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ECA2100 Early Childhood Creativity and the Arts

Semester 1, 2021 On-campus Springfield
Short Description: EC Creativity & the Arts
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : Band 1
ASCED code : 070101 - Teacher Education: Early Child
Grading basis : Graded
Version produced : 17 April 2021


Examiner: Vicki Christopher


Pre-requisite: Students must be enrolled in one of the following Programs: UCTE or BEED or BEDU (Early Childhood) or BECH
Enrolment is not permitted in ECA2100 if EDC2300 has been previously completed

Other requisites

Students enrolling in courses which do not follow the recommended enrolment pattern cannot be assured of a developmental learning experience or program completion within their preferred timeframe.


Children are rich in creative potential. Creativity is integral to children’s communication, self-expression and meaning-making, and is an integral requirement for learners to think broadly, deeply and draw upon behaviours and dispositions such as imagination, persistence and inquisitiveness. Supporting opportunities through their involvement in the Arts allows children the opportunity to develop their ideas and communicate a sense of their place in the world through engagement in multi-modal arts based experiences of music, dance, drama, visual art and media arts.


This course investigates creativity as an important disposition in the child, and the role that creativity plays in their learning and development. By adopting an Arts based approach, pre-service early childhood educators explore some of the many ways that young children (birth to eight) express ideas and make meaning by engaging in visual, auditory, relational, naturalistic, kinaesthetic and musical experiences. Underpinned by principles of supporting the creative, inquiring and imaginative child, pre-service educators will gain an understanding of both content and pedagogies in traditional and contemporary arts practices. The course explores how the arts and creative process can serve many purposes, including providing children with opportunities to draw upon their unique intelligences, multiple communication styles, and diverse backgrounds and cultures to make-meaning.


The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service educators should be able to:

  1. understand the characteristics and role of creativity and how these pursuits affect the learning and development of the child (APST 1.1, 1.2);
  2. explain the role of play and the environment as vehicles for supporting creative thinking, inquiry and imagination in young children (APST 1.2);
  3. apply arts based approaches (content, a range of teaching strategies and resources, including ICT) for meaning making (learning) and self-expression (APST 2.1, 3.3, 3.4);
  4. analyse the role of the arts in affording children the opportunity to communicate in multiple ways and share their history, culture and languages, including Aboriginal and Torres Strait Islander (APST 2.4).


Description Weighting(%)
1. Creativity and the creative child 20.00
2. Environments, processes, practices and a range of teaching strategies that support meaning making, self-expression and creativity 20.00
3. Documenting and planning for creativity in young children through the arts 40.00
4. Arts as a vehicle in supporting, communicating and sharing history, culture and languages 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). (

Please contact us for alternative purchase options from USQ Bookshop. (

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.
Dinham, J & Chalk, B 2018, It’s ArtsPlay: Young children belonging, being and becoming through the Arts, Oxford University Press, Sydney, New South Wales.
Scarlet, R R 2016, The anti-bias approach in early childhood, 3rd edn, Multiverse Publishing, Erskineville, New South Wales.

Student workload expectations

Activity Hours
Directed Study 80.00
Private Study 85.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
ASSIGNMENT 1 40 40 05 Apr 2021 (see note 1)
ASSIGNMENT 2 60 60 04 Jun 2021 (see note 2)

  1. Inquiry Task
  2. Portfolio of Work

Important assessment information

  1. Attendance requirements:
    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.

  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 for that item.

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure (point 4.2.4)

  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 items for the course.

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

  7. Examination period when Deferred/Supplementary examinations will be held:
    There is no examination 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

Assessment notes

  1. Referencing in assignments must comply with the APA referencing system. This system should be used by students 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. This guide can be found at

  2. Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.

  3. Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).

Evaluation and benchmarking

In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement
2. forms part of the Bachelor of Education and is benchmarked against the

  1. internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review.
  2. Queensland College of Teachers
  3. Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).

Other requirements

  1. Participation: Students can expect it will be necessary to participate in and contribute to a range of learning opportunities in this course including online study activities, lectures, tutorials, seminar presentations, group discussions and self-directed study activities in order to apply the coursework that will enable quality assessment tasks to be submitted as evidence of professional development.

Date printed 17 April 2021