Available to students enrolled in both EDUC3528 and EDUC3640 in the same calendar year
1 x 1-hour lecture once-only 1 x 30-day field placement per semester
1 1 of EDUC3521, EDUC4724 2 72 units of study 3 EDUC2324 - Professional Experience: Year 2A (Early Childhood) 4 EDUC2424 - Professional Experience: Year 2B (Early Childhood) 5 EDUC3528 - Professional Experience: Year 3A (Early Childhood) 6 EDUC2321 - The Expressive Arts in Early Childhood Must Satisfy: (1 and 2 and 3 and 4 and 5 and 6)
Enrolment not permitted
EDUC3665 has been successfully completed
Professional Experience: Year 3B (Early Childhood) occurs in the third year of the Bachelor of Education (Early Childhood) program. Five preliminary day visits (in the topic EDUC3528) are followed by a consecutive 6 week-block (total 35 days), spent in a metropolitan or country early childhood setting. Emphasis is placed on the planning, implementation and evaluation of teaching programs. Close links are established between curriculum studies at Flinders and centre/school curricula through designing, evaluating, implementing, analysing and theorising about their placement site’s curriculum inquiry focus. At the conclusion of this teaching experience, judgements are made about the pre-service teacher’s readiness to continue to the final placement topic: EDUC4740: Professional Experience: Final Assessment for Registration (Early Childhood).
This professional learning experience provides students with an opportunity to:
make a meaningful contribution to children's learning and the setting's curriculum goals and priorities
deepen their understandings of how children learn and develop through a process of praxis, in which they research, inquire, test and use the theoretical knowledge that they have acquired and are acquiring
use a variety of observation techniques to gain insight into the types of experiences, activities and ideas that engage young children
plan, implement and evaluate a curriculum that involves and engages children in deep and meaningful learning
engage in praxis, or theoretically informed teaching
document children's involvement and engagement in the curriculum and assess their learning over an extended period of time
recognise the importance of families in children's lives and learning
work as a constructive, collaborative and cooperative team member
document and organise evidence of their developing professional knowledge, professional practice and professional relationships
Expected learning outcomes
As a result of this professional learning experience and the planning and execution of a substantial curriculum inquiry that effectively contributes to young children's learning over time, it is anticipated that students will:
be competent observers of children's learning and development
be able to plan, implement and evaluate experiences/activities that are responsive to the observed needs and interests of young children
take an increasing degree of responsibility for planning, implementing and evaluating a curriculum that engages individual children and groups of children in deep and meaningful learning
be aware of the factors that lead to high levels of involvement and engagement in curriculum experience/activities
make teaching decisions and adopt teaching approaches that are theoretically informed
document and assess children's learning in ways that capture its complexity and competence
investigate ways of communicating effectively with families about children's learning and development
Key dates and timetable
Timetable details for 2020 are no longer published.
This information is from current details held on the Student Information System. Please report any errors or omissions to the relevant College Office.
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