EDE3009 Professional Practices in Early Childhood
|Semester 2, 2013 On-campus Fraser Coast|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||21 July 2014|
Examiner: Michelle Turner
Moderator: Karen Noble
Emerging early childhood educators require knowledge of personal and professional characteristics, skills and responsibilities which are associated with effective educational practice. Since the range of early childhood contexts is broad, beginning educators would be advantaged by knowledge relating to a variety of early childhood services and by possession of leadership and management skills that enables them to be able to meet differing requirements across the sector. Awareness of current issues and trends in the early childhood field would also enable early childhood professionals to make informed choices in adapting to changing policy environments, undertaking advocacy for young children and families and developing teamwork and leadership skills.
This course will introduce beginning early childhood educators to employment and management issues which will be expanded in a subsequent administration course and will offer professional development designed to assist with individual career commencement. It will incorporate practical skills for early childhood educators seeking employment, working with other staff and the community, responding to policy change and maintaining procedures which reflect current legal and ethical requirements. Current issues and trends in the early childhood field will be related to policy directions and the role of the early childhood professional in research, leadership, change management, conflict management, communication, policy development and advocacy. This course will also focus attention on professional self-renewal.
On completion of this course students will be able to:
- define and describe the ethic of care in relation to an emerging professional identity as an emerging early childhood professional (Assignment 1 and Assignment 2);
- determine the impact of theoretical knowledge on professional practice through critical reflection (Assignment 1 and Assignment 2);
- synthesise, analyse and apply knowledge of the social construction of early childhood education and care in contemporary learning communities (Assignment 1 and Assignment 2);
- focus on communicating theoretical knowledge through engagement in authentic pedagogical conversation (Assignment 1 and Assignment 2).
- advocate for young children and families in diverse educational contexts (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.||Understanding the moral and ethical dimensions of working with children and families in contemporary learning communities||20.00|
|2.||Application of foundational professional knowledge and the impacts on pedagogical practice - examination of the dichotomies of care and education||20.00|
|3.||Planes of analysis and application of theory and research to professional identity development - systems theory (organisation theory)||20.00|
|4.||Early childhood workforce contexts and the impact of change on the individual, the organisation and the sector. - workforce capacity building||20.00|
|5.||Advocates and advocacy in shaping professional reform - shared responsibility, job satisfaction, conflict resolution, globalisation, technology||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=2013&sem=02&subject1=EDE3009)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Waniganayake M. Cheeseman, S., Fenech, M., Hadley, F. & Shepherd, W 2012, Leadership: contexts and complexities in early childhood education, Oxford University Press, South Melbourne, Vic.
Bowes, J (ed.) 2004, Children, families and communities: contexts and consequences, 2nd edn, Oxford University Press, Melbourne.
Ebbeck, M., & Waniganayake, M 2003, Early Childhood professionals leading today and tomorrow, Maclennan & Petty, Sydney.
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, NSW.
Isenberg, J., & Jalongo, M 2003, Major trends and issues in early childhood education: challenges, controversies and insights, 2nd edn, Teachers College Press, New York.
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.
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||40||40||02 Sep 2013|
|ASSIGNMENT 2||60||60||07 Oct 2013|
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, 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.
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.