1 x 2-hour workshop weekly
1 EDUC1120 - Teaching and Educational Contexts
1a EDUC1101 - Key Educational Ideas
1b Admission into MTEC-Master of Teaching (Early Childhood)
1c Admission into BAMTEC-Bachelor of Arts, Master of Teaching (Early Childhood)
Must Satisfy: ((1 or 1a or 1b or 1c))
Enrolment not permitted
1 of EDUC1238, EDUC2303 has been successfully completed
Assumed knowledge
High level of literacy and numeracy competency.
Topic description

This topic enables students to examine the ways that infants and young children contribute to their social worlds as active participants in the interactions, language, ways of thinking, playing, and solving problems that form the basis of early literacy and numeracy competence. Through the inquiry processes used in this topic, student teachers explore the interrelationship between perceptual, sensory and language communicative capabilities of infants, toddlers and young children and examine the changes that occur as infants interact with others and develop complex communication skills. Students study the beginnings of abstract and symbolic thought in young children's play. The topic considers how families and educators and communities can identify and extend children's learning and development of key literacy & numeracy concepts. The topic draws from a multi-disciplinary knowledge base that includes child development, sociology and curriculum theory and research to consider how young children's acquisition of literacy and numeracy skills can be enhanced in early childhood professional practice.

Educational aims

This topic aims to:

  • Provide students with opportunities to broaden and deepen their knowledge and understanding of the ways infants, toddlers and young children engage with their worlds through play, moving and doing
  • Help students to acquire questions, concepts, perspectives and strategies which will assist them in understanding and enhancing the literacy and numeracy learning of infants, toddlers and young children
  • Support students to reflect upon contemporary discourse and research in order to consider their particular approach to providing literacy and numeracy learning opportunities in the early years
Expected learning outcomes
On completion of this topic you will be expected to be able to:

  1. Explain how early literacy and numeracy concepts are socially situated
  2. Describe the influence of perceptual-sensorial, memory, representational-symbolic and communicative-linguistic thinking on young children's literary and numerical learning & development
  3. Demonstrate an understanding of the educator's role in observing and planning for young children's literacy and numeracy learning and development
  4. Outline how family members, peers and other significant members in children's lives contribute to young children's awareness and immersion in key literacy & numeracy concepts

Key dates and timetable

(1), (2)

Each class is numbered in brackets.
Where more than one class is offered, students normally attend only one.

Classes are held weekly unless otherwise indicated.


If you are enrolled for this topic, but all classes for one of the activities (eg tutorials) are full,
contact your College Office for assistance. Full classes frequently occur near the start of semester.

Students may still enrol in topics with full classes as more places will be made available as needed.

If this padlock appears next to an activity name (eg Lecture), then class registration is closed for this activity.

Class registration normally closes at the end of week 2 of each semester.

Classes in a stream are grouped so that the same students attend all classes in that stream.
Registration in the stream will result in registration in all classes.
  Unless otherwise advised, classes are not held during semester breaks or on public holidays.