Year
2020
Units
4.5
Contact
1 x 3-hour workshop weekly
2 x 3-hour intensive workshops per semester
Prerequisites
1 EDUC3640 - Professional Experience: Year 3B (Early Childhood)
1a EDUC3665 - Professional Teaching Practice 3E (Early Childhood)
1b Admission into BEDECSEBDS-B Education (Early Childhood & Special Ed), B Disability Studies
1c Admission into BEDECBSE-Bachelor of Education (Early Childhood), Bachelor of Special Education
Must Satisfy: ((1 or 1a or 1b or 1c))
Enrolment not permitted
EDUC2334 has been successfully completed
Assumed knowledge
High level of literacy competence assumed, including computer literacy.
Topic description
This topic examines the historical, cultural and political discourses producing contemporary conceptions of early childhood leadership, curriculum and pedagogy. Differences between conceptions of curriculum and pedagogy across the different sectors of early childhood education are interrogated and the impact of these differences on early childhood teacher/leader identities is explored. Implications for the development of socially just and equitable early childhood education are investigated.
Educational aims
This topic aims to:

  • provide students with a theoretical framework and a set of conceptual tools for thinking about and analysing early childhood curriculum and pedagogy
  • introduce students to the national and international policy context of early childhood curriculum and pedagogy
  • assist students in understanding the differences between curriculum and pedagogy across the different sectors of early childhood education
  • help students understand the interrelationship between discourses of curriculum and pedagogy, leadership, teacher identities and social justice and equity
Expected learning outcomes
On completion of this topic, pre-service teachers will:

  • describe the context of early childhood curriculum policy in Australia
  • identify the historical, political and cultural discourses producing contemporary conceptions of early childhood curriculum and pedagogy
  • recognise the ways in which their identities as early childhood educators and leaders are linked to particular discourses of curriculum and pedagogy
  • demonstrate an understanding of the relationship between discourses of curriculum and pedagogy, leadership, teacher identity and early childhood education that is socially just and equitable
  • compare international developments in early childhood curriculum and pedagogy