Units

---

Sample subject outline - Semester 1 2013

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

Rationale

In this unit, you will analyse key concepts which are important to early childhood curriculum. You will explore the complexity of educational environments, and examine key terms and how they influence teaching, learning and decision making in early childhood. A number of theories shape the ways we see children, and our beliefs about how they should be engaged and educated. This unit examines some of these views, and the ways in which curriculum ideas influence what we think about and how we interact with children. You will consider practical strategies for providing young children with meaningful learning experiences that are intellectually challenging, and connected to their lives.

Aims

The aim of this unit is for you to develop a sound understanding of the key concepts which underpin early childhood education, in relation to childcare, preschool, prep and lower primary settings. This unit provides an opportunity to draw from and link to your other field experience units.

Objectives

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

1. Demonstrate an understanding of the key terms in early childhood curriculum, and an ability to critically reflect on the theoretical perspectives which underpin various elements of curriculum (QCT Standard Four; QCT Standard Seven)

2. Conduct investigations into the various constructions of children, and those factors which influence the development of curriculum (QCT Standard Four; QCT Standard Eight).

3. Make links between young children and their play and interactions with the role of the teacher in providing flexible and supportive learning environments for young children, in a range of early childhood settings (QCT Standard One; QCT Standard Seven).

4. Demonstrate acceptable standards of communication and professional responsibility, by presenting all unit requirements on time and participating in lectures, tutorials, discussions, and assessment tasks (QCT Standard Two; QCT Standard Ten).

Content

This unit will cover the following topics: you will analyse a number of theories of early childhood care and education, in both their current and historical contexts. You will consider the many aspects and meanings of curriculum, and think about the factors which influence the various models for curriculum in a range of early childhood settings (childcare, preschool, prep and lower primary), You will examine your own theories of teaching and learning with young children, and consider frameworks for analysing and reflecting on the many models of early childhood care and education you will encounter.

Approaches to Teaching and Learning

The principles of graduate pedagogy are applied in the design of this unit. You will study through personal research, reading, writing, observation and collaborative learning activities. Keynote lectures, tutorials and online teaching resources will encourage all students to discuss, question and problem-solve.

Assessment

Assessment in this unit is both formative and summative. Formative assessment is provided through feedback in tutorial sessions and/or online discussions, and through written comments on initial assignment work. There are 3 summative assessment tasks:

Assessment name: A glossary
Description: A glossary providing definitions of key concepts in early childhood curriculum. Your individual contribution will be part of a group task, which will contribute to the building of a community of learners.
Length: 500 words
Relates to objectives: 1
Weight: 10%
Internal or external: External
Group or individual: Individual
Due date: Mid semester

Assessment name: Workshop
Description: You are to prepare a workshop which analyses a particular aspect of curriculum for early childhood care and education. The workshop will be supported by a written document which highlights the key points of your analysis.
Length: 500 words
Relates to objectives: 1, 2, 3, & 4
Weight: 40%
Internal or external: External
Group or individual: Individual
Due date: Late semester

Assessment name: Journal
Description: You are required to keep a learning journal throughout this unit, making entries on each of the topics covered throughout the semester. Your journal will include references to the literature, and critical reflection on all aspects of curriculum for early childhood care and education.
Length: 2000 words
Relates to objectives: 1, 2, 3, & 4
Weight: 50%
Internal or external: External
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

Texts

Fleer, M., Edwards, S., Hammer, M., Kennedy, A., Ridgway, A. Robbins, J., & Surman, L. (2006). Early Childhood learning communities: Sociocultural research in practice. Frenchs Forest, NSW: Pearson.

Recommended reading:

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

MacNaughton, G., & Williams, G. (2004). Techniques for teaching young children. Frenchs Forest, Australia: Longman.

Queensland Studies Authority. (2006). Early Years Curriculum Guidelines. Brisbane: QSA. .

Risk assessment statement

There are no risks beyond the ordinary which need to be considered in this unit.

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: 29-Oct-2012