EDE2201 Contexts for Learning and Development
|Short Description:||Contexts for Learn&Development|
|Faculty or Section :||Faculty of Business, Education, Law and Arts|
|School or Department :||School of Teacher Education and Early Childhood|
|Student contribution band :||National Priority - Teaching|
|ASCED code :||070101 - Teacher Education: Early Child|
|Grading basis :||Graded|
|Version produced :||19 April 2019|
Pre-requisite: Students must be enrolled in one of the following Programs: BEDU (Early Childhood) or BECH
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.
This course draws on sociocultural theories, social justice frameworks and anti-bias approaches that consider children's development as learners as being shaped by a range of historical, cultural and social contexts within and beyond early education and care settings. The course gives particular emphasis to factors within educational contexts - outdoor and indoor learning environments, playgrounds, peer and pedagogic relationships - and how these contribute to children's access, involvement, engagement and development as learners. Social, relational and contextual factors that support children's full involvement and learning will be considered. Focus will be given to the role of educators in accurately identifying and managing any possible challenges, in order to ensure that all facets of children's educational experiences contribute to positive learning and development. Pre-service educators will learn how to interpret data, as well as learning skills of observation, analysis and reporting as the basis for communicating with parents pertaining to their child's educational experience. They will be introduced to a cycle of professional inquiry and develop knowledge and a rationale for gathering accurate information on and with children, which is the foundation for planning and organising appropriate learning opportunities for learners and for teachers' own professional learning needs.