EDE2101 Early Childhood Education Contexts
|Semester 1, 2013 On-campus Springfield|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||21 July 2014|
Examiner: Michelle Turner
Moderator: Karen Noble
Pre-requisite: EDC1400 or EDU1010
Students must have successfully completed the entire previous year's professional experience courses in order to enrol in this course. Students must be available for a prescribed period of time to undertake a placement in a school or other approved site as required in this course. State law in Queensland (Australia) requires that all adults working/undertaking professional experience/researching with children under the age of 18, in the state of Queensland are required to possess a current suitability card (Blue Card). (See "Other Requirements" for further information.) Also see: http://www.usq.edu.au/education/professional-experience/blue-card.
Understanding the social construction of children and childhood requires individuals to possess sound understanding of their personal identity development and the integral role they play as emerging early childhood educators. Therefore an examination and appreciation of the impact context plays on children's' learning trajectories requires critically reflective practitioners who are responsive to all key stakeholders.
This course presents an introduction to the theory and practice of developing effective learning environments for young children and their families. Students study the social ecology of childhood that underpins the emergence of children's voice and participation in contemporary learning communities. It also requires individuals to possess an understanding of local, national and international perspectives and the concomitant relationship that enables and constrains different philosophical and pedagogical approaches. A 15 day professional experience placement is attached to this course. NOTE: Minimum enrolment numbers apply to this offering. Should enrolments not reach the minimum number required for on-campus study, students may be transferred to the EXT or ONLINE offering and advised of this change before semester commences.
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:
- define and describe the ecology of childhood (Assignment 1);
- demonstrate knowledge of critical reflection on pedagogical practice (Assignment 1, Assignment 2 and Professional Experience Portfolio.);
- critically evaluate learning contexts that enable young children to develop agency (Assignment 1, Assignment 2 and Professional Experience Portfolio);
- synthesise, analyse and apply knowledge of the importance of relationships and interactions that are foundational to the construction of effective contemporary learning communities (Assignment 1 and Professional Experience Portfolio);
- focus on communicating theoretical knowledge through engagement in authentic pedagogical conversation (Assignment 1 and Assignment 2);
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (All assessments)
|1.||Introduction to philosophical underpinnings of early childhood education and the social construction of children and childhood||20.00|
|2.||The importance of context in understanding contemporary local, national and global early childhood issues.||20.00|
|3.||Impact of critical reflection on the development of child agency in effective learning contexts.||20.00|
|4.||Application of the ethic of care in developing, managing and evaluating learning contexts.||10.00|
|5.||Development of effective relationships and interactions with key stakeholders across early childhood contexts||20.00|
|6.||Context of partnerships within different philosophical approaches to early childhood education||10.00|
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=2013&sem=01&subject1=EDE2101)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S 2012, Programming and planning in early childhood settings, 5th edn, Cengage Learning, Melbourne, VIC.
Berk, L.E 2012, Infants and Children: prenatal through middle childhood, 7th edn, Pearson Education, Upper Saddle River, NJ.
Bowes, J (ed) 2008, Children, families and communities: contexts and consequences, 3rd edn, Oxford University Press, Melbourne.
Fleer, M., Edwards, S., Hammer, M., Kennedy, A., Ridgway, A., Robbins, J., & Surman, L 2006, Early Childhood Learning Communities: sociocultural research in practice, Pearson Education, Frenchs Forest.
Fraser, S 2012, Authentic childhood: experiencing Reggio Emilia in the classroom, 3rd edn, Nelson Thomson, Toronto, Ontario, Canada.
McNaughton, G 2005, Doing Foucault in early childhood studies: applying post-structural ideas, Routledge, London.
Raban, B., Nolan, A., & Waniganayake, M 2007, Building Capacity: strategic professional development for early childhood practitioners, Thomson, Melbourne, VIC.
Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library..
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|PRACTICUM||1||1||26 Feb 2013||(see note 1)|
|ASSIGNMENT 1||40||40||01 Apr 2013|
|ASSIGNMENT 2||60||59||27 May 2013|
- A mark of one (1) indicates you have passed the Professional Experience component. A mark of zero (0) indicates you have not passed the Professional Experience component. Professional Placement should be conducted as per the Professional Experience Calendar unless approval has been granted by the Course Examiner.
Important assessment information
ON-CAMPUS MODE: It is the students' responsibility to attend and participate appropriately in all activities 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.EXTERNAL AND ONLINE MODE: There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them including discussion fora scheduled for 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 and must satisfactorily complete the sector-based professional experience.
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.
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 policies can be found at http://policy.usq.edu.au.
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/referencing
Students will require access to e-mail and have Internet access to UConnect for this course.
IMPORTANT NOTE: Working with Children: State law in Queensland requires that all adults (including university students, pre-service educators, trainers, vocational teachers, industry educators) working with children under the age of 18, in the state of Queensland*, obtain approval before commencing such work. Many education courses include a practical component (professional experience, project work, research, assessment etc.) that may require engagement with children under the age of 18. It is your responsibility to ensure that you possess a current suitability card (Blue Card) before commencing any practical components of this course. DO NOT PARTICIPATE IN ANY PRACTICAL EXPERIENCE WITH CHILDREN UNDER 18 UNLESS YOU POSSESS A CURRENT ‘BLUE CARD’. For further information: http://www.usq.edu.au/education/professional-experience/blue-card and http://www.ccypcg.qld.gov.au/bluecard/index.html
*If you are undertaking practical experience outside the state of Queensland, Australia you should check local requirements.