Unit rationale, description and aim
Local and global entities are increasingly focused on the importance of quality early childhood education and care (ECEC) experiences for young children and the need for quality teachers to ensure the best outcomes. Early childhood teachers (ECT) experience shifting national, state, and local legislative requirements and policy changes and are required to work dynamically across various contexts. There are competing discourses and expectations within policy that pre-service teachers reflect on to construct their own professional identity as an ECT. Pre-service teachers will be introduced to the complexities of the early childhood teaching role to enhance their professional capacity and leadership responsibilities within early learning environments. Pre-service teachers will deepen their knowledge of relevant legislation to advocate for social justice and inclusivity issues, as well as understand the diverse religious, cultural and social backgrounds of children. Pre-service teachers will learn to create positive learning environments by recognising the importance of collaboration with professionals, children, families, and community members. This includes developing resources and professional learning. This unit aims to assist pre-service teachers in developing and applying a critical understanding of various social and cultural contexts, with a focus on diversity and inclusion for children with diverse needs including Aboriginal and Torres Strait Islander children.
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.
Discuss and critically examine the complexity of t...
Learning Outcome 01
'EDEC360 - Professional Identities in Early Childhood - Graduate Capabilities v2 - '
Articulate the nature and importance of profession...
Learning Outcome 02
'EDEC360 - Professional Identities in Early Childhood - Graduate Capabilities v2 - '
Identify and reflect on the professional roles, re...
Learning Outcome 03
'EDEC360 - Professional Identities in Early Childhood - Graduate Capabilities v2 - '
Create a resource portfolio including a profession...
Learning Outcome 04
'EDEC360 - Professional Identities in Early Childhood - Graduate Capabilities v2 - '
Content
Topics will include:
- Understanding society and communities: analysing society, families, learning environments and communities by considering diverse social and cultural contexts, and issues related to diversity and inclusion
- Roles and responsibilities: Examining the roles and responsibilities of early childhood teachers in managing positive learning environments across various early learning contexts
- Professional, advocacy, and leadership responsibilities: Exploring the professional, advocacy, and leadership roles within ECEC learning environments.
- Social justice and inclusivity: Addressing issues of social justice and inclusivity within the contexts of diverse religious, cultural and social experiences of young children, their families and communities.
- Communication, planning and organisational skills: Develop communication, planning and organisational skills and strategies to effectively work with children, professionals, colleagues, families and community members.
- Professional practice and Development: Implementing professional practices, creating professional learning plans and managing resourcing.
- Regulatory frameworks: Understanding the National Quality Framework and Australian Professional Standards for Teachers
Assessment strategy and rationale
This unit includes two assessment tasks which are designed to meet the unit learning outcomes and develop graduate attributes consistent with the University’s assessment requirements. Students are required to complete and submit both assessment tasks. Both assessment items scaffold the learning outcomes, theory, pedagogical and philosophical approaches to professional identity construction into 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.
Minimum Achievement Standards
The assessment tasks for this unit are designed to demonstrate the 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%.
Overview of assessments
Assessment Task 1: Professional Philosophy Devel...
Assessment Task 1: Professional Philosophy
Develop a centre philosophy statement and statement of reflective practice that takes into account key elements of this unit.
50%
Assessment Task 2: Professional Learning Plan and...
Assessment Task 2: Professional Learning Plan and Resource Portfolio
Develop a professional learning plan and portfolio of resources that will support you in your role as an early childhood teacher.
Provide a reflective statement to support the inclusion and potential use of each element of the portfolio.
50%
Learning and teaching strategy and rationale
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. These activities are intended to support pre-service teacher engagement with content and provide opportunities to build knowledge and understanding with peers. Some participation in appropriate educational settings may be 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:
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: