Unit rationale, description and aim
Well–designed learning environments that are engaging, inclusive and safe promote the achievement of positive learning outcomes. Teachers must be able to develop appropriate strategies and apply effective practices to create positive and nurturing learning environments that respectfully meet learners’ needs and foster their holistic development.
In this unit, pre-service teachers will examine contemporary research, policies and key theories on the role and creation of a positive learning environment, understanding and guidance of young learners’ behaviours for play, learning and development, within educational settings. They will explore a range of strategies to support behaviours that alert teachers to unmet needs and promote pro-social behaviours through the plan and implementation of positive and engaging learning environments. Pre-service teachers will apply these to the critical analysis of real-world case studies. They will synthesise theories, policies and practices to develop a holistic approach to building positive learning environments.
The aim of this unit is to assist pre-service teachers in creating and maintaining positive learning environments that engage young learners and to explore research-based and effective strategies for fostering pro-social behaviours and building positive relationships with children.
These skills will be applied during a 15–day professional experience placement.
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.
Describe and explain a range of effective and incl...
Learning Outcome 01
Analyse and compare key theories, policies, and Ap...
Learning Outcome 02
Describe and utilise a range of practical strategi...
Learning Outcome 03
Synthesise key theories and relevant policies to d...
Learning Outcome 04
Complete a successful professional experience in a...
Learning Outcome 05
Content
Topics will include:
- Contemporary research and theories relating to developing positive early learning environments
- Various aspects of early learning environments, e.g. temporal, social-emotional, and physical environment
- The role of the learning environment in children’s development
- The impact of changing technologies and social media in the life of very young learners
- Strategies for creating safe and positive learning environments and promoting physical, psychological and social well-being
- Contemporary research and theories for understanding very young learners’ behaviours for play, learning and development
- Understanding factors impacting young learners’ behaviours, such as unmet needs, reflections of social environments, cultural diversity, neurodiversity, play schemas, trauma
- A range of practical strategies for supporting pro-social behaviours
- Trauma-aware practices
- Guidance approaches that include very young learners as agentic participants and/or decision-makers in matters concerning their social and emotional competence
- Approaches and strategies for building positive relationships with very young learners
- Meaningful interaction through verbal and non-verbal communication with very young learners
- Partnerships and collaborations with professional colleagues, parents and caregivers in supporting very young learners’ pro-social behaviours
Assessment strategy and rationale
Assessments in this unit is structured to allow pre-service teachers to progressively demonstrate their achievement of the unit's learning outcomes and develop graduate attributes in line with University assessment requirements. The Education Studies units focus on building understanding and skills across the professional knowledge, practice, and engagement domains required by ACECQA criteria and the APST: Graduate level.
The unit includes two sequenced assessment tasks designed to provide feedback and support progressive development. Additionally, pre-service teachers must pass two hurdle tasks: preparation for the Professional Experience Placement (PEP) and the Professional Experience Assessment (PEA).
A key component of this unit is the Critical Task in Assessment Task 3, which involves creating a rationale and plan for engaging learners and fostering positive behaviours. This task is essential for demonstrating mastery of specific Australian Professional Teacher Standards. Pre-service teachers must achieve at least 50% on this Critical Task and demonstrate mastery of all relevant Graduate Teacher Standards to pass the unit.
To successfully complete this unit, students must complete all assessment tasks, meet the learning outcomes, and achieve a minimum overall passing grade of 50%, including passing the hurdle tasks.
Overview of assessments
Assessment 1:Presentation of critical analysis an...
Assessment 1:Presentation of critical analysis and supporting strategies based upon provided scenarios of young learners’ behaviours
(May be undertaken in groups)
Based on the provided scenarios of young learners’ behaviours: Critically analyse the teacher’s response and the response of the early childhood services. Identify strategies that you would employ to deal effectively with the situation. Justify your choices based on your reading of the literature, relevant policies and one or more relevant theoretical frameworks in this unit. Create a digital presentation, and employ effective verbal and multi-modal communication. and submit an individual reflection
50%
Assessment Task 2: Rationale and plan for engagin...
Assessment Task 2: Rationale and plan for engaging learners
Critical Task
Describe a specific learning setting that is related to your Birth-35 month Professional Experience Placement. In your description of the focus child/ren, include an overview of the physical, social, intellectual and language development and characteristics of the learners, as well as their linguistic, cultural, religious and socio-economic backgrounds. Develop a rationale and plan for inclusive strategies for fostering positive learner interaction in the early childhood setting.
50%
Hurdle Requirement 1: Preparation for the Profess...
Hurdle Requirement 1: Preparation for the Professional Experience Placement
Prior to commencing the Professional Experience placement, pre-service teachers must ensure that they have completed the series of compulsory online preparation modules in the current calendar year, and their ‘Working with Children check’ is current.
Pass/Fail
Hurdle Requirement 2: Professional Experience Ass...
Hurdle Requirement 2: Professional Experience Assessment
Pre-service teachers must demonstrate attainment of the relevant Australian Professional Standards for Teachers: Graduate within a primary school setting. Refer to Professional Experience Handbook and Report.
A pass grade for this task will be awarded following:
- the successful completion of 15 professional experience days and,
- submission of a satisfactory Professional Experience Assessment Report
Notes:
- Multiple attempts at this hurdle task are not permitted.
- Professional Experience is a mandated part of Initial Teacher Education courses. Failing this task will result in a fail grade for the unit overall and pre-service teachers will be required to enrol in a future offering of the unit.
Pass/Fail
Learning and teaching strategy and rationale
This 10-credit point unit requires approximately 150 hours of total learning time across the semester, encompassing direct teaching, reading, assessment preparation, and a professional experience placement. Adopting a social constructivist approach, this unit aims to enhance pre-service teachers' understanding of planning, assessment, and effective pedagogies. Students will deepen their knowledge of teaching strategies through critical reading, lecturer modelling, active engagement, and tutorial discussions. Professional communication skills and collaborative abilities will be developed through group activities, including class presentations. Pre-service teachers will build their communication skills and gain confidence in managing groups before using these skills in settings with children. Engaging learners and supporting prosocial behaviours by locating and synthesising information to inform plans for learning will be developed. The placement offers the opportunity to link theory and practice in learning environments with children.
To pass this unit, various assessment procedures will be used to achieve learning outcomes and develop graduate attributes in line with the university's assessment requirements. These 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 OutcomeLO4, LO5
Relating to
Social and emotional development
Relevant Learning OutcomeLO1, LO4, LO5
Relating to
Child health, wellbeing and safety
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
Diversity, difference and inclusivity
Relevant Learning OutcomeLO1, LO2, LO3, LO5
Relating to
Alternative pedagogies and curriculum approaches
Relevant Learning OutcomeLO2
Relating to
Guiding behaviour/engaging young learners
Relevant Learning OutcomeLO1, LO3, LO4, LO5
Relating to
Teaching methods and strategies
Relevant Learning OutcomeLO2, LO4
Relating to
Children with diverse needs and backgrounds
Relevant Learning OutcomeLO1, LO2, LO3, LO5
Relating to
Socially inclusive practice
Relevant Learning OutcomeLO1, LO2, LO5
Relating to
Contemporary theories and practice
Relevant Learning OutcomeLO2, LO5
Relating to
Ethics and professional practice
Relevant Learning OutcomeLO2, LO5
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 OutcomeLO1, LO4, LO5
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 OutcomeLO5
Relating toDemonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Relevant Learning OutcomeLO5
Relating toOrganise content into an effective learning and teaching sequence.
Relevant Learning OutcomeLO5
Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Relevant Learning OutcomeLO5
Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.
Relevant Learning OutcomeLO5
Relating toPlan lesson sequences using knowledge of student learning, content and effective teaching strategies.
Relevant Learning OutcomeLO5
Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Relevant Learning OutcomeLO5
Relating toDemonstrate a range of verbal and non-verbal communication strategies to support student engagement.
Relevant Learning OutcomeLO1, LO2
Relating toDescribe a broad range of strategies for involving parents/carers in the educative process.
Relevant Learning OutcomeLO3, LO4, LO5
Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating toDemonstrate the capacity to organise classroom activities and provide clear directions.
Relevant Learning OutcomeLO1, LO2, LO5
Relating toDemonstrate knowledge of practical approaches to manage challenging behaviour.
Relevant Learning OutcomeLO3, LO4, LO5
Relating toDescribe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating toDemonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
Relevant Learning OutcomeLO4, LO5
Relating toDemonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
Relevant Learning OutcomeLO1
Relating toDemonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
Relevant Learning OutcomeLO5
Relating toDemonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
Relevant Learning OutcomeLO5
Relating toUnderstand the relevant and appropriate sources of professional learning for teachers.
Relevant Learning OutcomeLO5
Relating toSeek and apply constructive feedback from supervisors and teachers to improve teaching practices.
Relevant Learning OutcomeLO5
Relating toUnderstand and apply the key principles described in codes of ethics and conduct for the teaching profession.
Relevant Learning OutcomeLO4, LO5
Relating toUnderstand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
Relevant Learning OutcomeLO4, LO5
Relating toUnderstand strategies for working effectively, sensitively and confidentially with parents/carers.
Relevant Learning OutcomeLO3, LO4, LO5
Relating toUnderstand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
Relevant Learning OutcomeLO4, LO5
Representative texts and references
Curriculum Framework:
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. https://www.education.gov.au/early-childhood/national-quality-framework/approved-learning-frameworks
Recommended references
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
Edwards, N. M., & Denham, S. (2018). Early Social-emotional development: Your guide to promoting children’s positive behavior. Brookes Publishing. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013250376502352
Gonzalez-Mena, J., & Eye, D. (2018). Infants, toddlers, and caregivers: A curriculum of respectful, responsive, relationship-based care and education (11th ed.). McGraw-Hill Education. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/13lm7d8/alma991012963399202352
Grimmer, T. (2017). Observing and developing schematic behaviour in young children: A professional guide for supporting children’s learning, play and development. Jessica Kingsley Publishers. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013349003902352
Howard, J. (2020). Trauma-aware early childhood education and care. Early Childhood Australia. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013030200502352
Mouton-Odum, S., Golomb, R.G., & Penzel, F. (2021). Helping your child with sensory regulation: Skills to manage the emotional and behavioral components of your child’s sensory processing challenges. New Harbinger Publications. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013169361402352
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/alma991013435728302352
Tassoni, P. (2018). Understanding children’s behaviour: Learning to be with others in early years. Bloomsbury Publishing PLC/Featherstone https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013434949402352
Whitters, H.G. (2020). Adverse childhood experiences, attachment, and the early years learning environment: Research and inclusive practice. Routledge. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013089749502352
Wilson-Ali, N. (2021). Promoting infant-toddler cognitive learning and development. Early Childhood Australia. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013112600402352