Unit rationale, description and aim

The United Nations Convention on the Rights of the Child outlines the importance of strong and responsive relationships with young children in collaboration with educators, families and communities. Strong and responsive relationships are known to support children's brain development according to the understanding of neuroscience. The development of pedagogical approaches to foster these relationships in early childhood ensures improved outcomes for young children.

This unit enables early years educators to gain an understanding of the importance of families and the broader community in the care and education of young children. Students will explore relevant national and state Approved Learning Frameworks and documents such as the Early Childhood Australia Code of Ethics and their implications for authentic partnerships with families that ensure responsive care and education of young children from diverse communities. Skills in effective oral and written communication and reflective practice will be developed within this unit.

The aim of this unit is to explore the diverse, complex and changing nature of Australian families and communities and highlight the role of early childhood teachers in building collaborative relationships with children, educators, families and communities through pedagogical decision-making and communication.

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

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 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 in 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
Relevant Graduate Capabilities: GC1, GC2, GC5, GC6, GC8

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 including the pedagogy of listening, ethics of care, neuroscience, circle of security, and Pikler approach
  • Particular focus will be given to 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
  • Theories and practices of early years pedagogy, creating quality care and learning environments and collaborative relationships with children, families, colleagues and communities.

Assessment strategy and rationale

The assessment tasks allow pre-service teachers to demonstrate achievement against the course learning outcomes. This unit has a focus on developing understanding of the importance of establishing professional relationships and skills in practice. Engagement with the learning outcomes is needed to meet expectations of ACECQA criteria and the APST: Graduate level in communicating with a broad range of stakeholders in early childhood. In this unit the assessments focus on the essay outlining understanding of professional roles and responsibilities of effective relationships within Approved Learning Frameworks . This is followed by assessment of ways in which professional roles and responsibilities of effective relationships will be enacted and possible implications for practice.

A range of assessment procedures is used to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements.

Minimum Achievement Standards

The assessment tasks for this unit are designed to demonstrate 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%. In addition, assessment task 2 must achieve at least 50% to pass the unit.

Overview of assessments

Assessment Task 1: Essay Essay exploring and ref...

Assessment Task 1: Essay

Essay exploring and reflecting on the pedagogy of relationships as presented through Approved Learning Frameworks.

Weighting

50%

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

Assessment Task 2: Professional Relationship-base...

Assessment Task 2: Professional Relationship-based Scenario

  • Analysis - drawing on relevant literature and elements of Approved Learning Frameworks
  • Identify and reflect on implications for practice –i.e. pedagogy, neuroscience, teaching strategies, available resources, environments and interactions with children, colleagues, families, and communities, communication strategies
Weighting

50%

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

Learning and teaching strategy and rationale

In this unit, students will have the opportunity to deepen their understanding through critical reading assignments and interactive online lectures. Engagement will be facilitated through discussions and collaborative activities in tutorials, allowing pre-service teachers to rehearse key concepts and share insights with their peers. This approach aims to foster meaningful relationships between students and the lecturer, as well as among peers, creating a supportive online learning community. Professional communication skills will be enhanced through these discussions and collaborative exercises, ensuring that students are well-prepared for their future roles in early childhood education 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.

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 maybe 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, 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

    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

    Professional identity and development

    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 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

Representative texts and 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

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

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

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

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

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