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The current and official versions of the course specifications are available on the web at https://www.usq.edu.au/course/specification/current.
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EDE3103 Perspectives of Early Years Curriculum, Play and Pedagogy

Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : Band 1
Grading basis : Graded
Version produced : 16 May 2022

Requisites

Pre-requisite: EDE2010 and Students must be enrolled in one of the following Programs: BEED or BEDU (Early Childhood) or BECH

Overview

The Melbourne Declaration (2008), the UN Convention on the Rights of the Child (1989), early years' frameworks, and curriculum documents affirm the right for all children to have equitable opportunities to access quality early childhood education and care. Within these settings, the curriculum is the blue print for guiding educators in planning, supporting, teaching and assessing children’s learning. As professionals, it is imperative that pre-service early childhood educators have an awareness of key curriculum documents, frameworks and early childhood pedagogy, and the underpinning theory and research that informs these documents to make informed decisions on how best to support the learning potential of children. They also need to be equipped with the theory for how play can offer an integrative device for supporting children’s learning, and a strong understanding for the roles of the educator in the learning environment. As accountabilities around curriculum become significant, it is essential that the early childhood educator teaching in the early years can articulate how play supports the provision of high impact teaching and learning and curriculum delivery.

The course extends upon pre-service educator's understandings of the historical, contemporary and post-structuralist theory on play, and how this can impact on and inform practices for supporting children's agency, play, development and learning. The importance of the role of the educator is examined as pre-service early childhood educators explore age appropriate pedagogical skills and strategies to facilitate and scaffold meaning-making in children's play and the co-construction of appropriate learning environments. Pre-service educators will also investigate skills and strategies required for the facilitation and support of transitions for children through play. The course provides early childhood educators with the opportunity to develop understanding and awareness of key features and themes of early childhood curriculum, frameworks and approaches. Pre-service educators will examine factors that impact on curriculum decision making and their role in the learning environment.

A 15-day professional experience placement is attached to this course. For full details of the Professional Experience particulars, please refer to the Professional Experience website and the Professional Experience Book.

Course offers

Semester Mode Campus
Semester 1, 2022 External
Semester 2, 2022 External
Date printed 16 May 2022