Units

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Sample subject outline - Semester 2 2012

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

The concept of curriculum in early childhood education evokes much discussion and debate. In this unit creating curriculum for/with young children will be considered in the light of theories and research relating to how children learn and how their knowledge is constructed. Ways in which teachers and children can work together in creating a curriculum that is meaningful to children while meeting the expectations of parents and society will be considered in relation to child care, kindergarten/preschool and lower primary settings. Pedagogical practices in ecec will be unpacked in a critically reflective manner. In the process of reflecting on the theoretical perspectives of this topic, students will be encouraged to 'look with multiple lenses' and challenge some prevailing assumptions and taken-for-granted discourses in ecec curriculum. Practical strategies for setting up supportive learning environments, assisting children to develop and extend their ideas and providing experiences that promote multiple learning outcomes will be highlighted. Methods for evaluating teaching and learning in these contexts will also be considered.

Aims

Through engagement with this unit you will have the opportunity to develop an understanding of creating curriculum with young children. You will critically reflect on a range of perspectives through which curriculum with young children can be developed and implemented.

Objectives

Outcomes

On satisfactory completion of this unit, you should be able to:

1. Critically reflect on the theoretical perspectives underpinning various approaches to early childhood curriculum and pedagogy and begin to articulate their own evolving philosophical perspective on early childhood education and care. [EPA 2.3]

2. Organise environments and contribute to the creation of learning contexts that support children in the construction of their knowledge. [EPA 2.1]

3. Develop and implement strategies for working with children in negotiating and creating the curriculum, which include ways of encouraging children to express their ideas and to represent these in a variety of forms. [EPA 3.3]

4. Understand the importance of advocating to parents, colleagues and the community about the provision of meaningful contexts for young children's learning. [EPA 3.4]

5. Demonstrate acceptable standards of communication and professional responsibility, by presenting all unit requirements on time and participating in lectures, tutorials and assessment tasks. [EPA 2.5]

Content

The topics to be covered in this unit will address the outcomes outlined above. These topics will be addressed in 4 Modules:

Module 1: Curriculum in ECEC

An overview of curriculum in early childhood education will be presented. Factors impacting on curriculum creation will be considered. The notion of children as competent and capable participants in the process of creating the curriculum will be explored. In particular attention will be focused on the ways in which children construct their own knowledge and the effects that open and prescriptive curriculum models have on this construction. Various perspectives on the role of the teacher in the creation of curriculum will be considered.

Module 2: Creating the environment: How is it done and who has a say?

Attention will be focused on the nature and organisation of learning environments in which shared curriculum creation occurs. Videos and other audio-visual material will be used, along with observation visits, to focus on the organisation of time and space, the open-ended nature of the materials available, the nature of the interactions and the classroom climate. These will be analysed with a view to identifying factors which promote children's involvement in creating the curriculum and critically analysing the different roles played within this process.

Module 3: The pedagogy of play

The history and role of play in early childhood education and care will be critically analysed. The processes in which children engage when they are playing will be considered in terms of the teaching/learning process. These processes include the ability to symbolise, to access and extend knowledge, to use language and to express ideas and feelings as well as to interact socially and to see another's perspective. The potential of play to promote multiple learning outcomes will be examined.

Module 4: The teaching/learning experience: Bringing it all together and pulling it apart.

Theories underpinning the planning and documentation of teaching/learning experiences will be discussed and a range of strategies presented for consideration. Students will be introduced to some of the existing debates relating to curriculum in ECEC. A range of dominant discourses evident within ECEC will be deconstructed, with consideration given to alternative perspectives that challenge and question taken-for-granted assumptions. Students will be encouraged to apply this questioning strategy to the broad range of curriculum development and pedagogy they experience in early childhood settings.

Approaches to Teaching and Learning

The teaching and learning approaches in this unit reflect and are responsive to past experiences and demonstrated skills of the students. You will be expected to contribute, in a collaborative manner, to your own learning and to the learning of others in the group. The presentation of lectures and tutorials, and the use of online resources and teaching, will be designed to provide you with opportunities to contribute to the learning within this unit. Critical analysis and reflection will be emphasised within this unit and will be required within the assessment tasks. You will also be expected to undertake some observation visits to early childhood services and other places as part of the tutorial work.

Assessment

Assessment in this unit is both formative and summative. Formative assessment is provided through feedback in tutorial sessions and/or e-mail discussions and through written comments on initial assignment work. There are three items of summative assessment in the unit.

Assessment name: Glossary
Description: Using the following key terms in early childhood education and care relating to curriculum, pedagogy and play develop a glossary providing definitions of these terms as you understand them: dramatic play; child-centredness; emergent curriculum; project approach; play-based curriculum; DAP; event-based play; child study; observation; documentation.
(500 words)
Relates to objectives: 1, 2, 3, 4, & 5.
Weight: 10%
Internal or external: Internal
Group or individual: Individual
Due date: Before mid semester

Assessment name: Journal
Description: You are required to keep a journal throughout this course, making entries on each of the topics dealt with in class. Each entry will include references to the literature (set texts, references and journal articles) personal reflections, and thoughts on practical strategies and materials for facilitating young children?s learning. Details of this piece of assessment will be discussed in lectures and tutorials. This is to be written in the form of a professional diary with appropriate referencing and presentation.
(2000 words)
Relates to objectives: 1 & 5.
Weight: 50%
Internal or external: Internal
Group or individual: Individual
Due date: Mid semester

Assessment name: Workshop
Description: You are to prepare a workshop to be shared with other students. It should take the form of an on-line presentation or a powerpoint presentation of approximately 20-30 minutes in length. The workshop should be supported by a written document supporting the material presented in the presentation.
(20-30minutes plus 1000 words)
Relates to objectives: 1, 2, 3, 4, & 5.
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: End of semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Text

There is no set text for this Unit. You are expected to access a variety of resources, including some materials which will be available on CMD.

References

Edwards, C., Gandini, L., & Forman, G. (1993). The hundred languages of children. New Jersey: Ablex.

Helm, J. H., & Katz, L. (2001). Young investigators: the project approach in the early years. New York: Teachers College Press.

Hogben, J., & Wasley, D. (1989). Learning in early childhood: What does it mean in practice? Adelaide: Education Department of South Australia.

Jones, E.; Evans, K., & Stritzel Rencken, K. (2001). The lively kindergarten: emergent curriculum in action. Washington, D.C.: NAEYC.

MacNaughton, G., & Williams, G. (1998). Techniques for teaching young children. Frenchs Forest, Australia: Longman.

Patterson, C., & Fleet, A. (2003). Meaningful planning. Canberra: AECA.

Queensland Studies Authority. (2003). Early Years Curriculum Guidelines. Brisbane: QSA.

Wright, S. (2003). Children, meaning making and the arts. Sydney: Pearson Prentice Hall..

Wright, S. (1991). The arts in early childhood. New York: Prentice Hall.

Risk assessment statement

There are no risks beyond the ordinary which need to be considered in this unit. Workplace health and safety protocols in relation to computer use will apply.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 30-Apr-2012