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.

2026 10

Campus offering

No unit offerings are currently available for this unit.

Prerequisites

Nil

Incompatible

EDFD315 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, neuroscience, 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 develop informed understandings of the impact of home and community environments and 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, colleagues 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 how it 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

Complete a successful professional experience in e...

Learning Outcome 05

Complete a successful professional experience in early childhood setting supported by appropriate evidence developed across the professional experience component (details provided in Professional Experience Handbook) (APST 1.5, 2.1, 2.2, 2.3, 3.1, 3.3, 3.4, 3.5, 4.2, 4.4, 5.1, 5.2, 6.3, 7.1, 7.2, 7.3. 7.4; ACECQA C2, C3, C4, F3).
Relevant Graduate Capabilities: GC1, GC2, GC6, GC8, GC11

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.

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)7.3

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.

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)2.1, APST(GA)2.2, 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)4.2, APST(GA)4.4, APST(GA)5.1, APST(GA)5.3, APST(GA)7.1, APST(GA)7.2, APST(GA)7.3

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. 

Weighting

Pass/Fail

Learning Outcomes LO1, LO2, LO3, LO4, LO5
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 -C3, ACECQA -C4, 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)2.1, APST(GA)2.2, 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)4.2, APST(GA)4.4, APST(GA)5.1, APST(GA)5.3, APST(GA)7.1, APST(GA)7.2, APST(GA)7.3

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

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