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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.

EDU5010 Politics and Pedagogy in Early Childhood

Semester 2, 2013 Online Toowoomba
Units : 1
Faculty or Section : Faculty of Education
School or Department : Education
Version produced : 21 April 2014

Contents on this page

Staffing

Examiner: Alice Brown
Moderator: Nicole Green

Rationale

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 whilst constructively looking at ways to work within and against dominant Early Childhood discourse. 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.

Synopsis

This course requires students to engage with a national and 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.

Objectives

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:

  1. the importance of establishing and sustaining a professional learning community focused on research evidence and advocacy (All assessments)
  2. work in multi-disciplinary, diverse teams demonstrating skills in cooperation, communication and negotiation (All assessments)
  3. articulate a personal and professional pedagogy that promotes social values and ethical practice based on contemporary research
  4. gain new insights into future orientations for early childhood education and care (All assessments)
  5. demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (All assessments)

Topics

Description Weighting(%)
1. A political gaze on early childhood education (local, national and international) 30.00
2. Swimming against the tide: Discourse, children and pedagogy 30.00
3. Revisioning early childhood education 20.00
4. Advocacy and pedagogy across early childhood 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=EDU5010)

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

  • There are no texts or materials required for this course.

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.
  • Cannella, G., & Soto, L. (Ed.) 2011, Childhoods: A handbook, Peter lang Publishing, New York.
  • Dahlberg, G., & Moss, P 2005, Ethics and politics in early childhood education, Routledge Falmer, New York: London.
  • 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: Applying post-structural ideas, Routledge, London.
  • Yelland, N. J 2010, Contemporary Perspectives on Early Childhood Education, Buckingham, UK, OUP.
  • 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 40 40 11 Sep 2013
ASSIGNMENT 2 60 60 23 Oct 2013

Important assessment information

  1. Attendance requirements:
    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.

  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.