Unit rationale, description and aim
This unit explores contemporary pedagogical practices in early childhood education with a focus on play-based learning for children aged 3 to 5 years. Play-based pedagogy is recognised as a complex, child-centred approach that promotes agency and active engagement in learning.
Pre-service teachers will examine 21st-century approaches to learning and the teacher’s role as an intentional facilitator and provocateur. Through critical engagement with diverse pedagogies, pre-service teachers will consider ecological, social and cultural contexts; children’s diverse experiences; and the relationships that shape early learning.
The unit investigates contemporary curriculum frameworks and introduces teaching strategies that support young children’s learning and transitions. Particular attention is given to play-based learning across disciplines and age groups. Assessment techniques will be explored, including observation, documentation and reporting, to enhance planning and strengthen partnerships with children and families.
The unit aims to deepen understanding of early years pedagogies and their relevance across both prior-to-school and primary school settings. This will be achieved through a 20-day supervised professional experience in an early childhood centre (ages 3–5), where pre-service teachers will bridge theory and practice by actively engaging with children, educators, and curriculum in real-world settings.
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.
Articulate a professional philosophy for education...
Learning Outcome 01
Analyse research, major theories, policies and rel...
Learning Outcome 02
Create learning experiences (including play-based)...
Learning Outcome 03
Demonstrate knowledge of and purpose for a range o...
Learning Outcome 04
Apply professional communication skills and a rang...
Learning Outcome 05
Content
Topics will include:
- Philosophical and cultural-historical perspectives and theories informing contemporary learning and teaching practices, with a specific focus on the early years including images of children and childhood.
- Historical and contemporary definitions and types of play including consideration of cultural influences on understandings and pedagogical roles of teachers.
- The importance and potential of play in early childhood and school settings - connecting to curriculum (Early Years Learning Framework (ELYF) and integrating curriculum areas.
- Assessment and reporting/sharing practices in play-based pedagogies that recognise children’s diverse capacities from multiple standpoints.
- Documentation, assessment and reporting/sharing that makes children’s competence and learning visible to children, families, colleagues and other professionals in early childhood settings.
- Play and inquiry from multiple perspectives including Indigenous perspectives, gender and culture.
- Opportunities to address marginalisation through facilitation of intentional teaching strategies, manipulation of the environment and selection of resources.
- Brain development and Experiential Learning Theory.
- Considerations that facilitate engaged children’s play: human and physical environments and resources including teaching strategies and approaches.
Assessment strategy and rationale
A range of assessment procedures is designed to allow pre-service teachers to progressively demonstrate achievement of the unit learning outcomes and develop graduate attributes consistent with University assessment requirements. The units in this course focus on developing understanding and skills across the professional knowledge, practice, and engagement domains needed to meet expectations of the APST: Graduate level and ACECQA Curriculum Specifications.
There are four assessment tasks in this unit, including two hurdle requirements, all of which must be passed to pass the unit. Assessment tasks are sequenced to allow feedback and development. Hurdle Requirement 1 assesses understanding of the legal and ethical expectations of teachers. Assessment Task 1 develops knowledge of historical and contemporary understandings of childhood learning and pedagogy through a professional philosophy statement. Task 2 applies this knowledge to design, implement, and evaluate play-based learning sequences. The final hurdle is the successful completion of a 20-day professional experience placement with children aged 3 to 5 years.
Minimum Achievement Standards
In order to pass this unit, pre-service teachers must a) submit all assessment tasks, b) meet all learning outcomes, c) achieve a pass (50%) or better in Assessment Task 1 (Critical Task), d) achieve a pass (50%) or better in Assessment Task 2 (Critical Task) and e) pass both Hurdle Tasks.
Overview of assessments
Assessment Task 1: Critical Analysis of Literatur...
Assessment Task 1: Critical Analysis of Literature
Critical Task
Extended critical analysis of literature dealing with the development of historical and contemporary understandings of childhood, learning and pedagogy – leading to a professional philosophy statement of pedagogy and learning for children aged B-8.
40%
Assessment Task 2: Pedagogical Case Study Critic...
Assessment Task 2: Pedagogical Case Study
Critical Task
Drawing upon literature from Assessment Task 1, design, implement and evaluate the effectiveness of two short sequences, play-based learning experiences.
The sequences should include at least two play-based teaching and learning experience plans (indoor and outdoor) that are suitable for a small group of children in the early years, aged 3-5 years.
60%
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.
Notes: Multiple attempts at this hurdle task are permitted.
Pass/Fail
Hurdle Task Professional Experience Summative As...
Hurdle Task
Professional Experience Summative Assessment:
Pre-service teachers must demonstrate attainment of the relevant Australian Professional Standards for Teachers: Graduate within an early childhood setting. Refer to the Professional Experience Handbook and Report for requirements.
A pass grade for this task will be awarded following:
- the successful completion of 20 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 component of Initial Teacher Education. Failure to pass this task will result in a fail grade for the unit overall, and the pre-service teacher must re-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 study across the semester. Pre-service teachers will engage in a range of activities, including online engagement, lectures, tutorials, seminars, group discussions (online and face-to-face), self-directed learning, and assessment tasks. Participation in educational settings may be required.
To succeed, pre-service teachers should engage fully with the learning and assessment strategies provided—these include reading, reflection, discussion, webinars, podcasts, and videos. All pre-service teachers must regularly access the Learning Management System for announcements, recorded lectures, communication, and submission of assessments.
Online learning requirements:
- Reliable broadband access
- Headset with microphone for media and online classes
ACU Online promotes active learning by offering variety, autonomy, and practice-based tasks. Pre-service teachers engage in asynchronous discussions, apply learning to real contexts, and receive timely feedback.
Professional Experience:
This unit includes a 20-day supervised placement in an early childhood setting (ages 3–5), with up to 5 single days and a minimum 15-day block. The experience includes observation, planning, and teaching of sequential, play-based learning episodes, routine management, and ongoing reflection. The placement integrates theory and practice to develop professional competencies.
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
Social and emotional development
Relevant Learning OutcomeLO5
Relating to
Child health, wellbeing and safety
Relevant Learning OutcomeLO3, LO5
Relating to
Diversity, difference and inclusivity
Relevant Learning OutcomeLO3, LO5
Relating to
Learners with special/additional needs
Relevant Learning OutcomeLO3
Relating to Early Years Learning Framework
Relevant Learning OutcomeLO2, LO3, LO4, LO5
Relating to
Curriculum planning, programming and evaluation
Relevant Learning OutcomeLO2, LO3, LO4, LO5
Relating to
Alternative pedagogies and curriculum approaches
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Play based pedagogies
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Guiding behaviour/engaging young learners
Relevant Learning OutcomeLO2, LO5
Relating to
Teaching methods and strategies
Relevant Learning OutcomeLO4, LO5
Relating to
Contemporary society and pedagogy
Relevant Learning OutcomeLO1
Relating to
Developing family and community partnerships
Relevant Learning OutcomeLO4
Relating to
Socially inclusive practice
Relevant Learning OutcomeLO3
Relating to
Historical and comparative perspectives
Relevant Learning OutcomeLO2
Relating to
Contemporary theories and practice
Relevant Learning OutcomeLO2
Relating to
Ethics and professional practice
Relevant Learning OutcomeLO2
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 toDemonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Relevant Learning OutcomeLO1, LO2, LO3
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 OutcomeLO1, LO3
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 OutcomeLO2, LO3
Relating toDemonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
Relevant Learning OutcomeLO2
Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
Relevant Learning OutcomeLO2, LO3, LO5
Relating toOrganise content into an effective learning and teaching sequence.
Relevant Learning OutcomeLO3, LO5
Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Relevant Learning OutcomeLO2, LO4, LO5
Relating toDemonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
Relevant Learning OutcomeLO5
Relating toKnow and understand literacy and numeracy teaching strategies and their application in teaching areas.
Relevant Learning OutcomeLO5
Relating toImplement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Relevant Learning OutcomeLO5
Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.
Relevant Learning OutcomeLO3, LO5
Relating toPlan lesson sequences using knowledge of student learning, content and effective teaching strategies.
Relevant Learning OutcomeLO3, LO5
Relating toInclude a range of teaching strategies.
Relevant Learning OutcomeLO2, LO3, LO5
Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Relevant Learning OutcomeLO2, LO5
Relating toDemonstrate a range of verbal and non-verbal communication strategies to support student engagement.
Relevant Learning OutcomeLO2, LO5
Relating toDemonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
Relevant Learning OutcomeLO5
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 OutcomeLO2, LO3, LO5
Relating toDemonstrate the capacity to organise classroom activities and provide clear directions.
Relevant Learning OutcomeLO2, LO5
Relating toDemonstrate knowledge of practical approaches to manage challenging behaviour.
Relevant Learning OutcomeLO2, 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, 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 OutcomeLO3, LO5
Relating toDemonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
Relevant Learning OutcomeLO4, LO5
Relating toDemonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
Relevant Learning OutcomeLO4, LO5
Relating toDemonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
Relevant Learning OutcomeLO5
Relating toDemonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
Relevant Learning OutcomeLO4
Relating toDemonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
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 OutcomeLO1, LO5
Relating toUnderstand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
Relevant Learning OutcomeLO1, LO5
Relating toUnderstand strategies for working effectively, sensitively and confidentially with parents/carers.
Relevant Learning OutcomeLO4
Australian Institute for Teaching and School Leadership (AITSL) Core Content
On successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the AITSL Core Content:
Relating toHow the brain applies attained knowledge to solve problems by accessing memory or combining and re-combining memory to generate possible solutions.
Relevant learningLO2
Relating toWhy teaching practices must adapt as a student’s familiarity with the knowledge of a subject increases, including when to move from scaffolded practice to independent practice, and why this is important.
Relevant learningLO2
Representative texts and references
Required text(s)
Australian Curriculum https://www.australiancurriculum.edu.au/.
Australian Children’s Education and Care Quality Authority. Early Years Learning Framework https://www.acecqa.gov.au/acecqa-approved-learning-frameworks-version-2.0-communications-toolkit
Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au
Recommended references
Cameron, M., McLachlan, C., Rawlins, P., & McLaughlin, T. (2018). Assessment of, as and for learning: The challenges of assessment terminology. Early Education. 64, 18-23.
Ebbeck, E., & Waniganayake, M. (Eds.). (2016). Play in early childhood education. Learning in diverse contexts (2nd ed.). Oxford University Press.
Ewing, R., Kervin, L., Glass, C., Gobby, B., Le Cornu, R., & Groundwater-Smith, S. (2019). Teaching: Dilemmas, challenges and opportunities (6th ed.). Cengage Learning Australia.
Fleer, M. (2018). Intentional teaching of cultural competence in play-based settings: A cultural-historical view. A Research in Practice Series Title. Early Childhood Australia.
Fleer, M. (2018). Child development in educational settings. Cambridge University Press.
Fleer, M. (2017). Play in the early years (2nd ed.). Cambridge University Press.
Fleet, A., Patterson, C., & Robertson, J. (2017). Pedagogical documentation in early years practice seeing through multiple perspectives. Sage.
Fróes, I. (2019). Young children's play practices with digital tablets: Playful literacy. Emerald Publishing.
McLachlan, C., Fleer, M., & Edwards, S. (2018). Early childhood curriculum: Planning, assessment and implementation (3rd ed.). Cambridge University Press.