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.
Campus offering
No unit offerings are currently available for this unit.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
Utilise Approved Learning Frameworks, theories and...
Learning Outcome 02
Design a responsive and inclusive program of play,...
Learning Outcome 03
Demonstrate an understanding of the complex roles ...
Learning Outcome 04
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.
50%
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.
50%
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.