Unit rationale, description and aim
A curriculum emphasizing the holistic development of the child, including social and emotional competence, is fundamental to cultivating future citizens capable of contributing effectively to their communities.
Pre-service teachers develop the capacity to promote positive social and emotional competence in young learners. Knowledge and skills for engaging diverse families and communities in the learning process will be identified, with particular attention given to Aboriginal and Torres Strait Islander families. Consideration is given to sociocultural understandings, enabling effective transitions for learners across learning contexts, from home to early childhood settings, and to formal schooling.
This unit examines learners developing social and emotional competence and strategies for supporting and guiding their learning. Pre-service teachers will explore crucial aspects of competency in emotional literacy, empathy, resilience, friendship, communication, and interpersonal problem–solving skills. Links are made between the development of social and emotional competence and a child’s long–term well-being. Students examine methods of responding to young learners’ behaviour to develop effective strategies for guiding their behaviour in group settings and alongside families.
The aim of this unit is to build pre-service teachers’ professional knowledge, value and skills in supporting learners’ social and emotional competence and well-being in early childhood contexts
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.
Explain of a range of theoretical perspectives to ...
Learning Outcome 01
Demonstrate an informed understanding of the meani...
Learning Outcome 02
Apply a critical awareness of educational contexts...
Learning Outcome 03
Formulate knowledge and skills to engage diverse f...
Learning Outcome 04
Implement a range of teaching strategies to assist...
Learning Outcome 05
Content
Topics will include:
- Frameworks for analysing educational contexts using philosophical and sociological discourse
- ECEC philosophical, historical and contemporary perspectives and theories (e.g. Bronfenbrenner, Comenius, Locke, Rousseau, Pestalozzi, Froebel, Montessori, Steiner, Isaacs, Dewey, High Scope, Reggio Emilia)
- Professional attributes, roles and responsibilities of the early childhood teacher
- Political, economic, cultural and social factors in relation to learners, families and ECEC
- Multiple perspectives on young children’s learning and development in a diverse world, including trauma-informed practice
- Ecologies of childhood: past, present and future perspectives
- The changing nature of families in Australia and in international contexts
- Philosophical and socio-cultural impacts on curriculum (including Aboriginal and Torres Strait Islander perspectives)
- Social class, gender, race and ethnicity (including perspectives that influence Aboriginal and Torres Strait Islander learners)
- Research-informed contemporary perspectives relevant to social competence - attachment, temperament, self-concept, self-regulation, pro-social behaviours, atypical development and behaviours, social and emotional literacy
- Neuroscience, cultural and family studies research, pertaining to social competence
- National and international issues, policy directions and developments making links to the relevant national and state curriculum documents
- Child protection and protective behaviours
- Ethical and professional issues
- Including young children as learners, active participants and/or decision-makers in matters concerning their social and emotional competence
- Designing, implementing and evaluating learning experiences
- Transitions across contexts, including home to ECEC and ECEC to formal school
- Diversity and equity principles - gender, culture, language, ability, and socio-economic status
- Implications for pedagogy and professional practice
Assessment strategy and rationale
This unit includes two assessment tasks designed to meet the unit learning outcomes and develop graduate attributes consistent with the University’s assessment requirements. Students are required to complete both assessment tasks.
Assessment Task 1: “Individual Learning Investigations” promotes critical reflection on educational issues and policies, allowing students to understand their significance and impact on learners and their families. By identifying implications for practice and referencing approved learning frameworks, students are better equipped to implement effective strategies in educational settings.
Assessment Task 2: “Individual - Observe, Plan, Implement, and Evaluate” emphasises the practical application of theoretical knowledge and requires well-synthesised academic literature to support planning. By incorporating diverse individual contexts—such as Indigenous learners and those with disabilities—students develop inclusive and responsive educational practices.
Minimum Achievement Standards
The assessment tasks for this unit are designed to demonstrate the achievement of each learning outcome. To pass this unit, students are required to submit all assessment tasks, meet the learning outcomes, and achieve a minimum overall passing grade of 50%.
Overview of assessments
Assessment Task 1: Individual Learning Investigat...
Assessment Task 1: Individual Learning Investigations
In this assessment task, students are required to:
- Select a scenario from those provided
- Use the tenets of modern and postmodern education and theories of education to analyse and reflect upon issues/policies in education and the significance and impact on changing the dynamics for learners and their education, considering their families and communities.
- Identify implications for practice by referring to approved learning frameworks
40%
Assessment Task 2: Individual-Observe, Plan, Impl...
Assessment Task 2: Individual-Observe, Plan, Implement and Evaluate
In this assessment task, students are to use observations and analysis in an observe, plan, implement and evaluate cycle. Using the scenario from assessment task 1, students are required to:
1) identify issues of concern with a focus on supporting social and emotional competence
This section must include well-synthesised academic literature
2) plan experiences to support these identified areas:
a) two individual plans
b) two group plans
c) in addition to this submit a one-page summary that includes all shareable resources from both individual and group plans.
Where possible efforts should be made to include a range of individual contexts (e.g. Indigenous learners, learners with disabilities, learners who are gifted and/or learners who have English as an additional language).
60%
Learning and teaching strategy and rationale
This is a 10-credit point unit. Students should anticipate undertaking 150 hours of study in total across the semester for this unit. This may involve a combination of face-to-face, online and multi-mode delivery, on a weekly basis across a semester or in intensive mode. Students should expect to participate in a range of the following: online engagement, lectures, tutorials, seminar presentations and/or group discussions, both synchronous and asynchronous, self-directed study activities and assessment tasks. Some participation in appropriate educational settings may be required. The unit delivery will consist of a digital core with the expectation of students working with these materials for a minimum of two hours or equivalent each week. There will be an opportunity for the content to be applied in the professional experience program and students will draw on the ethical, theoretical and practical considerations of this unit for their professional practice.
To achieve a passing standard in this unit, a range of assessment procedures will be used to meet the unit learning outcomes and develop graduate attributes consistent with the university’s assessment requirements. Such procedures may include, but are not limited to, reading, reflection, discussion, webinars, podcasts, videos etc.
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 OutcomeLO3
Relating to
Social and emotional development
Relevant Learning OutcomeLO1, LO4, LO5
Relating to
Early intervention
Relevant Learning OutcomeLO3
Relating to
Diversity, difference and inclusivity
Relevant Learning OutcomeLO2, LO3
Relating to
Learners with special/additional needs
Relevant Learning OutcomeLO2, LO3, LO4
Relating to
Transitions and continuity of learning (including transition to school)
Relevant Learning OutcomeLO4
Relating to Early Years Learning Framework
Relevant Learning OutcomeLO5
Relating to
The Australian curriculum
Relevant Learning OutcomeLO5
Relating to
Social and environmental education
Relevant Learning OutcomeLO5
Relating to
Alternative pedagogies and curriculum approaches
Relevant Learning OutcomeLO5
Relating to
Guiding behaviour/engaging young learners
Relevant Learning OutcomeLO1, LO2
Relating to
Children with diverse needs and backgrounds
Relevant Learning OutcomeLO2, LO4
Relating to
Developing family and community partnerships
Relevant Learning OutcomeLO2, LO4
Relating to
Multicultural education
Relevant Learning OutcomeLO2, LO4
Relating toAboriginal and Torres Strait Islander perspectives
Relevant Learning OutcomeLO4
Relating to
Socially inclusive practice
Relevant Learning OutcomeLO4
Relating to
Culture, diversity and inclusion
Relevant Learning OutcomeLO2, LO4
Relating to
Historical and comparative perspectives
Relevant Learning OutcomeLO2, LO5
Relating to
Contemporary theories and practice
Relevant Learning OutcomeLO2
Relating to
Ethics and professional practice
Relevant Learning OutcomeLO3, LO5
Relating to
Early childhood professional practice
Relevant Learning OutcomeLO5
Relating to
Educational leadership
Relevant Learning OutcomeLO5
Relating to
Management and administration
Relevant Learning OutcomeLO5
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 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
Relating toDescribe a broad range of strategies for involving parents/carers in the educative process.
Relevant Learning OutcomeLO4
Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.
Relevant Learning OutcomeLO4, LO5
Relating toDemonstrate the capacity to organise classroom activities and provide clear directions.
Relevant Learning OutcomeLO5
Relating toDemonstrate knowledge of practical approaches to manage challenging behaviour.
Relevant Learning OutcomeLO2
Relating toDescribe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
Relevant Learning OutcomeLO1, LO3
Relating toDemonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
Relevant Learning OutcomeLO4
Relating toUnderstand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
Relevant Learning OutcomeLO3, LO4
Relating toUnderstand strategies for working effectively, sensitively and confidentially with parents/carers.
Relevant Learning OutcomeLO4
Relating toUnderstand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
Relevant Learning OutcomeLO4
Representative texts and references
Required text(s)
Australian Curriculum https://www.australiancurriculum.edu.au/
Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au
Australian Children’s Education and Care Quality Authority. Early Years Learning Framework https://www.acecqa.gov.au/acecqa-approved-learning-frameworks-version-2.0-communications-toolkit
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.
Recommended references
Fleer, M. (2018).Child development in educational settings. Cambridge University Press. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991012796266002352
McLean, K., Lake, G., Wild, M., Licandro, U., & Evangelou, M. (2023). Perspectives of play and play-based learning: What do adults think play is?. Australasian Journal of Early Childhood, 48(1), 5-17. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/p3lnct/cdi_rmit_apaft_search_informit_org_doi_10_3316_informit_921394760688646
Raban, B., & Margetts, K. (2024). Early Years Learning Framework in Practice (3rd ed.). Teaching Solutions: Albert Park. (Title in Library Search: The early years learning framework in practice : a handbook for educators and families) https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013435149902352
Mentha, S., Page, J., & Young, S. (2022). Play-based learning and intentionality. Early Childhood Australia. Canberra. Seems to be a professional publication we don’t have from https://www.earlychildhoodaustralia.org.au/
Fleer, M. (2018). Intentional teaching of cultural competence in play-based settings: a cultural-historical view. A Research in Practice Series Title. Early Childhood Australia. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991012817100202352
Grace, R., Hodge, K., & McMahon, C. (Eds) (2017). Children, families and communities (5th ed.). Oxford University Press.
Gonzalez Mena J. (2017). Child, family, and community: Family-centered early care education (7th ed.).Merrill Publishing Company.
Kaiser, B., & Rasminsky, J. (2017). Challenging behaviour in young children: Understanding, preventing, and responding effectively (4th ed). Pearson.
Kostelnik, M. J. (2018). Guiding children's social development and learning (9th ed.).Cengage.
Linke, P. (2018). Helping children with difficult things. A research in practice. Early Childhood Australia. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991012798800402352
LoBue, V., Pérez-Edgar, K., & Buss, K. (Eds). (2019). Handbook of emotional development. Springer International https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991012907849502352
Morris, A., & Williamson, A. (2018). Building early social and emotional relationships with infants and toddlers integrating research and practice. Springer International https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991012859368902352
Porter, L. (2016). Young children’s behaviour: Practical approaches for caregivers and teachers. Elsevier.
Yang, W., Tesar, M., & Li, H. (2022). Childhood, curriculum, and culture in diverse contexts. ECNU Review of Education, 5(2), 209-218. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/p3lnct/cdi_sage_journals_10_1177_20965311221092039
Yang, W., Xu, P., Liu, H., & Li, H. (2022). Neoliberalism and sociocultural specificities: A discourse analysis of early childhood curriculum policies in Australia, China, New Zealand, and Singapore. Early Child Development and Care, 192(2), 203-219. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/p3lnct/cdi_crossref_primary_10_1080_03004430_2020_1754210
Open Textbooks:
Accendere, A., Mantell, B., Cody, C., Aston, C., Byrne, C., Kennedy, S., Hart, S., Kendall, S., Kallman, S., Matthews, L., Dooley, R., Loosemore, N., Hunt, J., Sinclair, I., Higgs, M., Butler, G., & Dyer, S.(2020). Gems and nuggets: multicultural education for young children. University of Southern Queensland. https:/doi.org/10.26192/q5y4z
Carter, S., & Andersen, C. (2019). Wellbeing in Educational Contexts. University of Southern Queensland. https:/doi.org/10.26192/q56z1
McLean, H. T., Barratt, V., Mason, T., Deacon, T., Shahab, S., Trewick, R., Pona, R., Holmes, R., Rousseau, N., Barden, K., Walsh, K., McCarron, H., McEwan, C., Parker, B., Gale, A., & Mikkelsen, B.(2021). Hidden Treasures: Intercultural resources for early years educators. University of Southern Queensland. https:/doi.org/10.26192/q6858