USQ LogoCourse specification
The current and official versions of the course specifications are available on the web at http://www.usq.edu.au/course/specification/current.
Please consult the web for updates that may occur during the year.

EDE4010 Leadership and Management in Early Childhood

Semester 2, 2013 On-campus Fraser Coast
Units : 1
Faculty or Section : Faculty of Education
School or Department : Education
Version produced : 21 July 2014

Contents on this page

Staffing

Examiner: Alice Brown
Moderator: Nicole Green

Rationale

Early childhood professionals working in contemporary learning communities require an understanding of leadership and management theory in order to develop effective and sustainable pedagogy and practice in context. Building personal and professional identity amongst staff requires early childhood professionals to be skilled administrators, managers and leaders. In striving to achieve quality, and proactively address the dynamic nature of change in early childhood organisations it is imperative that early childhood professionals become fully capable in human and resource development as well as visioning, school revitalisation and strategic planning.

Synopsis

This course will introduce students to the key elements of leadership, management and administration for early childhood settings; the value and importance of personal and professional critical reflection; and the role of and support provided by community and government agencies to build human capacity with the early childhood workforce. 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 ONLINE offering and advised of this change before semester commences.

Objectives

On completion of this course students will be able to:

  1. Describe and analyse the elements of leadership, management and visioning in early childhood settings (Assessment 1)
  2. Critically analyse the cultural, social, economic and political influences and their implications on the provision of early childhood services (Assignment 1 and 2)
  3. Synthesise and analyse the role and process of strategic planning in early childhood contexts (Assignment 2)
  4. Understand and critically analyse organisational systems and structures that support appropriate and ethical management of diverse early years contexts (Assignment 1 and 2)
  5. Apply effective management strategies and implementation processes for the successful operation of diverse early childhood context (Assignment 2)
  6. Demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (All assignments)

Topics

Description Weighting(%)
1. Leadership and management in Early Childhood settings 10.00
2. Strategic management and the Early Childhood leader. (Analysis and visioning) 30.00
3. Human Resource management in Early Childhood settings 15.00
4. Financial management and the Early Childhood professional 15.00
5. Administration and the Early Childhood trends 15.00
6. Community engagement and the Early Childhood leader 15.00

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=EDE4010)

Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)

  • Rodd, Jillian 2013, Leadership in Early Childhood: The pathway to professionalism, 4th edn, Allen and Unwin, Crows Nest, NSW.

Reference materials

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.
  • Arthur, L., Beecher, B., Docket, S., Farmer, S., & Death, E 2012, Programming and Planning in Early Childhood settings, 5th edn, Cengage Leraning, Victoria, Australia.
  • Barbour, C., & Barbour, N. H 2004, Families, schools and communities: building partnerships for educating children, 3rd edn, Prentice Hall, Upper Saddle River, NJ.
  • Briggs, M., Briggs, I 2009, Developing your leadership in the Early Years, Continuum International Publishing Group, London.
  • Carter, M., Curtis, D 2009, The visionary Director: A Handbook for dreaming, organizing & improvising in your centre, 2nd edn, Redleaf Press, St Paul, MN.
  • Newman, L., & Pollnitz, L 2002, Professional, ethical and legal issues in early childhood, Pearson Education Australia, Frenchs Forest, NSW.
  • CD required as optional purchase at bookstore. Examiner will notify via study desk.
  • 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

Activity Hours
Directed Study 80.00
Independent Study 80.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
ASSIGNMENT 1 50 50 09 Sep 2013
ASSIGNMENT 2 50 50 28 Oct 2013

Important assessment information

  1. Attendance requirements:
    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. 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.

  2. 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.

  3. 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.

  4. 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.

  5. 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.

  6. Examination information:
    There is no examination in this course.

  7. 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.

  8. 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.

Assessment notes

  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/referencing

Other requirements

  1. Students will require access to e-mail and have Internet access to UConnect for this course.