It is essential for all early childhood teachers to have deep knowledge and understanding of the Australian Early Childhood context. This subject provides a comprehensive analysis of the role of government and of relevant research that is indicative of the importance of early childhood education. Contemporary curriculum and legislative documents/frameworks will be examined with particular emphasis on relevant approved learning frameworks and curriculum documents. Teacher Education Students (TES) will be introduced to a wide range of documentation to enhance teaching practice and learning outcomes for students. The aim of this subject is to build TES’ knowledge of the key role Early Childhood provides in contemporary Australian society and build the capacity to transfer this knowledge into practice.
This subject aims to prepare students for effective study at an undergraduate level. It will provide students with an overview of the multiliteracy skills of reading, writing, speaking, listening, and researching relevant for effective study, research, teaching practice, and ITE requirements (LANTITE). As such, the subject content will examine the utilisation of rhetoric and reasoning, effective writing and reading in Academic English, notetaking, basic citation and referencing, research skills, and professional communication in both written and oral formats.
This subject introduces students to early childhood education within the context of a contemporary and changing world. They will engage with theoretical perspectives that have contributed to the history and philosophy of early childhood education. Students will identify and analyse connections between historical and contemporary philosophical and theoretical perspectives and educational practice, examining the impact of past and current policies and practices, and will critically engage with current research and theoretical perspectives informing multiple understandings of children and childhoods. They will consider historical perspectives on children and childhood and the development of education and care in Australia. Students will also analyse philosophies, theories, and theorists that have helped shape views about children and children’s learning, curriculum development and the role of the teacher. They will also develop comprehensive knowledge about the principles of practice embedded within legislative, regulatory practices and curriculum documents.
This subject introduces child development theories and approaches to child well-being, protection and inclusivity. Students will examine major theories and current issues in child development, well-being, and inclusivity and apply them to educational practice. They will investigate the implications for early childhood education to maximise developmental outcomes, with particular emphasis within the Australian socio-cultural context with a focus on developing an awareness of resources and pedagogies that value student diversities. Barriers to education will be explored together with a range of social, cultural, political, economic, and environmental factors and strategies for addressing these barriers. With emphasis on knowing individual students and how they learn, this subject also examines effective engagement and interaction with parents/carers and maintaining safe supportive, respectful, inclusive education and care environments.
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.
This subject guides student to develop awareness of and clarify their thinking around ethical frameworks and professional practice in Early Childhood practice. Quality practice requirements and issues such as compliance and quality improvement will be addressed.
This course will introduce what a ‘Code of Ethics’ means in everyday practice, and students will explore how to use professional standards and ethical principles to guide professional conduct in decision-making and practice.
The requirements of the National Quality Framework including the National Law, National Regulations, the National Quality Standard, the approved learning frameworks, Early Childhood Australia’s Code of Ethics, United Nations Convention on the Rights of the Child, National Child Safe Standards, as well as a services’ philosophy, policies and procedures will be examined.
It is essential for all early childhood teachers to have deep knowledge and understanding of the significance of the role of play in children’s learning and development. This subject provides a comprehensive analysis of the theories of play and play-based pedagogies and of relevant research that is indicative of the importance of play in early childhood education. Contemporary curriculum will be examined with particular emphasis on relevant approved learning frameworks and curriculum documents. Teacher Education Students (TES) will be introduced to a wide range of assessment and reporting techniques including documentation to enhance planning for learning. The aim of this subject is for students to engage with pedagogy theory and practice in the early years and to develop capacity to transfer this knowledge into practice.
This subject explores the integration of numeracy, science, technology, engineering, and mathematics (STEM), together with digital technology, into early childhood education programs. The course emphasises how early childhood educators can foster children's numeracy and STEM skills through play-based learning and inquiry, while leveraging digital technologies to support learning. It prepares students to design age-appropriate, engaging, and inclusive learning experiences in early childhood settings.
It is essential for all early childhood teachers to have deep knowledge and understanding of the significance of the role of play in children’s learning and development. This subject provides a comprehensive analysis of the theories of play and play-based pedagogies and of relevant research that is indicative of the importance of play in early childhood education. Contemporary curriculum will be examined with particular emphasis on relevant approved learning frameworks and curriculum documents. Students will be introduced to a wide range of assessment and reporting techniques including documentation to enhance planning for learning. The aim of this subject is to develop students’ knowledge of pedagogical practices in the early years and build capacity to transfer this knowledge into practice.
This subject focuses on the integration of creative arts (visual arts, music, drama, and dance) and movement into early childhood education programs. Students will explore how creative expression and physical movement are essential for children’s development and wellbeing, fostering imagination, problem-solving, and physical skills. Through both theoretical and practical experiences, students will learn how to design learning environments and activities that support children's holistic development through creative arts and movement.
This subject provides students with an opportunity to understand the potential for children’s learning, development, and care when teachers develop partnerships with families and communities. Students will analyse theoretical perspectives of partnership, explore philosophical perspectives, and investigate how collaborative partnerships are developed. Models of partnership will be deconstructed and critically analysed to develop student’s understanding of the role of the teacher in leading collaborative relationships. They will develop their own understanding of the communication, cultural responsiveness, and leadership skills they can apply to form effective partnerships.
This subject explores the integration of social, environmental, and physical education in early childhood. Students will engage with the principles and practices outlined in the Early Years Learning Framework (EYLF), emphasising how early childhood educators can promote active, healthy lifestyles and develop children's awareness of social and environmental issues. The subject fosters the development of strategies for incorporating these key areas into early learning environments, supporting children’s agency, wellbeing, and understanding of their world through a Christian Worldview lens.
This subject focuses on the theory, practice and representation of leadership and management in the field of Early Childhood Education and Care (ECEC), both nationally and internationally. Students explore a range of approaches to effective leadership and management practice within the current Early Childhood legislative context to support the development of relevant skills and knowledge required in the sector. Leadership roles and responsibilities in ECEC are examined through exploration of ethical approaches to leadership, regulatory requirements, advocacy, pedagogical leadership, and partnerships with families and communities. Research and reflective practice are examined in building a strong culture of professional inquiry. The subject introduces research in Early Education and Care to design ethical and appropriate research methods and practices and articulate relevant research topics, questions, and methods.
Discover the foundations of faith and how it relates to one's worldview and purpose. Students will explore the Christian story from Scripture and express ideas of their own faith, examine how faith shapes views on the meaning and purpose of life, the value of humanity and ideas of human flourishing. Expand your perspective in this core subject and understand the significance of faith in all areas of life.
This first professional experience will focus on understanding of the early childhood profession through developing collaboration and networking skills within a host organisation of 20 days with an age focus of 3–5 year-olds. Students will observe and engage in daily practices and routines with the support of a supervising teacher including interacting with documenting observations of, and planning and implementing learning experiences for infants and toddlers. This professional experience provides opportunities for students to demonstrate and implement theoretical knowledge gained in other subjects within a workplace environment. Students will build on the development of personal and professional attributes, and effective interactions with children. Students will critically reflect on their role in documenting and assessing children’s learning and sharing understandings of children whilst employing a range of tools to ensure a collaborative approach to foster a child-centred approach and partnerships with families and community.
This second professional experience will focus on understanding of the early childhood profession through developing collaboration and networking skills within a host organisation with a 3 to 5 years focus of a minimum 20 days. Students will observe and engage in daily practices and routines with the support of a supervising teacher including interacting with documenting observations of, and planning and implementing learning experiences for preschoolers. This professional experience provides opportunities for students to demonstrate and implement theoretical knowledge gained in other subjects within a workplace environment. Students will build on the development of personal and professional attributes, and effective interactions with children aged 3 to 5 years. Students will critically reflect on their role in documenting and assessing children’s learning and sharing understandings of children whilst employing a range of tools to ensure a collaborative approach to foster a child-centred approach and partnerships with families and community.
This subject introduces human development with a specific focus on infants and toddlers (0-35 months). Students will study the spiritual, physical, cognitive, moral, emotional, and social aspects of early childhood development and consider these through a Christian Worldview lens. They will analyse factors that influence development and implications for educational practice.
This subject has a focus on early childhood development. Students will study the spiritual, physical, cognitive, moral, emotional, and social aspects of early childhood development and consider these through a Christian Worldview lens. They will analyse factors that influence development and implications for educational practice. They will also examine optimal wellbeing and some of the primary challenges that children face in relation to wellbeing and what teachers are doing to support this.