Unit rationale, description and aim

This unit is grounded in the principles of the United Nations Convention on the Rights of the Child, which emphasises the importance of strong, responsive relationships with young children. Neuroscientific research confirms that such relationships are essential to healthy brain development. Early childhood educators play a vital role in fostering these connections, and the development of intentional pedagogical approaches to support them leads to improved learning and developmental outcomes.

Pre-service teachers will explore the significant role of families and communities in early childhood education and care. The unit examines national and state frameworks—such as the Early Childhood Australia Code of Ethics—and their implications for developing authentic partnerships and inclusive practices that honour the diverse identities of children and families. Special attention is given to transitions between home, early learning settings, and school, as these are pivotal moments in a child’s educational journey.

The aim of this unit is to deepen the pre-service teachers' understanding of the dynamic and evolving nature of Australian families and communities and to equip them with the knowledge and skills needed to build meaningful, collaborative relationships with all stakeholders. Through a focus on communication, reflection, and continuity of care, the unit supports the development of responsive, confident early childhood professionals.

2026 10

Campus offering

No unit offerings are currently available for this unit.

Prerequisites

Nil

Incompatible

EDFD461 - The Pedagogy of Relationships in Early Childhood Education, EDEC461 Pedagogy of Relationships in Early Childhood

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.

Explain the ethical and professional attributes an...

Learning Outcome 01

Explain the ethical and professional attributes and responsibilities of the early childhood professional in their relationships with diverse families (APST 3.7, 4.4, 7.3, ACECQA B1, D1, D2, D3, D4, D5, E3, F3)
Relevant Graduate Capabilities: GC1, GC2, GC5, GC7

Reflect on understandings of neuroscience in the p...

Learning Outcome 02

Reflect on understandings of neuroscience in the purpose and processes for establishing effective communication to foster collaborative partnerships that supports continuity of the child’s learning (APST 6.4, 7.3, ACECQA A8, D1, D2, D3, D4, D5, E3)
Relevant Graduate Capabilities: GC1, GC2, GC4, GC6, GC9, GC10, GC11, GC12

Implement pedagogical practices that promote conti...

Learning Outcome 03

Implement pedagogical practices that promote continuity of care and learning ensuring inclusion for each child, particularly during transitions within and between early childhood education and school settings

Analyse the range of family supports available wit...

Learning Outcome 04

Analyse the range of family supports available within local, national and international contexts (APST 7.3; ACECQA D1, E3)
Relevant Graduate Capabilities: GC1, GC3, GC5, GC6, GC9

Content

Topics will include:

  • National and international perspectives on care and education in the early years 
  • Significance of partnerships and transitions in early childhood settings
  • Ethical and professional responsibilities of early childhood teachers
  • Australian Indigenous perspectives on care and education in the early years
  • Pedagogy of relationships, including relationships between child, family, and teacher within a quality, social justice and ethical framework
  • Communication and interpersonal skills for effective interactions in a range of contexts of care and education
  • Communication and Power
  • Theories and practices of early years pedagogy, creating quality care and learning environments and collaborative relationships with children, families, colleagues and communities
  • Supporting continuity of learning and development across early childhood settings and into school.

Assessment strategy and rationale

The assessment tasks in this unit are structured to support pre-service teachers in demonstrating their achievement of course learning outcomes and developing key graduate attributes. With a focus on professional relationships, the unit encourages pre-service teachers to build understanding and practical skills aligned with ACECQA criteria and the Australian Professional Standards for Teachers (Graduate level), particularly in engaging and communicating effectively with a wide range of stakeholders in early childhood education.

Assessment Task 1 involves writing a formal letter to a prospective employer, demonstrating knowledge of professional roles and responsibilities and their relevance to building effective relationships within approved learning frameworks. Assessment Task 2 builds on this by evaluating how these professional roles will be enacted in practice, including reflection on potential implications for early childhood teaching.

A range of assessment methods are used, aligned with the University’s requirements, to ensure that each learning outcome is meaningfully addressed and that pre-service teachers are supported in developing their professional competencies. To successfully complete the unit, pre-service teachers must: (a) submit all assessment tasks; (b) demonstrate achievement of each learning outcome; (c) attain at least 50% in Assessment Task 2; and (d) achieve a minimum overall grade of 50% for the unit.

Overview of assessments

Assessment Task 1: Letter to an Employer As part...

Assessment Task 1: Letter to an Employer

As part of your application for an Early Childhood Teacher position, provide a well-informed, personalised statement that reflects on your understanding of the pedagogy of relationships as outlined in approved learning frameworks and policy documents. The service values strong, collaborative partnerships with families and communities—particularly in supporting children with disabilities and families from first-generation immigrant backgrounds.

The letter should outline your emerging ethical and professional responsibilities in engaging with diverse families and demonstrate awareness of national and state policy frameworks (e.g., the Early Years Learning Framework, Early Childhood Australia Code of Ethics). Although this may be your first teaching role, reflect on the ethical and values-based considerations you’ve developed during your studies and how these shape your professional identity.

Include your perspectives on building effective partnerships, principles of respectful and inclusive communication, and your role within both existing and potential future collaborations between educators, families, and the community. Support your statement with evidence of reflective practice that illustrates your readiness to contribute meaningfully to a diverse early childhood learning environment.

Weighting

50%

Learning Outcomes LO1, LO2, LO3
Graduate Capabilities GC1, GC2, GC4, GC5, GC6, GC7, GC8, GC9, GC10, GC11, GC12
Standards APST(GA)3.7, APST(GA)4.4, APST(GA)6.4, APST(GA)7.3, ACECQA -A8, ACECQA -B1, ACECQA -D1, ACECQA -D2, ACECQA -D3, ACECQA -D4, ACECQA -D5, ACECQA -E3, ACECQA -F3

Assessment Task 2: Professional Relationship-base...

Assessment Task 2: Professional Relationship-based Scenario

Working in groups, you will be assigned a case scenario focused on a young child’s journey across various early childhood settings. Your task is to critically reflect on the child’s experiences and the transitions they encounter over time and across different contexts. Drawing on relevant literature from the unit and elements from approved learning frameworks (such as the EYLF), you will analyse the child’s situation through the lens of relational pedagogy.

Your group presentation should address the following components:

  • Justify the importance of establishing or strengthening ethical partnerships and effective communication with families and communities—particularly during key learning transitions.
  • Explain what actions need to occur and why, supported by theory and policy. Offer a clear, detailed vision of what strong relationships with families and communities look like in practice.
  • Clarify the role of the teacher in advocating for and supporting the child. Identify what needs to happen at institutional, community, and government levels to ensure continuity of care and learning.
  • Recommend inclusive pedagogical strategies that nurture ethical relationships and meet the child’s developmental, cultural, and social needs, with a strong emphasis on supporting successful transitions.


Weighting

50%

Learning Outcomes LO1, LO2, LO3, LO4
Graduate Capabilities GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC9, GC10, GC11, GC12
Standards APST(GA)3.7, APST(GA)4.4, APST(GA)6.4, APST(GA)7.3, ACECQA -A8, ACECQA -B1, ACECQA -D1, ACECQA -D2, ACECQA -D3, ACECQA -D4, ACECQA -D5, ACECQA -E3, ACECQA -F3

Learning and teaching strategy and rationale

The learning and teaching strategy for this unit emphasises relational pedagogy, reflective practice, and inclusive collaboration. Grounded in the United Nations Convention on the Rights of the Child and supported by neuroscience, it highlights the importance of responsive relationships for young children's development. Pre-service teachers will build knowledge of the diverse and evolving nature of Australian families and communities through engagement with ethical and policy frameworks, such as the Early Childhood Australia Code of Ethics.

Learning is scaffolded through a blend of delivery modes, including online and face-to-face engagement, to foster accessible, flexible participation. Weekly or intensive sessions will include interactive lectures, critical readings, and collaborative tutorials designed to promote peer learning and professional dialogue. Focused group discussions and seminar presentations support the development of communication skills, while guided reflection enhances pedagogical insight.

The unit also links theory to practice by encouraging pre-service teachers to draw from their professional experience placements, applying ethical and inclusive approaches to support children’s transitions and continuity of learning. A range of formative and summative assessments—such as reflections, discussions, and multimedia tasks—will progressively build knowledge and confidence. This strategy ensures pre-service teachers develop as reflective, relational, and community-connected early childhood professionals.

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

    Transitions and continuity of learning (including transition to school)

    Relevant Learning OutcomeLO2

  • Relating to Early Years Learning Framework

    Relevant Learning OutcomeLO1

  • Relating to

    Developing family and community partnerships

    Relevant Learning OutcomeLO1, LO2, LO4

  • Relating to

    Multicultural education

    Relevant Learning OutcomeLO1, LO2

  • Relating toAboriginal and Torres Strait Islander perspectives

    Relevant Learning OutcomeLO1, LO2

  • Relating to

    Socially inclusive practice

    Relevant Learning OutcomeLO1, LO2

  • Relating to

    Culture, diversity and inclusion

    Relevant Learning OutcomeLO1, LO2

  • Relating to

    Ethics and professional practice

    Relevant Learning OutcomeLO1, LO2, LO4

  • Relating to

    Educational leadership

    Relevant Learning OutcomeLO1

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 toDescribe a broad range of strategies for involving parents/carers in the educative process.

    Relevant Learning OutcomeLO1

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

    Relevant Learning OutcomeLO1

  • Relating toDemonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.

    Relevant Learning OutcomeLO2

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

    Relevant Learning OutcomeLO1, LO2, LO4

Representative texts and references

Recommended Texts and Documents

Australian Government Department of Education. (2022). Belonging, being and becoming: The Early Years Learning Framework for Australia (Version 2.0). https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdfYumpu+15Glarity+15

Fenech, M., & Ribarovski, J. (2020). Professional communication for early childhood educators: Interpersonal and workplace communication in everyday practice. South Melbourne, Vic: Oxford University Press https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991012963399302352

Early Childhood Australia. (2016). ECA Code of Ethics. https://www.earlychildhoodaustralia.org.au/our-publications/eca-code-ethics/

Recommended References

Cliffe, J., & Solvason, C. (2023). What is it that we still don’t get? –Relational pedagogy and why relationships and connections matter in early childhood. Power and Education, 15(3),259-273. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/p3lnct/cdi_crossref_primary_10_1177_17577438221124296

Dickerson, M. K., Fenech, M., & Stratigos, T. (2024). Emotional labour while working with        families: Potential affordances for supporting early childhood educators’ wellbeing. Contemporary Issues in Early Childhood, 14639491241252753.   https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/p3lnct/cdi_scopus_primary_2_s2_0_85192353317

Dockett, S., & Perry, B. (2020). Early years transitions. In A. Kilderry & B. Raban (Eds.), Strong Foundations: Evidence informing practice in early childhood education and care (pp. 268-281). ACER Press. https://doi.org/10.37517/978-1-74286-555-3_18

Early Learning Victoria. (n.d.). Continuity of learning and transitions policy. https://www.earlylearning.vic.gov.au/continuity-learning-and-transitions-policy

De Gioia, K., Farry, L., & Tytherleigh, N. (2020). Celebrating through relationships. Canberra: Early Childhood Australia. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013204449302352

Garvis, S., Harju-Luukkainen, H., & Phillipson, S. (Eds.). (2018). International perspectives on early childhood education. Vol. I: early childhood education in the 21st century (1st ed.). Routledge. https://doi.org/10.4324/9780203730553

Gonzalez-Mena, J., & Widmeyer Eyer, D. (2018). Infants, toddlers, and caregivers: A curriculum of respectful, responsive, relationship-based care and education (11th ed.). New York, NY: McGraw Hill Education. https://ebookcentral.proquest.com/lib/acu/detail.action?docID=6032748

Grace, R., Hodge, K., & McMahon, C. (Eds) 2022). Children, families and communities (5th ed.). South Melbourne, Vic: Oxford University Press. (2022 6th ed.) https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/13lm7d8/alma991013399942502352

Howard, J. (2020). Trauma-aware early childhood education and care. Canberra: Early Childhood Australia. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013030200502352

Srinivasan, P. (2019). Pookey, poory, power: An agentic powerformance. Contemporary Issues in Early Childhood, 20(2), 121–132.

Staines, J., & Scarlet, R. R. (Eds.). (2018). The Aboriginal Early Childhood Practice Guide. Erskineville, NSW: MultiVerse Publishing. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991012825496502352

Locations
Credit points
Year

Have a question?

We're available 9am–5pm AEDT,
Monday to Friday

If you’ve got a question, our AskACU team has you covered. You can search FAQs, text us, email, live chat, call – whatever works for you.

Live chat with us now

Chat to our team for real-time
answers to your questions.

Launch live chat

Visit our FAQs page

Find answers to some commonly
asked questions.

See our FAQs