Unit rationale, description and aim
Local and global attention is increasing on the importance of quality early childhood education and care (ECEC) and the critical role of teachers in achieving positive outcomes. Early childhood teachers (ECTs) must respond to evolving national, state, and local policies, requiring adaptability across diverse educational contexts. Pre-service teachers encounter competing expectations within policy frameworks, shaping their professional identity as ECTs.
This unit introduces pre-service teachers to the complexities of the ECT role, strengthening their professional capabilities and leadership in early learning settings. It emphasizes the importance of understanding relevant legislation to advocate for social justice, inclusivity, and the diverse cultural, religious, and social backgrounds of children. Building on prior early childhood studies, pre-service teachers will learn to foster positive learning environments through meaningful collaboration with professionals, children, families, and communities.
They will also develop professional learning strategies and create resources to support inclusive practices. This unit aims to foster critical reflection on social and cultural contexts, preparing pre-service teachers to effectively respond to the needs of all children, especially those with diverse abilities or backgrounds.
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.
Critically examine the complexity of the social an...
Learning Outcome 01
Explain the nature and importance of professional ...
Learning Outcome 02
Critically reflect on the professional roles, resp...
Learning Outcome 03
Create a resource portfolio including a profession...
Learning Outcome 04
Content
Topics will include:
- Professionalism for supporting diverse children and families
- Inclusion and diverse learning in communities
- Critical reflections, philosophies, and professional learning
- Nature and importance of professional advocacy
- Leadership of learning environments in early childhood
- Teacher professional identity constructions
- Transdisciplinary approaches
- Communication with diverse learning communities
- Organising and Planning Learning Environments
Assessment strategy and rationale
This unit comprises two assessment tasks, each designed to align with the unit’s learning outcomes and support the development of graduate attributes in accordance with University assessment standards. Completion and submission of both tasks are mandatory. The assessments are scaffolded to progressively integrate key learning outcomes, theoretical frameworks, and pedagogical and philosophical approaches into the development of professional identity and educational resources.
Reflective practice and critical analysis of the learning outcomes occur throughout the teaching and learning sequence and are utilised for the construction of assessment items. All assessment items in this unit align with the ACU policies and procedures for AI use.
To pass this unit, pre-servcie teachers are required to: a) submit all assessment tasks, b) demonstrate achievement of every learning outcome, c) achieve a pass (50%) or better for Assessment Task 1 or Assessment Task 2 and d) achieve minimum overall passing grade of 50% for the unit.
Overview of assessments
Assessment Task 1: ePortfolio Develop an ePortfo...
Assessment Task 1: ePortfolio
Develop an ePortfolio that includes a centre philosophy and a reflective practice statement incorporating key concepts from this unit.
Pre-service teachers' reflection should consider how children’s learning outcomes are shaped by their diverse social and cultural contexts, families, and learning environments. Include multiple stakeholder perspectives and demonstrate how effective communication strategies support collaboration across early childhood learning communities, such as leadership, educators, children, families, community members, regulatory bodies, and transdisciplinary professionals.
The statement should highlight the significance of professional advocacy, leadership responsibilities, compliance with legislative requirements, and the collaborative role of early childhood teachers in fostering positive, inclusive, and well-managed educational settings.
50%
Assessment Task 2: Professional Learning Plan and...
Assessment Task 2: Professional Learning Plan and Resource Portfolio
Pre-service teachers are required to create a professional learning plan and a resource portfolio to support their development as early childhood educators. The submission will take the form of an ePortfolio, aligned with the Graduate level of the Australian Professional Standards for Teachers.
The ePortfolio must include a reflective statement and critical analysis explaining the relevance and intended use of each portfolio component. This reflection should be informed by contemporary research literature that justifies the selection of strategies represented in the portfolio.
The analysis should demonstrate what the pre-service teacher has learned about professional identity during the unit and provide a rationale for the inclusion of each portfolio element. It must reference both the selected resources and the scholarly literature that supported their professional growth and informed their decision-making process.
50%
Learning and teaching strategy and rationale
This unit adopts a blended teaching approach, integrating inquiry-based learning, reflective practice, and collaboration. Pre-service teachers will explore the evolving role of early childhood teachers (ECTs) through case studies, dialogic teaching, and real-world scenarios. Workshops and tutorials foster critical discussion on legislation, inclusive practices, and advocacy, while digital platforms support professional ePortfolio development aligned with the Australian Professional Standards for Teachers (Graduate level).
Learning is scaffolded to build confidence in creating inclusive environments. Emphasis is placed on connecting theory to practice, enabling pre-service teachers to construct their professional identity through reflection, collaboration, and practical resource development.
This strategy responds to the increasing complexity of early childhood education, locally and globally. It equips pre-service teachers to navigate policy demands, engage with diverse communities, and champion equity in learning. Critical reflection deepens their understanding of how social and cultural contexts affect children’s experiences and outcomes.
Collaborative, inquiry-driven methods empower pre-service teachers to apply knowledge meaningfully and develop leadership capabilities. The approach aligns with graduate attributes and the University’s commitment to social justice, inclusion, and professional integrity.
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
Guiding behaviour/engaging young learners
Relevant Learning OutcomeLO3, LO4
Relating to
Developing family and community partnerships
Relevant Learning OutcomeLO1, LO4
Relating to
Multicultural education
Relevant Learning OutcomeLO1, LO4
Relating toAboriginal and Torres Strait Islander perspectives
Relevant Learning OutcomeLO1, LO4
Relating to
Socially inclusive practice
Relevant Learning OutcomeLO1, LO4
Relating to
Culture, diversity and inclusion
Relevant Learning OutcomeLO1
Relating to
Historical and comparative perspectives
Relevant Learning OutcomeLO1
Relating to
Ethics and professional practice
Relevant Learning OutcomeLO1, LO2, LO3
Relating to
Educational leadership
Relevant Learning OutcomeLO2, LO3, LO4
Relating to
Management and administration
Relevant Learning OutcomeLO3
Relating to
Professional identity and development
Relevant Learning OutcomeLO3
Relating to
Advocacy
Relevant Learning OutcomeLO2, LO3
Relating to
Research
Relevant Learning OutcomeLO3
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 broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
Relevant Learning OutcomeLO3
Relating toDemonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
Relevant Learning OutcomeLO1, LO4
Relating toDemonstrate a range of verbal and non-verbal communication strategies to support student engagement.
Relevant Learning OutcomeLO4
Relating toDemonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
Relevant Learning OutcomeLO1, LO3
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 OutcomeLO1, LO3
Relating toDemonstrate knowledge of practical approaches to manage challenging behaviour.
Relevant Learning OutcomeLO3
Relating toDescribe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
Relevant Learning OutcomeLO3
Relating toDemonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
Relevant Learning OutcomeLO2, LO3, LO4
Relating toUnderstand the relevant and appropriate sources of professional learning for teachers.
Relevant Learning OutcomeLO1, LO3, LO4
Relating toDemonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
Relevant Learning OutcomeLO4
Relating toUnderstand and apply the key principles described in codes of ethics and conduct for the teaching profession.
Relevant Learning OutcomeLO2
Relating toUnderstand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
Relevant Learning OutcomeLO2, LO3
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 OutcomeLO2
Representative texts and references
Recommended Text and Documents
Clark, A. (2023). Slow knowledge and the unhurried child: Time for slow pedagogies in early childhood education. Routledge. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013329879202352
Cologon, K., & Mevawalla, Z. (2023). Inclusive education in the early years: Right from the start (2nd ed.). Oxford University Press. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013402189802352
Eaude, T. (2021). Identity, culture and belonging: Educating young children for a changing world. Bloomsbury. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013227349802352
Recommended References
Arndt, S., Smith, K., Urban, M., Ellegaard, T., Blue Swadener, B., & Murray, C. (2021). Reconceptualising and (re)forming early childhood professional identities: Ongoing transnational policy discussions. Policy Futures in Education, 19(4), 406–423. https://doi.org/10.1177/1478210320976015
Ewing, R., & Kervin, L. (2023). Teaching: Dilemmas, challenges and opportunities (7th ed.). Cengage Learning Australia. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013428548002352
Feeney, S., Moravcik, E., Nolte, S. (2022). Who am I in the lives of children?: An introduction to early childhood education (12th ed.). Boston: Pearson. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/13lm7d8/alma991013349848902352
Grace, R., Bowes, J., & Woodrow, C. (Eds) (2022). Children, families and communities (6th ed.). Oxford University Press. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/13lm7d8/alma991013399942502352
Hanhikoski, E., & Sevón, E. (2024). Early childhood education and care teachers’ narratives of their professional identity. Journal of Early Childhood Education Research, 13(2), 55–77. https://doi.org/10.58955/jecer.129076
Mevawalla, Z., & Archer, N. (2022). Advocacy and activism in early childhood. In Oxford Bibliographies Online https://doi.org/10.1093/OBO/9780199756810-0291
Olsen, A. K. V., Kjær, I. G. H., & Spieler, K. S. (2024). Predictors of professional identity among early childhood teacher students. Education Sciences, 14(6), 589-. https://doi.org/10.3390/educsci14060589
Schmit, C. (2020). Advocacy for early childhood educators: Speaking up for your students, your colleagues, and yourself. Routledge. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013089767602352
UNESCO. (2023). Promoting quality inclusion in early childhood care and education. United Nations Educational, Scientific and Cultural Organization. https://wrap.warwick.ac.uk/id/eprint/183898/1/WRAP-unesco-report-2024.pdf
Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F., & Shepherd, W. (2024). Leadership: Contexts and complexities in early childhood education (3rd ed.). Oxford University Press. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/13lm7d8/alma991013343346302352