Units

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Sample subject outline - Semester 1 2013

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

Rationale

Debates and shifts in education contribute to the shaping of new pedagogical approaches and curriculum directions. In this unit you will be given opportunities to take the lead in current discussions and debates. Issues will be examined using analytical frameworks, interpreting existing research, and through developing your own learning agenda for critically assessing issues and contingencies.

Aims

The aim of this unit is to provide you with the opportunity to develop a critically-informed and research-based understanding of the current issues that are under scrutiny in the field of early childhood education and care. Recognition and appreciation of gender, culture and customs will be essential to the consideration of the issues, and you will make active contributions to promoting codes of practice relevant to your specific professional area.

Objectives

On completion of this unit you should be able to:

1. Identify key ideas influencing early childhood curriculum, theory, pedagogies and related practices (GC: A, B);
2. Comment critically on competing theories, knowledge, discourses and understandings for understanding the work of teaching in early childhood education (GC: A, B, D);
3. Critically analyse research that reports on early childhood teachers, curriculum, families and children (GC: A, B, D);
4. Reflect on personal language literacy skills and reveal well developed personal language and literacy competency using Standard Australian English (demonstrated through use of appropriate literacy and communications conventions and technologies in meeting unit participation and assessment requirements) (GC: C, E, G):

Content

This unit draws attention to sources of knowledge about early childhood curriculum and pedagogy. You are asked to reflect critically on early childhood curriculum and pedagogical approaches. Attention is drawn to critical/theoretical relationships between the teacher and the curriculum. Contemporary debates about what early childhood teachers need to know in order to teach in early childhood education and care programs are considered.

This unit includes topics which examine current issues in education, and discuss relevant research undertaken in the field. The study program and assignments promote critical analysis of what such research might contribute to the professional development of early childhood teachers. You will demonstrate a critically-informed and research-based understanding of the field of education, curriculum, and pedagogy.

Approaches to Teaching and Learning

This unit provides opportunities for you to explore, analyse and discuss theories, models, methodologies and research related to understanding teaching in early childhood programs. Fostering group discussion around topics set in the unit information and linking those topics with issues raised within the group is regarded as an essential aspect of the teaching-learning experience for this unit. A variety of learning environments are available for you to take part in discussions, reflect on thinking, and engage in collaborative thinking and learning. You will be encouraged to build connections between the topics raised by lecturers and in the required readings, with your own practical and theoretical knowledge about curriculum and pedagogy.

Assessment

Assessment items are designed to allow students to engage with areas and concepts that are of particular interest, while also demonstrating their understandings of the unit material.Students can expect formative feedback as part of engaging with the staff and peers in on campus sessions (internal) and on discussion forums (internal and internet).
Summative feedback will be provided in the form of assessment rubrics and comments on assignments.

Assessment name: Essay
Description: Critical analysis of the concepts of either curriculum or pedagogy in early childhood education and care, with a demonstrated understanding of the different perspectives available to explain this concept in the field of education, and specifically early childhood education and care.
Length: 2500 words
Relates to objectives: 1, 2 &4
Weight: 50%
Internal or external: Both
Group or individual: Individual
Due date: Mid-semester

Assessment name: Essay
Description: Critical analysis of contemporary debates and/or policy related to curriculum and/or pedgogy in early childhood education and care.
Length: 2500 words
Relates to objectives: 1, 2, 3 & 4
Weight: 50%
Internal or external: Both
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

Geneshi, C. & Goodwin, A. L. (2007). Diversities in Early Childhood Education: Rethinking and doing.London: Routledge.


References

Contemporary Issues in Early Childhood (on-line journal available via QUT library)

Farquhar, S., & Fitzsimons, P. (2008). Philosophy of early childhood education: Transforming narratives. Malden, MA: Blackwell.

McLachlan, C., Fleer, M., & Edwards, S. (2010). Early childhood curriculum: Planning, assessment and implementation. New York: Cambridge University Press (e-book via QUT Library)

MacNaughton, G. (2003). Shaping early childhood: Learners, curriculum and contexts. Maidenhead, UK: Open University Press.

Nutbrown, C., Clough, P., & Selbie, P. (2008). Early childhood education: History, philosophy and experience. London: SAGE.

Wood, E. (2008). The Routledge reader in early childhood education. London: Routledge.

Risk assessment statement

There are no out of the ordinary risks associated with 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: 30-Oct-2012