History and Philosophies of Early Childhood Education
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- 31 Jul 2023
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- Demonstrate understanding of history and philosophies which have influenced past and current early childhood education and care practices, and critically engage with current research and theoretical perspectives to demonstrate awareness of multiple understandings of children and childhoods.
- Critique universal representations of child and childhood, and articulate understandings of concepts of the multiplicity of childhood and diversity of children's lived experiences, child agency and children as component and capable learners and community members.
- Identify and critically reflect on the impact of a range of contemporary issues and social contexts on the lives of young children and the impact these have on their learning.
- Demonstrate critical thinking, teamwork, speaking skills and the use of appropriate writing conventions.
- • What is Philosophy? Why Teach? What informs your teaching? What informs your Beliefs and Values?
- • Learning Environments, Historical, political, social conditions that generate alternative narratives in early childhood
- • Ethics and Politics in Early Childhood. What are our ethical and political accountabilities in early childhood education?
- • Policies, Practices and Curriculum Frameworks. How can we take a complex approach to policies, practices and curriculum frameworks in early childhood? What is required to enact alternative assumptions, beliefs and worldviews?
Prerequisites: Students must be admitted in the following course: EBECEO.
No additional requirements
In this subject pre-service teachers will examine childhood in the contexts of a contemporary and changing world. Pre-service teachers engage with the history and, past and contemporary philosophies of early childhood education and care. They will examine 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. Through engagement with broad range of perspectives, pre-service teachers will be provided with the opportunity to challenge universal representations of child and childhood, to engage with concepts of the multiplicity of childhood and diversity of children's lived experiences, child agency and children as component and capable learners and members of a community. A range of contemporary issues and social contexts impacting on children's learning are examined in relation to diversity and inclusivity, including social, cultural, and religious background, gender, indigeneity, ethnicity, rurality, learning styles and needs.
- Part A: Issue Analysis Diagnostic Task: = 200 words (10%) This assessment task will be undertaken within the first 2 weeks of the term. Part B: Issue Analysis Task: = 1800 words (40%) (50%)
- Philosophy statement = 2000 words (50%)
For textbook details check your university's handbook, website or learning management system (LMS).