EDUC4723 Investigating Early Years Curriculum and Pedagogy

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.

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

1. Describe the context of early childhood curriculum policy in Australia
2. Identify the historical, political and cultural discourses producing contemporary conceptions of early childhood curriculum and pedagogy
3. Recognise the ways in which their identities as early childhood educators and leaders are linked to particular discourses of curriculum and pedagogy
4. 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
5. Compare international developments in early childhood curriculum and pedagogy