Unit rationale, description and aim

In this unit, pre-service teachers will investigate ways in which learning environments enable children’s learning, development and wellbeing. The diversity of children and the range of ECEC settings they experience will be investigated as part of a broad range of strategies needed by early childhood teachers for developing and maintaining positive environments. A variety of perspectives will be used to support pre-service teachers to understand children’s behaviour.  Pre-service teachers will develop and analyse approaches which build engaging and positive environments for learning and which support positive behaviours. This unit will support them in recognising the role that intentional teaching and engaging learning environments play in supporting children’s learning and promoting positive behaviours.  Children’s social and emotional competence, resilience, positive sense of self, and sense of well-being will be considered

The aim of this unit is to assist pre-service teachers to develop strategies and practical approaches that lead to positive outcomes for the diverse range of learners who participate in ECEC, including learners with diverse learning needs and backgrounds, trauma-informed practices and Aboriginal ways of learning. The multiple requirements of policies, curriculum documents and relevant legislation will be addressed.

2026 10

Campus offering

No unit offerings are currently available for this unit.

Incompatible

EDAC316 Positive Environments for Learning and Development

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.

Model theoretical perspectives about children and ...

Learning Outcome 01

Model theoretical perspectives about children and their learning, and critically analyse how these influence approaches to the provision of positive learning environments including guiding children’s behaviour in early childhood (APST 4.1, 4.3; ACECQA A3, A5, B1, B2, B6, B8, C3, C4, C5, E1, E2)
Relevant Graduate Capabilities: GC1, GC4, GC7, GC10, GC11, GC12

Reflect on the process of collaboration to effecti...

Learning Outcome 02

Reflect on the process of collaboration to effectively plan, develop and reflect on examples of positive environments for learning and development (APST 4.1, 4.3; ACECQA A1, A3, B1, B2, B9, C3, C4, C5, E3)
Relevant Graduate Capabilities: GC1, GC3, GC4, GC5, GC6, GC7, GC8, GC10, GC11, GC12

Connect features of effective early childhood educ...

Learning Outcome 03

Connect features of effective early childhood education environments to underlying curriculum and pedagogical principles and concepts, and discuss how these may promote positive engagement of learners in various/varying early childhood settings (APST 1.1; 4.1, 4.3, 4.4; ACECQA A3, A5, B1, B2, B9, C1, C3, C4, C5)
Relevant Graduate Capabilities: GC1, GC3, GC4, GC5, GC9, GC11, GC12

Analyse systems, curriculum, regulatory and legisl...

Learning Outcome 04

Analyse systems, curriculum, regulatory and legislative requirements teachers work with as they plan for, negotiate and sustain positive environments for learning and development (APST 4.4, 7.2; ACECQA B1, B2, B9, C4, C5, F2)
Relevant Graduate Capabilities: GC1, GC2, GC4, GC5, GC6, GC7, GC8, GC10, GC11

Justify intentional teaching strategies that promo...

Learning Outcome 05

Justify intentional teaching strategies that promote children’s social and emotional competence, resilience, positive sense of self, and sense of wellbeing. Recognise the ways in which these need to be adapted to engage learners with diverse learning needs and backgrounds, including trauma-informed practices. (APST 3.3, 4.1, 4.3; ACECQA A3, A4, A5, A6, B1, B2, C1, C3, C4, C5, E3)
Relevant Graduate Capabilities: GC1, GC2, GC3, GC4, GC5, GC6, GC11

Content

Topics will include:

  • Theoretical perspectives about children have influenced, and continue to influence, approaches to create positive learning environments to support children’s learning, development and wellbeing, including their behaviour in ECEC settings.
  • Environments for learning and development may have positive and negative impacts on children's behaviour and need to be planned, monitored and sustained in order to be effective.
  • Policy, curriculum, regulations and legislation shape teachers’ decisions regarding the creation of positive learning environments,  fostering learners’ engagement within the educational setting.
  • Consideration of the ethical, philosophical and cultural beliefs that underpin teachers’ understandings and expectations regarding children's behaviour.
  • Young children are capable of building a growing awareness of their social and emotional competence, resilience, sense of self and well-being.
  • Young children’s contribution to the creation of positive environments for learning and development.
  • The a need for intentional teaching strategies to be differentiated in order to create positive environments for learning and development.
  • The provision of positive learning environments that support diversity and inclusion for a range of learners, recognising the ways in which these need to be adapted to engage learners with diverse learning needs and backgrounds, including trauma-informed practices and Aboriginal ways of learning.
  • The role of collaboration is to effectively plan, develop and reflect on examples of positive environments for learning and development.

Assessment strategy and rationale

This unit includes three assessment tasks which are designed to meet the unit learning outcomes and develop graduate capabilities consistent with the University’s assessment requirements. Students are required to complete both assessment tasks. The first assessment task asks students to work collaboratively (LO2) to demonstrate understanding of the unit literature, theory and curriculum documents. The second assessment scaffolds from the theory and curriculum into a critical analysis of the issues relating to creating positive environments to foster learning and development.

On completion of this unit, students should have developed their understanding of theories to create environments that support learning engagement and positive behaviours. Whilst reviewing the positive behaviour support framework, students will gain an appreciation that there are multiple considerations when creating a positive learning environment and supporting children’s positive behaviour.

Minimum Achievement Standards

The assessment tasks for this unit are designed to demonstrate the achievement of each learning outcome.

In order to pass this unit, students are required to submit all assessment tasks, meet the learning outcomes of the unit and achieve a minimum overall passing grade of 50%.

Overview of assessments

Assessment Task 1: Presentation Students work to...

Assessment Task 1: Presentation

Students work together to present elements of a positive environment to support learning and development for specified groups including birth-2 years or 3-5 years. They will demonstrate the following key elements:

·    Practical components of the environment

·    Ways to plan for and implement these components

·    Aspects of positive behaviour these components will support

·    Ways these components will support/allow for intentional teaching

Make connections with theoretical perspectives and approved learning frameworks. Individually reflect on the collaborative process and its role in the development of professional practice.

Weighting

40%

Learning Outcomes LO1, LO2, LO3
Graduate Capabilities GC1, GC3, GC4, GC5, GC6, GC7, GC8, GC10, GC11, GC12
Standards ACECQA -A1, ACECQA -A3, ACECQA -A5, ACECQA -B1, ACECQA -B2, ACECQA -B6, ACECQA -B8, ACECQA -B9, ACECQA -C1, ACECQA -C3, ACECQA -C4, ACECQA -C5, ACECQA -E1, ACECQA -E2, ACECQA -E3, APST(GA)1.1, APST(GA)3.3, APST(GA)4.1, APST(GA)4.3, APST(GA)4.4

Assessment Task 2 :  Case study, portfolio o...

Assessment Task 2:  Case study, portfolio of photographs and analysis of an early childhood learning and teaching environment.

Students develop a case study of an early childhood learning and teaching environment, discussing the implementation of theory into practice. The portfolio of photographs will include a minimum of five photographic resources that capture features of the physical learning environment. Students additionally gather data from other artifacts (e.g., diagrams, floor and playground plans, descriptions, interviews, observations, and/or policy documents) that support the case study.

Students are to consider the ways educators collaborate to support children’s:

·     social-emotional learning including pro-social skills

·     diverse learning needs and backgrounds

·     learning, development and wellbeing

Students analyse and justify the photographs and artefacts  to discuss and critically reflect on ways teachers may connect theory, literature and practice to construct positive learning environments that support children's learning,  development and wellbeing

Students may undertake this case study at their practicum site or design a fictional scenario.

Weighting

60%

Learning Outcomes LO1, LO3, LO4, LO5
Graduate Capabilities GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC11, GC12
Standards ACECQA -A1, ACECQA -A3, ACECQA -A4, ACECQA -A5, ACECQA -A6, ACECQA -B1, ACECQA -B2, ACECQA -B6, ACECQA -B8, ACECQA -B9, ACECQA -C1, ACECQA -C3, ACECQA -C4, ACECQA -C5, ACECQA -E1, ACECQA -E2, ACECQA -E3, ACECQA -F2, APST(GA)1.1, APST(GA)3.3, APST(GA)4.1, APST(GA)4.3, APST(GA)4.4, APST(GA)7.2

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. These activities are intended to support pre-service teacher engagement with content and provide opportunities for building knowledgea and understanding with peers. 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.

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, video 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 OutcomeLO2

  • Relating to

    Social and emotional development

    Relevant Learning OutcomeLO1, LO2, LO3, LO5

  • Relating to

    Child health, wellbeing and safety

    Relevant Learning OutcomeLO5

  • Relating to

    Early intervention

    Relevant Learning OutcomeLO1, LO3, LO5

  • Relating to

    Diversity, difference and inclusivity

    Relevant Learning OutcomeLO5

  • Relating to Early Years Learning Framework

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    The Australian curriculum

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Social and environmental education

    Relevant Learning OutcomeLO1

  • Relating to

    Physical and health education

    Relevant Learning OutcomeLO1

  • Relating to

    Curriculum planning, programming and evaluation

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating to

    Alternative pedagogies and curriculum approaches

    Relevant Learning OutcomeLO3, LO5

  • Relating to

    Guiding behaviour/engaging young learners

    Relevant Learning OutcomeLO1, LO2, LO3, LO5

  • Relating to

    Teaching methods and strategies

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Children with diverse needs and backgrounds

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Historical and comparative perspectives

    Relevant Learning OutcomeLO1

  • Relating to

    Contemporary theories and practice

    Relevant Learning OutcomeLO1

  • Relating to

    Ethics and professional practice

    Relevant Learning OutcomeLO2, LO5

  • Relating to

    Management and administration

    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 OutcomeLO3

  • Relating toInclude a range of teaching strategies.

    Relevant Learning OutcomeLO5

  • Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.

    Relevant Learning OutcomeLO1, LO2, LO3, LO5

  • Relating toDemonstrate knowledge of practical approaches to manage challenging behaviour.

    Relevant Learning OutcomeLO1, LO2, LO3, LO5

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

    Relevant Learning OutcomeLO3, LO4

  • Relating toUnderstand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.

    Relevant Learning OutcomeLO4

Representative texts and references

Recommended text:

Porter, L. (2020). Young children’s behaviour: Guidance approaches for early childhood educators (4th ed.). Routledge. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013030867302352

Other references:

Alexander, J. (2019). Building trauma-sensitive schools: your guide to creating safe, supportive learning environments for all students (1st ed.). Paul H. Brookes Publishing Co. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013020556602352

Australian Government Department of Education. (2022). Belonging, being and becoming - the early years learning framework for Australia. Department of Education and Training.  https://www.education.gov.au/early-childhood/national-quality-framework/approved-learning-frameworks

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2021). Programming and planning in early childhood settings (8th ed.).  Cengage. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/13lm7d8/alma991013049599702352

Bullard. J. (2017). Creating environments for learning: Birth to age eight (3rd ed.). Pearson. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/13lm7d8/alma991013435248702352

Churchill, R. et al. (2018). Teaching: Making a difference (4th ed.).John Wiley and Sons. (2022): https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/13lm7d8/alma991013168586902352

Curtis, D. & Carter, M. (2015). Designs for living and learning: Transforming early childhood environments (2nd Ed.). Redleaf Press. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/13lm7d8/alma991012641899702352Ewing, R., Kervin, L., Glass, C., Gobby, B., Le Cornu, R., & Groundwater-Smith, S. (2019). Teaching: Dilemmas, challenges and opportunities (6th ed.). South Cengage Learning Australia. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991012963399402352

Feeney, S., Moravick, E., & Nolte, S. (2023). Who am I in the lives of young children?: An introduction to early childhood education (12th ed). Pearson. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/13lm7d8/alma991013349848902352

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

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

Johnson, L. (2019). Going to scale: Exploring implementation of positive behaviour intervention and supports within and across different types of early childhood programmes. Early Child Development and Care, 189(4), 523-540. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/p3lnct/cdi_webofscience_primary_000458552700001

Kaiser, B., & Rasminsky, J. (2017). Challenging behaviour in young children: Understanding, preventing, and responding effectively (4th ed). Pearson. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/13lm7d8/alma991012720299702352

Knauf, H. (2019). Visual environmental scale: Analysing the early childhood education environment. Early Childhood Education Journal, 47(1), 43-51. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/p3lnct/cdi_scopus_primary_2_s2_0_85052058456

Little, H., Elliott, S., & Wyver, S. (2017). Outdoor learning environments: Spaces for exploration, discovery and risk-taking in the early years.Allen and Unwin https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991012935791402352

Nicholson, J., Perez, L., & Kurtz, J. (2019). Trauma-informed practices for early childhood educators: Relationship-based approaches that support healing and build resilience in young children. Routledge. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013089749102352

Open Textbooks:

Budzyna, D., Buckley, D. The whole child: Development in Early Years. https://rotel.pressbooks.pub/whole-child/

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