80133 EARLY CHILDHOOD EDUCATION IV

Year	No.	Offer	Mode	Description			Cred. Pts
99	80133 	S1  	D 	EARLY CHILDHOOD EDUC IV   	1.00

Contents

• Staffing
• Pre-requisite(s)
• Rationale
• Synopsis
• Objectives
• Topics
• Texts
• Recommended References
• Student Workload
• Assessment Details
• Other Requirements

STAFFING:

PRE-REQUISITE(S)

80130 practicum

RATIONALE:

Eisner,  when commenting on curriculum ideals appropriate for children
under  eight,  said  "Curriculum is a mind altering  device;  what  we
decide to teach and how we decide to teach it collectively shapes  the
opportunities  that  children will have to develop  aspects  of  their
minds".  He  called  for  the refinement of the senses;  opportunities
which would promote imaginative processes of the mind; the development
of multiple literacies; the development of automacy; the importance of
self-esteem, social confidence and psychological health.  Such  ideals
are central to the philosophy of this unit. Such ideals will also need
to  be  reflected in the way in which children with diverse  abilities
are integrated in Year 1 - 3 classrooms.

SYNOPSIS:

This  unit  will  examine P-3 curriculum documents. Students  will  be
expected  to  study and critically assess these documents  and  devise
ways of implementing them within the frame-work of Eisner's Curriculum
Ideals. Those ideals will be extended to the organisation of the  year
1  -  3  primary  classes in which the students will experience  their
teaching practice. The unit will also focus on teaching children  with
diverse abilities.

OBJECTIVES:

On successful completion of this unit students will be able
to:

1. Develop integrated programs based on P-3 curriculum documents.
   
2. Analyse critically emerging curriculum policies which relate
   to P-3.
   
3. Enhance access and equity in early childhood classrooms.
   
4. Plan for children with diverse abilities.
   
5. Design motivating, challenging and creative early learning
   programs.
   

TOPICS:

 Description                                                    Weighting(%)

P-3 Curriculum Documents                                              35.00

Theories  related  to  curriculum  development  in  early             30.00
childhood classrooms

Emerging  trends  and recent policies  related  to  early             15.00
childhood curriculum

Access and equity issues and processes                                10.00

Planning for children with diverse abilities                          10.00

TEXT and MATERIALS to be PURCHASED:

Queensland School Curriculum Council, 1998, Preschool Curriculum
Guidelines., Brisbane, Government Printer.

RECOMMENDED REFERENCE MATERIALS:

VISUAL ART

Darby, M. 1993, Art Starts, Jacaranda Press, Milton.

`Living by Design, Year I', 1988, Art Handbook for Teachers,
Department of Education, Queensland.

Andress, B. 1980, Music Experiences in Early Childhood, Sydney Holt
Reinhort and Winston.

Blockner, G.H. 1993, Aesthetic Value in Cross-Cultural, Multicultural
Art Study, Arts Education Policy Review, vol 95, no 2.

Eaton, M. 1993, Instilling Aesthetic Values, Arts Education Policy
Review, vol. 95, no. 2.

Elkind, D. 1990, Perspectives on Early Childhood Education, National
Education Association.

Lankford, L.E. 1990, Preparation and Risk in Teaching Aesthetics,
Art Education, September 1990.

Wright, S. (ed) 1991, The Arts in Early Childhood, Prentice Hall of
Australia.

MUSIC

Leonhard, C. 1991, Aesthetics Literacy in Music, Design for Arts in
Education, vol. 93, no. 1.

Askew, G. 1993, Music Education in the Primary School, Longman
Cheshire, Melbourne.

NUMERACY / SCIENCE

Bickmore-Brand, J. (ed) 1990, Language in Mathematics, Australian
Reading Association, Carlton South, VIC.

Charlesworth, R. & Radeloff, D.J. 1991, Experiences in Math for Young
Children, 2nd edn, Delmar Publishers Inc., Albany, New York.

Copeland, R.W. 1984, How Children Learn Mathematics: Teaching
implications of Piaget's research, 4th edn, Macmillan Publishing
Company, New York.

Australian Journal of Early Childhood AJEC, Volume 16-3, September
1991. Science and Technology Issue.

Lind, K.K. 1991, Exploring Science in Early Childhood - A
developmental approach, Delmar Publishers, New York.

Elliott, A. 1990, Computer-based Mathematical Experiences in an Early
Intervention Program, Australian Journal of Early Childhood vol. 15,
no. 3, pp. 37-45.

Forman, G.E. & Kuschner, D.S. 1983, The Child's Construction of
Knowledge: Piaget for teaching children, National Association for the
Education of Young Children Washington, D.C.

Fry, I. 1992, Rediscovering Unit Blocks, Australian Early Childhood
Association Inc., Watson, ACT.

LITERACY

Bulter, A. & Turbil, J., Towards a Reading Writing Classroom,
Primary English Teacher Association.

Fields, M., Spangler, K. & Lee, D. 1991, `Lets Begin Reading Right',
Developmentally Appropriate Beginning Literacy, MacMillan Publishing
Co.

Garton, A. & Pratt, C. 1989, Learning to be Literate, Basil
Blackwell.

Harste, T. C., Short, K. & Burke, G. 1988, Creating Classroom
Authors, Heineman Portsmouth.

Holdaway, D. 1989, Independence in Reading, 2nd edn, Ashton
Scholastic, Brisbane.

Holdaway, D. 1980, Literacy and Early Childhood, Ashton Scholastic.

Hopkins, H. 1989, From Talkers to Readers, Scholastic Australia.

Jalango, M.R. 1992, Early Childhood Language Arts, Allyn & Bacon.

Machado, J.M. 1990, Early Childhood Experiences in Language Arts,
4th edn, Delmar Publications.

Martin, R. 1992, `Big Books as Models for Writing', Language Workshop
I, Martin International.

Morrow, L.M. 1993, Literacy Development in the Early Years, 2nd edn,
Allyn & Bacon.

Raine, S. & Canady, R. 1990, The Whole Language Kindergarten,
Teachers College Press.

Saxby, Maurice, Winch, Gordon (eds) 1987, `Give them Wings', The
Experience of Childrens' Literature, The MacMillan Company of
Australia.

Tite, H. 1991, Play with Print, Creche and Kindergarten Association
of Qld.

Turbill, J. 1982, No Better Way to Teach Writing, Primary English
Teachers Association.

Walshe, R.D. (ed), Every Child Can Write, PETA (Primary English
Teachers Association).

Classroom Organisation Fleet Alma and Martin Lilian

Making it Work

Ideas for Classroom Organisation Nelson 1990 Fleet Alma Martin Lilian

Thinking it through - Ideas for Classroom organisation Nelson 1990

STUDENT WORKLOAD REQUIREMENTS:

	ACTIVITY				HOURS
Lectures                                      	21
Tutorials/Workshops                           	21
Directed Study                                	55
Private Study                                 	78

ASSESSMENT DETAILS:

No  *F/S Marks     Due        Description                              Wtg(%)    LBL WWW
1   F              WK 6      CURRICULUM REVIEW                         20.00     N   N
2   S              WK 16     UNIT OF WORK                              50.00     N   N
3   S              END S1    EXAMINATION 3 HOURS                       30.00     N   N

OTHER REQUIREMENTS:

1    Results  for  this  unit will not be released  until  alternative
     field   experience/CFE  has  been  completed  and   documentation
     processed.
2    When  there  is  more  than  one marker  for  a  single  item  of
     assessment, the distribution patterns and means for the different
     markers will be compared and marks adjusted if necessary.
3    Marking   criteria  are  provided  in  unit  material   as   mark
     sheets/guides or as part of assignment specifications.
4    Summative  assessment  items will be  given  a  numerical  score.
     Ungraded summative assessment will be given either Pass, Fail  or
     Incomplete.
5    Unit Grades will be calculated by aggregating the weighted result
     or  numerical  score  for  each summative  assessment  item.  Any
     ungraded  assessment requirement will receive  a  Pass,  Fail  or
     Incomplete.
6    All  assessment  items  must  be attempted/submitted.  Assessment
     items must be passed overall.
7    If  assignments  are  submitted after the  due  date  without  an
     approved extension of time, a penalty of 10% of the mark  awarded
     by  the examiner for the assessment item will apply for each  day
     late.
8    80%  attendance at workshops or tutorials is needed to fulfil the
     requirements  of this unit. Attendance sheets must be  signed  at
     each workshop or tutorial. Failure to reach the required level of
     attendance will result in failure of the unit.