Year
2021
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 competency. 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 you will be expected to be able to:

  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

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.

FULL

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.