ApplyEnquire
Alphacrucis Logo link to homepage

Details for EDU140 Early Childhood Praxis and Pedagogy

This subject introduces students to the fundamentals of early childhood pedagogies and professional practice with a focus on children birth to 35 months. Various discourses will be examined that inform teachers’ knowledge and pedagogical practice and provides them with the opportunity to critically engage with models of pedagogy. Principles of respectful, responsive and play based pedagogies and early child development will be analysed to best support learning and wellbeing of very young children. Students will develop an understanding of the planning cycle, ethical and reflective practice and the Early Years Learning Framework v 2.0.  This subject provides a comprehensive analysis of theoretical and philosophical perspectives. Contemporary curriculum will be examined with particular emphasis on relevant approved learning frameworks and curriculum documents. Students are introduced to a wide range of assessment and reporting techniques including documentation to enhance planning for learning. The aim of this subject is to build the student’s knowledge of pedagogical practices in the early years and build their capacity to transfer this knowledge into practice. Students will demonstrate these foundational theoretical and professional understandings and skills during their first professional practice with children aged birth to 35 months.  

Quick Stats

  • Currently offered by Alphacrucis: Yes
  • Course code: EDU140
  • Credit points: 10

Subject Coordinator

Michael Parzakonis

Prerequisite

Nil

Unit Content

Outcomes

  1. Demonstrate an understanding of the historical and contemporary perspectives of childhood, learning and pedagogy, including understanding of different approaches and practices to health and wellbeing with infants and toddlers in the Australian context. 
  2. Examine, analyse and discuss the theoretical influences on the role of play and associated early childhood pedagogies and practices in early childhood learning and development. 
  3. Analyse and discuss the roles of the early childhood teacher in guiding children in response to their ideas and play, extending learning and promoting agency, and articulate and demonstrate an understanding of respectful, responsive and relationship-based pedagogies for very young children. 
  4. Apply knowledge of curriculum, assessment, reporting and evaluation to plan, implement and reflect on effective learning and as part of an ongoing cycle to develop understanding of the early childhood curriculum and how intentional, play-based teaching practices are used to promote the learning and wellbeing of children birth-35 months and 3-5 years.
  5. Identify and critically evaluate the scope of programming in the domains of learning and teaching, and evaluation and teaching strategies, including interpretation of documented observations of young children’s learning and wellbeing with reference to current legislative frameworks. 
  6. Demonstrate knowledge and use of a range of assessment tools for early childhood to enhance planning for learning by fostering engagement of children and families in learning. Analyse and apply a range of pedagogical strategies, EYLF outcomes and practices, to support children’s learning and development across a range of developmental domains, curriculum areas, contexts, and age levels and for different audiences. 

Subject Content

  1. Historical, cultural, and philosophical perspectives on the image of the child and its impact on teaching and learning practices. Evidence informed practice in relation to Early Childhood pedagogy and practice.
  2. Models of pedagogy and theories of learning and development. Theories of Play: The role of play in learning:

    • Play plans – (Bodrova & Leong) 
    • Conceptual play worlds (Fleer) 
    • Schema play 
    • Steiner 
    • Nature play – floor books, lines of enquiry, talking listening trees, talking tubs 
    • Anji Play 
    • 21st Century constructions of play
  3. Knowledge and analysis of the EYLF V2.0 Practices, Principles and Learning outcomes. 
  4. Programming and planning:  birth to 35 months; 3-5 years; curriculum; group; individual students’ needs, backgrounds, perspectives and interests reflected in the learning program; students challenged to explore, question and engage with significant ideas and practices; creating and maintaining a safe but challenging learning environment; strategies for evaluating learning and teaching programs to improve learning, critiquing best practice in programming and planning, inquiry-based learning, play-based pedagogy.
  5. Engagement – selection of resources, teaching strategies, physical environment, human factors, teaching approaches, and the environment as the third teacher. 
  6. Assessment for learning, Assessment as learning, Assessment on learning; self-assessment; portfolios; concept mapping; questioning; teacher observation; summative assessment floor books, projects, ; who should have access, where/how long should data be stored, assessment practices as an integral part of learning and teaching; authentic assessment; variety of student learning preferences; applying culturally responsive inclusive practices in relation to assessment; age-appropriate assessment; early years assessment and monitoring practices. interpreting student assessment data to evaluate student learning and modify teaching practice. 
  7. Documentation and reporting practices of early childhood play-based pedagogies that facilitate engagement and collaboration with children, families, colleagues, and other professionals. Reporting: student assessment, legislative requirements, and service-based reporting to parents. 

 

This course may be offered in the following formats

  • Face to face on site (extensive) 
  • ​​Face to face on site (intensive) 
  • ​​E-learning (online/asynchronous) 
  • ​​E-learning (online/synchronous) 

Please check the timetable to see when this subject will next be offered at Alphacrucis University College.

Assessment Methods

  1. Individual Project (Vlog) (30%)
  2. Individual/Group Presentation  (30%)
  3. Major Project – Viva Voce (40%)

Prescribed Text

Textbook  

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2021). Programming and planning in early childhood settings (8th ed.). Cengage Learning Australia. 

Australian Government Department of Education (AGDE). (2022) Belonging, Being and Becoming: The Early Years Learning Framework for Australia ( V2.0). https://www.acecqa.gov.au/acecqa-approved-learning-frameworks-version-2.0-communications-toolkit 

Check with the instructor each semester before purchasing any textbooks