Unit rationale, description and aim
Includes: 20-days placement with children aged 3 to 5 years
Play-based pedagogy has a long history within the early childhood education and care sector and is recognised as a complex learning activity and pedagogy that actively engages children and gives them agency in their own learning.
In this unit, pre-service teachers will engage with a range of appropriate pedagogical practices and develop their understanding of 21st century approaches to learning and the role of the teacher as active, intentional facilitator and provocateur. Play-based learning and inquiry experiences will be critically considered from multiple perspectives including the broader ecological, social and cultural contexts of learning and teaching; the diversity of experiences; the relationships that shape young children’s lives, and the nature and needs of young learners. The principles and perspectives underpinning contemporary curriculum will be examined, with particular attention given to relevant and current curriculum documents. Pre-service teachers will be introduced to a range of teaching approaches and strategies that effectively facilitate young children’s learning and transitions, with particular attention given to play-based learning across disciplines and age-levels. Appropriate assessment techniques including types and functions, documentation and reporting, that enhance planning for learning and engagement of children and families in this learning will be considered in this unit.
The aim of this unit is to develop pre-service teachers’ understanding of contemporary learning and pedagogical practices in the early years and the applicability of early years pedagogies across both prior-to-school and primary school contexts.
This aim will be achieved through the inclusion of professional experience at an early childhood centre where pre-service teachers will examine the nexus between theory and practice in the centre context. The supervised and assessed placement will consist of 20 days in an early childhood setting for children aged 3 to 5 years.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Articulate a professional philosophy for education...
Learning Outcome 01
Analyse research, major theories, policies and rel...
Learning Outcome 02
Create learning experiences (including play-based)...
Learning Outcome 03
Demonstrate knowledge of and purpose for a range o...
Learning Outcome 04
Apply professional communication skills and a rang...
Learning Outcome 05
Content
Topics will include:
- Philosophical and cultural-historical perspectives and theories informing contemporary learning and teaching practices, with a specific focus on the early years including images of children and childhood.
- Historical and contemporary definitions and types of play including consideration of cultural influences on understandings and pedagogical roles of teachers.
- The importance and potential of play in early childhood and school settings - connecting to curriculum (Early Years Learning Framework (ELYF) and integrating curriculum areas.
- Assessment and reporting/sharing practices in play-based pedagogies that recognise children’s diverse capacities from multiple standpoints.
- Documentation, assessment and reporting/sharing that makes children’s competence and learning visible to children, families, colleagues and other professionals in early childhood settings.
- Play and inquiry from multiple perspectives including Indigenous perspectives, gender and culture.
- Opportunities to address marginalisation through facilitation of intentional teaching strategies, manipulation of the environment and selection of resources.
- Brain development and Experiential Learning Theory.
- Considerations that facilitate engaged children’s play: human and physical environments and resources including teaching strategies and approaches.
Assessment strategy and rationale
A range of assessment procedures are designed to allow pre-service teachers to progressively demonstrate achievement of the unit learning outcomes and to develop graduate attributes consistent with University assessment requirements. The units in this course focus on developing understanding of, and skills across the professional knowledge, practice and engagement domains needed to meet expectations of the APST: Graduate level, and ACECQA Curriculum Specifications.
There are four assessment tasks in this unit, including two hurdle requirements, all of which must be passed to pass the unit. Assessment tasks are sequenced to allow feedback and progressive development. Through completing Hurdle Requirement 1 pre-service teachers will demonstrate understanding of the legal and ethical expectations of teachers. In Assessment Task 1 pre-service teachers develop knowledge of historical and contemporary understandings of childhood learning and pedagogy to create a professional philosophy statement of pedagogy and learning for children. In Task 2 pre-service teachers apply this knowledge and understanding to design, implement and evaluate sequences of play-based learning experiences. The final hurdle requirement comprises successful completion of a 20-day professional experience placement in an early Childhood setting with children from 3 to 5 years. This placement facilitates connections between unit content and the ‘real world’ of learning and teaching, thereby preparing pre-service teachers for their role as teacher.
Minimum Achievement Standards
The assessment tasks and their weighting for this unit are designed to demonstrate achievement of each learning outcome. In order to pass this unit, students are required to submit all assessment tasks, to meet the learning outcomes of the unit and achieve a minimum overall passing grade of 50%. In addition, Pre-service teachers must attain a Pass in the two hurdle tasks. These are the preparation for the Professional Experience Placement (PEP) and the Professional Experience Assessment (PEA).
Assessment in EDET561 includes two Critical Tasks: Assessment Task 1 – Critical Analysis of Literature; and Assessment Task 2 – Pedagogical Case Study. These tasks are core to the demonstration of a number of Australian Professional Teacher Standards. Pre-service teachers must demonstrate mastery of every summative Graduate Teacher Standard identified and attain a score of at least 50% in Tasks 1 and 2 in order to pass this unit.
Overview of assessments
Assessment Task 1: Critical Analysis of Literatur...
Assessment Task 1: Critical Analysis of Literature
Critical Task
Extended critical analysis of literature dealing with the development of historical and contemporary understandings of childhood, learning and pedagogy – leading to a professional philosophy statement of pedagogy and learning for children aged B-8. The analysis should demonstrate an understanding of:
- Codes of ethics and professional conduct
- Curriculum/syllabus documents
- Legislation, organisational and administrative policies
- Contemporary teaching approaches to support learning
- Early learning theories of play
- Communicating with young children and learners including verbal and non-verbal modes
- Issues of equity, social justice and diversity <
40%
Assessment Task 2: Pedagogical Case Study Critic...
Assessment Task 2: Pedagogical Case Study
Critical Task
Drawing upon literature from Assessment Task 1, design, implement and evaluate the effectiveness of two short sequences, play-based learning experiences.
The sequences should include at least two play-based teaching and learning experience plans (indoor and outdoor) that are suitable for a small group of children in the early years aged 3-5 years. It is expected that the design and evaluation reflects your professional philosophy statement and:
- Promotes children as competent and active agents in their own learning
- Social and cognitive outcomes of play-based learning;
- Enhances the participation of adults in children’s play and learning;
- Encourages participation by children who may experience marginalisation; and
- Recognises curriculum as holistic and connected.
The plan will need to include:
- A description of intended learners and context
- Learning goals and success criteria
- Include physical, social and intellectual development and characteristics of the learners, as well as their linguistic, cultural, religious and socio-economic backgrounds)
- Rationale (linking to literature)
- Links to the Early Years Learning Framework or state-based curriculum
- Resources required
- Floor plan of how activities will be organised
- Teaching strategies: Use literature review and policies to include inclusive strategies for fostering positive learner engagement and managing challenging behaviour
- Assessment and reporting strategies
- A system for maintaining accurate and reliable records of student learning
- Indicate types and when appropriate feedback is provided to learners
- Indication of how you would adapt your plan for implementation for transition to a primary school context.
- Consideration of how learners with diverse capabilities can be supported to learn together through play
- Create a children's folder including report, letter, interview for communicating sensitively confidentially and involving parents/carers in the educative process.
60%
Hurdle Requirement 1: Preparation for the Profess...
Hurdle Requirement 1: Preparation for the Professional Experience Placement
Prior to commencing the Professional Experience placement, pre-service teachers must ensure that they have completed the series of compulsory online preparation modules in the current calendar year, and their ‘Working with Children check’ is current.
Pass/Fail
Hurdle Task Professional Experience Summative As...
Hurdle Task
Professional Experience Summative Assessment:
Pre-service teachers must demonstrate attainment of the relevant Australian Professional Standards for Teachers: Graduate within an early childhood setting. Refer to Professional Experience Handbook and Report.
A pass grade for this task will be awarded following:
- the successful completion of 20 professional experience days and,
- submission of a satisfactory Professional Experience Assessment Report
Notes:
- Multiple attempts at this hurdle task are not permitted.
- Professional Experience is a mandated part of Initial Teacher Education courses. Failing this task will result in a fail grade for the unit overall and pre-service teachers will be required to enrol in a future offering of the unit.
Pass/Fail
Learning and teaching strategy and rationale
Students should anticipate undertaking 150 hours of study for this unit. Students should expect to participate in a range of the following: online engagement, lectures, tutorials, seminar presentations and group discussions, both online and face-to-face, self-directed study activities and assessment tasks. Some participation in appropriate educational settings may be required.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy. The learning and teaching and assessment strategies include a range of approaches to support your learning such as reading, reflection, discussion, webinars, podcasts, videos etc.
Face-to-face/Online Learning support
Students are required to regularly log into the Learning Management System to access recorded lectures and important announcements, to communicate with other students and lecturers, and to submit assessments and access feedback and grades. Students who are enrolled in either face to face or online learning will have equal access to support from the lecturer in charge and tutors.
Additional equipment requirements for online learning:
- Reliable broadband access is recommended.
- Headset with microphone to listen to podcasts, view videos and interact in synchronous classes.
ACU Online
This unit uses an active learning approach to support students in the exploration of knowledge essential to the discipline. Students are provided with choice and variety in how they learn. Students are encouraged to contribute to asynchronous weekly discussions. Active learning opportunities provide students with opportunities to practice and apply their learning in situations similar to their future professions. Activities encourage students to bring their own examples to demonstrate understanding, application and engage constructively with their peers. Students receive regular and timely feedback on their learning, which includes information on their progress.
PROFESSIONAL EXPERIENCE: TEACHING REQUIREMENTS
This unit includes an early childhood workplace immersion experience where pre-service teachers will examine the nexus between theory and practice by knowing, doing and being in the context. The supervised and assessed placement will consist of 20 days, could be a maximum of 5 individual days and a minimum of a 15-day BLOCK, in an early childhood setting for children aged 3 to 5 years. The following engagements are recommended across the 20-day placement for early childhood settings.
Recommended progression of the early childhood workplace immersion experience.
Days 1 – 15 (Single days or incorporated into the block) - Proposed Teaching Expectations
Days 1-5
- Orientation, observation and assisting the supervising teacher/s
- Observation and assisting the supervising teacher/s, plus planning and implementation of two teaching episodes per day
- Observation and active participation in small group teaching; assisting the Supervising Teacher in the teaching and learning process, plus managing context routines
- Observation of teachers in the learning context, their teaching and practices, management of contexts and individuals
- Observe communication skills that the Supervising Teacher uses with children/learners, parents and other staff
- Critical reflection on pre-service teacher’s role in the early childhood education setting as participant, leader, team member, co-teacher/collaborator
Block Practicum: Days 6-20
- Structured observations and small group/team teaching
- Plan/implement and assess a set of two, play-based, sequential learning experiences per day individually or with the other pre-service teacher (if in a paired placement)
- Managing context routines or transitions connected to sequenced lesson/learning experience
- Ongoing observation of teachers and other education stakeholders (e.g. transdisciplinary specialists, leadership teams, other teachers etc.) in the education setting, their teaching and practices, management of the learning environment and children
- Continual self-reflection and evaluation
ACECQA Curriculum Specifications
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Children's Education and Care Quality Authority (ACECQA) standards:
Relating to
Social and emotional development
Relevant Learning OutcomeLO5
Relating to
Child health, wellbeing and safety
Relevant Learning OutcomeLO3, LO5
Relating to
Diversity, difference and inclusivity
Relevant Learning OutcomeLO3, LO5
Relating to
Learners with special/additional needs
Relevant Learning OutcomeLO3
Relating to Early Years Learning Framework
Relevant Learning OutcomeLO2, LO3, LO4, LO5
Relating to
Curriculum planning, programming and evaluation
Relevant Learning OutcomeLO2, LO3, LO4, LO5
Relating to
Alternative pedagogies and curriculum approaches
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Play based pedagogies
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Guiding behaviour/engaging young learners
Relevant Learning OutcomeLO2, LO5
Relating to
Teaching methods and strategies
Relevant Learning OutcomeLO4, LO5
Relating to
Contemporary society and pedagogy
Relevant Learning OutcomeLO1
Relating to
Developing family and community partnerships
Relevant Learning OutcomeLO4
Relating to
Socially inclusive practice
Relevant Learning OutcomeLO3
Relating to
Historical and comparative perspectives
Relevant Learning OutcomeLO2
Relating to
Contemporary theories and practice
Relevant Learning OutcomeLO2
Relating to
Ethics and professional practice
Relevant Learning OutcomeLO2
Relating to
Professional identity and development
Relevant Learning OutcomeLO1
Australian Professional Standards for Teachers - Graduate Level
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:
Relating toDemonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Relevant Learning OutcomeLO1, LO2, LO3
Relating toDemonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds
Relevant Learning OutcomeLO1, LO3
Relating toDemonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Relevant Learning OutcomeLO2, LO3
Relating toDemonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
Relevant Learning OutcomeLO2
Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
Relevant Learning OutcomeLO2, LO3, LO5
Relating toOrganise content into an effective learning and teaching sequence.
Relevant Learning OutcomeLO3, LO5
Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Relevant Learning OutcomeLO2, LO4, LO5
Relating toDemonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
Relevant Learning OutcomeLO5
Relating toKnow and understand literacy and numeracy teaching strategies and their application in teaching areas.
Relevant Learning OutcomeLO5
Relating toImplement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Relevant Learning OutcomeLO5
Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.
Relevant Learning OutcomeLO3, LO5
Relating toPlan lesson sequences using knowledge of student learning, content and effective teaching strategies.
Relevant Learning OutcomeLO3, LO5
Relating toInclude a range of teaching strategies.
Relevant Learning OutcomeLO2, LO3, LO5
Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Relevant Learning OutcomeLO2, LO5
Relating toDemonstrate a range of verbal and non-verbal communication strategies to support student engagement.
Relevant Learning OutcomeLO2, LO5
Relating toDemonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
Relevant Learning OutcomeLO5
Relating toDescribe a broad range of strategies for involving parents/carers in the educative process.
Relevant Learning OutcomeLO4
Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.
Relevant Learning OutcomeLO2, LO3, LO5
Relating toDemonstrate the capacity to organise classroom activities and provide clear directions.
Relevant Learning OutcomeLO2, LO5
Relating toDemonstrate knowledge of practical approaches to manage challenging behaviour.
Relevant Learning OutcomeLO2, LO5
Relating toDescribe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
Relevant Learning OutcomeLO1, LO2, LO3, LO5
Relating toDemonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
Relevant Learning OutcomeLO3, LO5
Relating toDemonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
Relevant Learning OutcomeLO4, LO5
Relating toDemonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
Relevant Learning OutcomeLO4, LO5
Relating toDemonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
Relevant Learning OutcomeLO5
Relating toDemonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
Relevant Learning OutcomeLO4
Relating toDemonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
Relevant Learning OutcomeLO5
Relating toSeek and apply constructive feedback from supervisors and teachers to improve teaching practices.
Relevant Learning OutcomeLO5
Relating toUnderstand and apply the key principles described in codes of ethics and conduct for the teaching profession.
Relevant Learning OutcomeLO1, LO5
Relating toUnderstand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
Relevant Learning OutcomeLO1, LO5
Relating toUnderstand strategies for working effectively, sensitively and confidentially with parents/carers.
Relevant Learning OutcomeLO4
Representative texts and references
Required text(s)
Australian Curriculum https://www.australiancurriculum.edu.au/.
Australian Children’s Education and Care Quality Authority. Early Years Learning Framework https://www.acecqa.gov.au/acecqa-approved-learning-frameworks-version-2.0-communications-toolkit
Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au
Recommended references
Cameron, M., McLachlan, C., Rawlins, P., & McLaughlin, T. (2018). Assessment of, as and for learning: The challenges of assessment terminology. Early Education. 64, 18-23.
Ebbeck, E., & Waniganayake, M. (Eds.). (2016). Play in early childhood education. Learning in diverse contexts (2nd ed.). Oxford University Press.
Ewing, R., Kervin, L., Glass, C., Gobby, B., Le Cornu, R., & Groundwater-Smith, S. (2019). Teaching: Dilemmas, challenges and opportunities (6th ed.). Cengage Learning Australia.
Fleer, M. (2018). Intentional teaching of cultural competence in play-based settings: A cultural-historical view. A Research in Practice Series Title. Early Childhood Australia.
Fleer, M. (2018). Child development in educational settings. Cambridge University Press.
Fleer, M. (2017). Play in the early years (2nd ed.). Cambridge University Press.
Fleet, A., Patterson, C., & Robertson, J. (2017). Pedagogical documentation in early years practice seeing through multiple perspectives. Sage.
Fróes, I. (2019). Young children's play practices with digital tablets: Playful literacy. Emerald Publishing.
McLachlan, C., Fleer, M., & Edwards, S. (2018). Early childhood curriculum: Planning, assessment and implementation (3rd ed.). Cambridge University Press.