assessment strategy and rationale

In Assessment Task 1 (AT1), pre-service teachers will undertake a literature review of relevant research articles. This task encourages summary and analysis of curriculum approaches, relationship-based teaching, and responsive care practices. By synthesising research findings, pre-service teachers will enhance their analytical skills and deepen their understanding of the theoretical foundations underpinning effective early childhood education.

Assessment Task 2 (AT2) requires pre-service teachers to design and analyse an education and care program for infants and/or toddlers, linking their discussions to relevant theories, neuroscience research, and Approved Curriculum Frameworks. This task fosters creativity and practical application and reinforces the importance of evidence-based practice in early childhood settings.

To pass this unit, pre-service teachers are required to: a) submit all assessment tasks, b) demonstrate achievement of every learning outcome, c) achieve a pass (50%) or better for Assessment Task 2 and d) achieve minimum overall passing grade of 50% for the unit overall.  

Overview of assessments

Assessment Task 1: Literature Review Pre-service...

Assessment Task 1: Literature Review

Pre-service teachers will be provided a choice of recent research papers and undertake a series of short literature reviews, focusing on topics such as curriculum frameworks, play, neuroscience, and responsive care to facilitate the learning, development, and well-being of infants and toddlers within early childhood education and care settings. 

Weighting

50%

Learning Outcomes LO1, LO2
Graduate Capabilities GC1, GC2, GC7, GC9, GC11
Standards ACECQA -A1, ACECQA -A4, ACECQA -B2, ACECQA -B5, ACECQA -C2, ACECQA -E1, ACECQA -E2, APST(GA)1.1, APST(GA)1.2, APST(GA)1.3, APST(GA)1.4, APST(GA)1.5, APST(GA)2.1, APST(GA)2.2, APST(GA)2.3, APST(GA)3.1, APST(GA)5.1, APST(GA)5.3, APST(GA)7.1, APST(GA)7.4

Assessment Task 2: Education and Care Plan Pre-s...

Assessment Task 2: Education and Care Plan

Pre-service teachers will be provided a choice of recent research papers and undertake a series of short literature reviews, focusing on topics such as curriculum frameworks, play, neuroscience, and responsive care to facilitate the learning, development, and well-being of infants and toddlers within early childhood education and care settings. 

Weighting

50%

Learning Outcomes LO1, LO2, LO3, LO4
Graduate Capabilities GC1, GC2, GC6, GC7, GC8, GC9, GC11
Standards ACECQA -A1, ACECQA -A4, ACECQA -A5, ACECQA -B2, ACECQA -B5, ACECQA -B7, ACECQA -B8, ACECQA -B9, ACECQA -C2, ACECQA -D1, ACECQA -E1, ACECQA -E2, ACECQA -E3, ACECQA -F2, ACECQA -F3, APST(GA)1.1, APST(GA)1.2, APST(GA)1.3, APST(GA)1.4, APST(GA)1.5, APST(GA)2.3, APST(GA)3.1, APST(GA)3.3, APST(GA)3.4, APST(GA)3.5, APST(GA)3.7, APST(GA)4.1, APST(GA)4.4, APST(GA)7.1, APST(GA)7.2, APST(GA)7.3

Learning and teaching strategy and rationale

This unit adopts a constructivist and inquiry-based approach to engage pre-service teachers in critically examining the theories, frameworks, and contemporary practices that shape infant and toddler pedagogy. Learning activities will include collaborative case studies, reflective practice, hands-on design of responsive programs, and analysis of real-world scenarios informed by neuroscience and developmental research. A strong emphasis on inclusive practices and ethical professionalism underpins all learning experiences.

The rationale for this approach lies in modelling pedagogies aligned with the course’s central tenets—namely, the image of infants and toddlers as capable, relational learners. By immersing students in active, reflective, and relational learning strategies, the unit mirrors the nurturing, attuned, and responsive practices that are key to high-quality education and care in the birth-to-two age group.

 To meet the learning outcomes of this unit, pre-service teachers are encouraged to engage fully with all activities and assessments, including reflective tasks, discussions, webinars, podcasts, and videos. 

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:

  • Relating to

    Development and care

    Relevant Learning OutcomeLO2

  • Relating to

    Learning, development and care

    Relevant Learning OutcomeLO1, LO3

  • Relating to

    Child health, wellbeing and safety

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating to

    Early intervention

    Relevant Learning OutcomeLO4

  • Relating to

    The Australian curriculum

    Relevant Learning OutcomeLO1

  • Relating toEnglish as an additional language

    Relevant Learning OutcomeLO2, LO3

  • Relating to

    Creative arts and music

    Relevant Learning OutcomeLO3

  • Relating to

    Physical and health education

    Relevant Learning OutcomeLO3, LO4

  • Relating to

    Curriculum planning, programming and evaluation

    Relevant Learning OutcomeLO3

  • Relating to

    Developing family and community partnerships

    Relevant Learning OutcomeLO4

  • Relating to

    Historical and comparative perspectives

    Relevant Learning OutcomeLO2

  • Relating to

    Contemporary theories and practice

    Relevant Learning OutcomeLO2

  • Relating to

    Ethics and professional practice

    Relevant Learning OutcomeLO4

  • Relating to

    Management and administration

    Relevant Learning OutcomeLO4

  • Relating to

    Professional identity and development

    Relevant Learning OutcomeLO4

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:

  • Relating toDemonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

    Relevant Learning OutcomeLO1

  • Relating toDemonstrate knowledge and understanding of research into how students learn and the implications for teaching.

    Relevant Learning OutcomeLO1

  • Relating toDemonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds

    Relevant Learning OutcomeLO2, LO4

  • Relating toDemonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds

    Relevant Learning OutcomeLO2

  • Relating toDemonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

    Relevant Learning OutcomeLO2

  • Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

    Relevant Learning OutcomeLO2

  • Relating toOrganise content into an effective learning and teaching sequence.

    Relevant Learning OutcomeLO2

  • Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

    Relevant Learning OutcomeLO2

  • Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.

    Relevant Learning OutcomeLO2

  • Relating toInclude a range of teaching strategies.

    Relevant Learning OutcomeLO3

  • Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

    Relevant Learning OutcomeLO3

  • Relating toDemonstrate a range of verbal and non-verbal communication strategies to support student engagement.

    Relevant Learning OutcomeLO3

  • Relating toDemonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.

    Relevant Learning OutcomeLO3

  • Relating toDemonstrate the capacity to organise classroom activities and provide clear directions.

    Relevant Learning OutcomeLO4

  • Relating toDescribe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.

    Relevant Learning OutcomeLO4

  • Relating toDemonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

    Relevant Learning OutcomeLO1, LO3

  • Relating toDemonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

    Relevant Learning OutcomeLO1, LO3

  • Relating toUnderstand and apply the key principles described in codes of ethics and conduct for the teaching profession.

    Relevant Learning OutcomeLO2, LO4

  • Relating toUnderstand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.

    Relevant Learning OutcomeLO4

  • Relating toUnderstand strategies for working effectively, sensitively and confidentially with parents/carers.

    Relevant Learning OutcomeLO2

Representative texts and references

Recommended Texts and Documents

Australian Government Department of Education [AGDE] (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council.

Maguire-Fong, M. J. (2020). Teaching and learning with infants and toddlers: Where meaning-making begins (2nd Ed.). WestEd.

Recommended References

Garvis, S., Phillipson, S., Clarke, S., Harrison, L., McCormack, J. & Pendergast, D. (2019). Child development and learning. Oxford University Press.

Gonzalez-Mena, J., & Widmeyer Eyer, D. (2021). Infants, Toddlers and Caregivers: A curriculum of respectful, responsive care and education (12th Ed.). McGraw Hill

Greenman, J. (2007). Caring spaces, learning places: Children’s environments that work. Exchange Press.

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

Harrison, L., & Sumsion, J. (2014). (Eds). Lived spaces of infant-toddler education and care: Exploring diverse perspectives on theory, research and practice. Springer.

Li, Quiñones, G., & Ridgway, A. (2017). (Eds.). Studying babies and toddlers: relationships in cultural contexts. Springer.

Page, J., Clare, A. & Nutbrown, C. (2013). Working with babies and children from birth to three (2nd Ed.). Sage.

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