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.
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 the ethical and professional attributes an...
Learning Outcome 01
Reflect on understandings of neuroscience in the p...
Learning Outcome 02
Implement pedagogical practices that promote conti...
Learning Outcome 03
Analyse the range of family supports available wit...
Learning Outcome 04
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.
50%
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
50%
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