Unit Content
Outcomes
- Demonstrate ethical and professional conduct in the professional experience settings with commitment and engagement with children, families and the early childhood community
- Create, develop, implement and document early childhood educational programs for children with sound links to understandings of children’s learning and development
- Critically evaluate and utilise theoretical and research literature to support teaching decisions
- Demonstrate understanding of professional skills to promote children ‘knowledge, strengths, ideas, culture, abilities and interests as the foundation of the program.
- Create, design and assess flexible, healthy, sustainable environments that support children’s learning
- Synthesise knowledge and skills development throughout the professional experience placement in a professional portfolio
- Implement the requirements of the relevant legislation in relation to early childhood practice
- Communicate effectively as an ethical, reflective and informed practitioner when working with colleagues
- Develop increasing teaching responsibilities throughout the PEX placement
Subject Content
- Introduction to Professional Experience 3 and working with Infants and Toddlers (0-35 months)
- See the current Professional Experience Manual for details about this PEX 3 experience and responsibilities
- Principles, practices, and outcomes of the relevant current approved learning framework for Early Childhood Education and Care
- Designing, implementing, assessing and evaluating high quality, meaningful learning experiences in Early Education and Care within 0-35 months settings
- Adapting teaching skills for 0-35 month based contexts including planning, assessing, and reflecting on learning experiences and the teacher’s philosophy.
- Promoting safe inclusive learning environments, including safe sleep and nappy changing practices
- The role of the reflective practitioner, developing increasing capacity, linking theory, policy and practice. Application of the Graduate teacher Standard descriptors (GTSD), critically analysing core beliefs assumptions and expectations, Use reflective tools, practice in communities of practice and assessment tasks.
- Advanced Communication Skills. Advanced communication skills, demonstrating effective interactions and building relationships with children, colleagues, family and community,
- Professionalism and communication, ethical standards compliance with legislative responsibilities, and centre policies and procedures, maintaining confidentiality
- Documentation and Reporting
- Reflection on PEX 3
This course may be offered in the following formats
- Face to face on site (extensive)
- 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
- Assessment 1: Observations (10% Satisfactory requirement)
- Assessment 2: Professional Portfolio (10% Satisfactory requirement)
- Assessment 3: Performance Evaluation (based on all required documents) (40% Satisfactory requirement)
- Assessment 4: Performance Assessment (40% Satisfactory requirement)
Prescribed Text
ACECQA (2022) Belonging, Being and Becoming – The Early Years Learning Framework for Australia V2.0 EYLF-2022-V2.0. https://www.acecqa.gov.au/acecqa-approved-learning-frameworks-version-2.0-communications-toolkit
ACECQA Guide to the National Quality Framework Guide to the NQF. ACECQA
https://www.acecqa.gov.au/nqf/about/guide
Australian Professional Standards for Teachers. Australian Professional Standards for Teachers. (nsw.gov.au)
https://www.educationstandards.nsw.edu.au/wps/wcm/connect/9ba4a706-221f-413c-843b-d5f390c2109f/australian-professional-standardsteachers.pdf?MOD=AJPERES&CVID=
