Unit rationale, description and aim
Includes: 5 days placement Birth to 35 months
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 your professional knowledge and skills as pre-service teachers in the provision of high-quality early learning experiences for children aged birth to two. As a co-joined placement unit, it is recommended that EDEC211 and EDET211 be undertaken in the same semester.
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
Complete a successful professional experience in e...
Learning Outcome 05
Content
Topics will include:
- Contemporary approaches to the play, wellbeing, neuroscience and the learning and development of infants and toddlers and their application in early childhood education and care programs.
- Approved Learning frameworks, theories, and research in early learning and development and their application to socio-cultural diversity, and individual and family differences.
- Play, responsive care and learning experiences for infants and toddlers.
- Neuroscience research in the first years.
- Inclusive transitions with/between infants, toddlers and their families.
- The ethical, legal and professional responsibilities of early childhood educators and educational leaders.
- Collaborative relationships and roles in early childhood learning communities.
- Observation, planning, curriculum decision-making and strategies that are responsive to and inclusive of a range of socio-cultural contexts and children’s stages of development.
- Pedagogical practices to support the learning, development and well-being of children aged birth to two years.
- Strategies and principles for establishing and maintaining effective professional relationships
Assessment strategy and rationale
A range of assessment procedures will be used to meet the unit learning outcomes and develop graduate attributes consistent with University assessment requirements. Such procedures may include essays, reports, examinations, student presentations, or case studies.
In Assessment Task 1 (AT1), students will undertake a literature review of relevant research and scholarship. This task encourages critical engagement with current literature, allowing students to explore vital themes such as developmentally appropriate practices and responsive care strategies. By synthesising research findings, students will enhance their analytical skills and deepen their understanding of the theoretical foundations underpinning effective early childhood education.
Assessment Task 2 (AT2) requires students 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 not only fosters creativity and practical application but also reinforces the importance of evidence-based practice in early childhood settings.
To pass this unit, pre-service teachers must submit and pass all assessment tasks, meet the learning outcomes, and achieve a minimum overall Pass grade, including attaining 50% in the hurdle task, which assesses satisfactory teaching performance during their Professional Experience Program.
Overview of assessments
Assessment Task 1: Analysis of Literature ...
Assessment Task 1: Analysis of Literature
Students will undertake a literature review of relevant research and scholarship, focusing on topics such as current curriculum frameworks, recent 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. Students are also encouraged to explore other relevant topics based on the unit content that align with their interests and enhance their understanding of the field.
50%
Assessment Task 2: Planning for Infants and Toddl...
Assessment Task 2: Planning for Infants and Toddlers
Students design and analyse an education and care program for infants and/or toddlers and relate the discussion to the relevant theories, neuroscience research and Approved Curriculum Frameworks in infant and toddler education and care.
50%
Hurdle Task: Professional Experience Summative As...
Hurdle Task: Professional Experience Summative Assessment:
FINAL REPORT
In this assessment, candidates are expected to demonstrate satisfactory teaching performance during their Professional Experience Program as evidenced by both practical and written work.
Pass/Fail
Learning and teaching strategy and rationale
This 10-credit point unit requires 150 hours of study across the semester, combining face-to-face, online, and multi-mode delivery. Weekly activities include online engagement, lectures, tutorials, seminars, group discussions (synchronous and asynchronous), self-directed study, and assessments. Some participation in educational settings may be required. The unit has a digital core, expecting students to engage with these materials for at least two hours weekly.
Assessments to meet learning outcomes and develop graduate attributes may include reading, reflection, discussions, webinars, podcasts, and videos, consistent with the university’s requirements.
The unit includes an early childhood workplace immersion experience, allowing pre-service teachers to connect theory with practice. This supervised and assessed placement involves a maximum of 5 days in an early childhood setting for children aged from birth to 35 months.
Professional Experience
The professional experience placement includes 5 single placement days of Birth to 35 months of experience
*EDET211 is a 3-week block placement of continuous engagement following EDEC211 placement days
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
Learning, development and care
Relevant Learning OutcomeLO1, LO2, 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
Play based pedagogies
Relevant Learning OutcomeLO1
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, LO5
Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
Relevant Learning OutcomeLO2, LO5
Relating toOrganise content into an effective learning and teaching sequence.
Relevant Learning OutcomeLO2, LO5
Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Relevant Learning OutcomeLO2, LO5
Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.
Relevant Learning OutcomeLO2, LO5
Relating toInclude a range of teaching strategies.
Relevant Learning OutcomeLO3, LO5
Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Relevant Learning OutcomeLO3, LO5
Relating toDemonstrate a range of verbal and non-verbal communication strategies to support student engagement.
Relevant Learning OutcomeLO5
Relating toDescribe a broad range of strategies for involving parents/carers in the educative process.
Relevant Learning OutcomeLO3
Relating toDemonstrate the capacity to organise classroom activities and provide clear directions.
Relevant Learning OutcomeLO4, LO5
Relating toDescribe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
Relevant Learning OutcomeLO4, LO5
Relating toDemonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
Relevant Learning OutcomeLO1, LO3, LO5
Relating toDemonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
Relevant Learning OutcomeLO5
Relating toDemonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
Relevant Learning OutcomeLO1, LO3
Relating toSeek and apply constructive feedback from supervisors and teachers to improve teaching practices.
Relevant Learning OutcomeLO5
Relating toUnderstand and apply the key principles described in codes of ethics and conduct for the teaching profession.
Relevant Learning OutcomeLO2, LO4, LO5
Relating toUnderstand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
Relevant Learning OutcomeLO4, LO5
Relating toUnderstand strategies for working effectively, sensitively and confidentially with parents/carers.
Relevant Learning OutcomeLO2, LO5
Relating toUnderstand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
Relevant Learning OutcomeLO5
Representative texts and references
Required text:
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. https://www.education.gov.au/early-childhood/national-quality-framework/approved-learning-frameworks
Sims, M. & Hutchins, T. (2020). Programme planning for infants and toddlers: In search of relationships. (3rd Ed.). Pademelon Press. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991012984998202352
Recommended books:
Garvis, S., Phillipson, S., Clarke, S., Harrison, L., McCormack, J. & Pendergast, D. (2019). Child development and learning. Oxford University Press. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991012890299302352
Gonzalez-Mena, J., & Widmeyer Eyer, D. (2021). Infants, Toddlers and Caregivers: A curriculum of respectful, responsive care and education (12th Ed.). McGraw Hill https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/13lm7d8/alma991013435649602352
Greenman, J. (2007). Caring spaces, learning places: Children’s environments that work. Exchange Press. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma990015698180402352Harrison, L., & Sumsion, J. (2014). (Eds). Lived spaces of infant-toddler education and care: Exploring diverse perspectives on theory, research and practice. Springer. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991012620587202352Li, Quiñones, G., & Ridgway, A. (2017). (Eds.). R Studying babies and toddlers: relationships in cultural contexts. Springer. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991012715526202352
Greenman, J.T., Stonehouse, A., & Schweikert, G., (2008). Prime times: a handbook for excellence in infant and toddler programs. Redleaf Press, https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma990016430840402352
Maguire-Fong, M. J. (2020). Teaching and learning with infants and toddlers: Where meaning-making begins (2nd Ed.). WestEd. (ordered ebook* x2)
Page, J., Clare, A. & Nutbrown, C. (2013). Working with babies and children from birth to three (2nd Ed.). Sage. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/13lm7d8/alma991012997500302352)
Press, & Cheeseman, S. (2022). (Re)conceptualising Children’s Rights in Infant-Toddler Care and Education: Transnational Conversations. Springer. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013397449402352
White, E.J. & Dalli, C. (2017). (Eds.). Under-three-Year Olds in Policy and Practice. Springer. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991012715543602352