EDUC5506 Developing and Managing the Infant and Early Childhood Learning Environment

Credit
6 points
Offering
(see Timetable)
AvailabilityLocationMode
Non-standard teaching periodUWA (Perth)Face to face
Content
Students are introduced to postmodern relational practice and Human Rights based approaches to education and care in infant and early years learning environments with special emphasis on children's social, emotional, cognitive, linguistic and physical developmental needs. They are introduced to theories of ethics and social justice in Early Childhood Education and Care settings and utilise best practices when conducting research with children and their families. Students apply a bio ecological system in practice – utilising information exchange with parents, peers, university staff and other professionals in the field of Early Childhood Education and Care. Students are introduced to Assessment and Rating in Education and Care services as per the regulatory authorities' assessment against the National Quality Standard and apply an international Early Childhood Environment Rating Scale (ECERS). Students critically evaluate theoretical and research literature and global and national policy developments. Students learn how to create rich numeracy learning environments .
Outcomes
Students are able to (1) demonstrate knowledge of theories of ethics and social justice in Early Childhood Education and Care when working and researching with children and their families; (2) demonstrate knowledge about postmodern relational practice and Human Rights based approaches to education and care in infant and early years learning environments with special emphasis on social, emotional, cognitive, linguistic and physical developmental needs; (3) demonstrate an understanding of bio-ecological systems in practice – through information exchange with parents, peers, university staff and other professionals in Early Childhood Education and Care.; (4) demonstrate knowledge, and use strategies, of leadership to engage parents and communities in establishing safe and effective indoor and outdoor learning environments, utilising the place and characteristics of space and materials; (5) demonstrate knowledge and appreciation of assessment and rating for Early Childhood Education and Care services in terms of the regulatory authorities' assessment against the National Quality Standard and international Early Childhood Environment Rating Scales (ECERS); (6) Critically evaluate theoretical and research literature and global and national policy developments appropriate to advancing the case for why investment in Early Childhood matters; and (7) demonstrate an ability to create an environment rich in Numeracy learning which contextualises and synthesises early childhood learning theories, principles and practices.
Assessment
Typically this unit is assessed in the following ways: (1) critique Early Childhood Education Philosophy; (2) lesson plans; and (3) a sociocultural case study. Further information is available in the unit outline.

To pass this unit, a student must: (a) achieve an overall mark of 50 per cent or higher for the unit; and (b) achieve the requisite standard(s) for the critique Early Childhood Education Philosophy, lesson plans, and a sociocultural case study components of the unit, as specified in the unit outline.

Supplementary assessment is not available in this unit.
Unit Coordinator(s)
Dr Gerardine Neylon
Unit rules
Prerequisites:
enrolment in the Master of Teaching (Early Childhood)
Contact hours
30 contact hours (150 total time commitment). Further information is available in the unit outline.
  • The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
  • All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
  • Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available at the University Co-operative Bookshop (from early January) and appropriate administrative offices for students to consult. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.