EDU8007 Developing Matters in Early Childhood Education
|Semester 3, 2012 Online Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||22 May 2013|
Examiner: Karen Noble
Moderator: Leisa Holzheimer
Critical evaluation of developing practices and emerging trends is an essential skill for leaders in early childhood. Early childhood professionals are challenged to address constant demands for change, development and to respond to emerging issues at local as well as international levels. Awareness of theoretical shifts and changes in philosophical orientations need to be interrogated in relation to current research. The opportunity to explore and critically evaluate widely accepted practices and emerging trends is an essential feature of the continued development of an educator. This course provides such an opportunity for early childhood educators.
The course explores current international, national and local issues related to many facets of the care and education of young children. Students will be encouraged to identify emerging trends and relate then to philosophical and theoretical perspectives and to consider the implications for the broader socio political and educational context, as well as explore in depth specifically relevant issues pertinent to the students own field of education.
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 successful completion of this course students will be able to:
- Identify current local, national, international issues and trends in the education and care of young children; (Essay; Independent Literature Review)
- Evaluate critically the social, educational, political and economic bases of current issues and trends in early childhood education; (Essay; Independent Literature Review)
- Review and critique practices in light of emerging issues; (Essay; Independent Literature Review)
- Articulate contemporary positions as an informed leader and advocate in early childhood; (Essay; Independent Literature Review)
- Reflect on professional and ethical dimensions of early childhood education; (Essay; Independent Literature Review)
- Use written communication effectively and appropriately; (Essay; Independent Literature Review)
- Demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing.(Essay; Independent Literature Review)
|1.||Global change, image of childhood and their impact on early childhood||12.50|
|2.||Theoretical and pedagogical shifts in curriculum||15.00|
|3.||The impact of technology and the media on early childhood||12.50|
|4.||Ethics, equity and professionalism in early childhood||15.00|
|5.||Partnerships with families and partnerships in education||12.50|
|6.||Quality assurance and accountability||12.50|
|7.||The process of identifying and reflecting on trends||20.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2012&sem=03&subject1=EDU8007)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
There is no prescribed text for this course.
Anning, A., Cullen, J., & Fleer, M 2008, Early childhood education, society and culture, 2nd edn, London, Sage Publications.
Barbour, C, Barbour, N. H., & Scully, P. A 2008, Families, schools and communities - building partnerships for educating children, 5th edn, Prentice Hall, Upper Saddle River, NJ.
Decker, C. A., Decker, J. R., Freeman, N., & Knopf, H 2008, Planning and administering early childhood programs, 9th edn, Prentice Hall, Upper Saddle River, NJ.
Ebbeck, M., & Waniganiyake, M 2003, Early Childhood Professionals: leading today and tomorrow, McLennan & Petty, Eastgardens, NSW.
MacNaughton, G 2003, Shaping early childhood: learners, curriculum and contexts, Open University, Berkshire, UK.
Swiniarski, L. B., & Breitorbe, M 2003, Educating the global village including the child in the world, Merrill Prentice Hall, Upper Sadde River, NJ.
Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library. The gateway to education resources is here ... http://www.usq.edu.au/library/help/facultyguides/education/default.htm.
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||40||40||09 Jan 2013|
|ASSIGNMENT 2||60||60||30 Jan 2013|
Important assessment information
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. (Depending upon the requirements in Statement 4 below, students may not have to satisfactorily complete each assessment item to receive a passing grade in this course.)
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 weighted aggregate of the marks obtained for each of the summative assessment items in the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
There will be no Deferred or Supplementary examinations in this course.
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 policies can be found at http://policy.usq.edu.au/portal/custom/search/category/usq_document_policy_type/Student.1.html.
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
Successful completion of this course requires experience in, and access to early educational settings.