EDU5010 Politics and Pedagogy in Early Childhood
|EDU||5010||2, 2010||WEB||Politics and Pedagogy in Early Childhood||1||Toowoomba|
|Student contribution band:||National Priority Teaching|
- Reference materials
- Student workload
- Assessment details
- Important assessment information
- Assessment notes
- Other requirements
- Production date
- PDF version
STAFFINGExaminer: Alice Brown
Moderator: Louise Phillips
Early childhood education has a strong political profile in current times and it is imperative that we understand service provisions from the context of public policy issues. Therefore, this course enables students to analyse the relationship between the political, economic and social factors influencing contemporary early childhood education and care. An examination of national and international developments in policy, practice and research will be undertaken in order to challenge existing construction and future reconstruction of early childhood education and care. Cross-cultural perspectives and global developments will be explored in relation to local enactments of policy and practice and insights into future orientations for early childhood education and care will be constructed. Knowledge construction and its impacts within and external to the profession will be considered.
This course requires students to engage with an international selection of the studies that focus on system level dimensions of the profession (e.g. ethics, rights of the child, quality aspects, global indicators, equity, investment strategies, codes of practice, professional membership), exposing students to contemporary policy debates, highlighting approaches to ethical engagement, and support global citizens to evaluate how best to take a socially just professional stance. Principles of evidence-based study are applied to extend and deepen the analysis of ECE contexts, curricula and pedagogies in diverse settings.
The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On completion of this course students will be able to:
- effectively articulate and justify their professional practices as ethical and knowledgeable agents of change (All assessments);
- Understand how to establish and sustain a professional learning community focused on research evidence(All assessments)
- Work in multi-disciplinary, diverse teams demonstrating skills in cooperation, communication and negotiation(All assessments)
- Have an explicit personal and social values base for critically reflecting on, practicing and innovating within the early childhood field(All assessments)
- gain new insights into future orientations for early childhood education and care(All assessments)
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (All assessments)
|1.||Political gaze on early childhood education: Shifting frames of political expectations
|2.||Changing global discourses of children and childhood
|3.||Visioning early childhood education: Strategic policy directions and fiscal responses
|4.||Advocacy and pedagogy across early childhood
TEXT and MATERIALS required to be PURCHASED or accessed
ALL textbooks and materials are available for purchase from USQ BOOKSHOP (unless otherwise stated). Orders may be placed via secure internet, free fax 1800642453, phone 07 46312742 (within Australia), or mail. Overseas students should fax +61 7 46311743, or phone +61 7 46312742. For costs, further details, and internet ordering, use the 'Textbook Search' facility at http://bookshop.usq.edu.au click 'Semester', then enter your 'Course Code' (no spaces).
Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.
Anning, A., Cullen, J. & Fleer, M. 2004, Early childhood education, society and culture, Sage Publications, London.
Dahlberg, G., & Moss, P. 2005, Ethics and politics in early childhood education, Routledge Falmer. New York: London.
Ebbeck, M. & Waniganiyake, M. 2003, Early childhood professionals: Leading today and tomorrow, McLennan & Petty, Eastgardens, NSW.
May, H. 2009, Politics in the playground. The world of early childhood Education in postwar New Zealand, University of Otago Press, Dunedin, NZ.
McNaughton, G. 2005, Doing Foucault in early childhood studies: Applyin post-structural ideas., Routledge, London.
Penn, H. 2005, Unequal childhoods: Young children's lives in poor countries., Routledge. London; New York.
STUDENT WORKLOAD REQUIREMENTS
|Description||Marks out of||Wtg(%)||Due date|
|ASSIGNMENT 1||40||40||03 Sep 2010|
|ASSIGNMENT 2||60||60||29 Oct 2010|
IMPORTANT ASSESSMENT INFORMATION
- Attendance requirements:
WEB There are no attendance requirements for this course. However, it is the students' responsibility to participate appropriately in all activities including discussion fora scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
- Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks.
- Penalties for late submission of required work:
If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.
- Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
- Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course.
- Examination information:
There is no examination in this course.
- Examination period when Deferred/Supplementary examinations will be held:
As there are no examinations in this course, there will be no deferred or supplementary examinations.
- University Student Policies:
Students should read the USQ policies Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These polices can be found at the URL http://policy.usq.edu.au/portal/custom/search/category/usq_document_policy_type/Student.1.html.
|1.||APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/help/referencing/default.htm|
- Students will require access to e-mail and have Internet access to UConnect for this course.
This version produced 17 May 2011.