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Subject details

  • Topics
    • Welcome and Introduction
    • EC Philosophy & pedagogy 1 -3
    • Pedagogy in practice 1 -6
    • Pedagogy within community contexts
    • Reflection & evaluation
  • Study resources
    • Instructional Methods
      • Blog
      • Chat Rooms
      • Disscusion forum/Discussion Board
      • Embedded Multimedia
      • Online Quizzes/Tests
      • Online assignment submission
      • Standard Media
      • Web links
      • Wikis

At the completion of this subject students will have:

  1. an awareness of current approaches to, and debates about early childhood curriculum and pedagogy
  2. the ability to observe, document and interpret children’s play/inquiry experiences in terms of what they reveal about, and their potential for facilitating children’s learning and development
  3. an ability to generate appropriate play and inquiry experiences for young children based on observations and interpretations of children’s play and inquiry
  4. a theoretical and self-reflective understanding of intentional teaching strategies
  5. an active contribution towards their own and others’ development and learning.
  • Assignment 1 - Assignment 1 (20%)
  • Assignment 2 - Assignment 2 (40%)
  • Assignment 3 - Assignment 3 (40%)

Textbooks are subject to change within the academic year. Students are advised to purchase their books no earlier than one to two months before the start of a subject

Entry Requirements

Equivalent Subjects

You cannot enrol in this unit if you have successfully completed any of the following subject(s) because they are considered academically equivalent:

  • MAQ-ECEX600

Special requirements

No special requirements

This subject was previously known as ECEX600 Early Childhood Philosophy and Pedagogy.

This subject introduces students to the philosophical and pedagogical approaches in the field of early childhood education. Students explore the multifaceted role of an early childhood teacher through consideration of major approaches to early childhood education and participation in eight half-day field visits to an early childhood setting catering for children from birth to five years. The subject provides students with the opportunity to develop a critical understanding of: i) current philosophical and theoretical approaches to early childhood education; ii) the centrality of play, social interaction and relationships as a basis for early childhood curriculum; and iii) their own identity as early childhood educators. Overall, it aims to provide students with a crucial framework for developing professional teaching practice and for their future studies in early childhood.

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