9 x 3-hour workshops per semester
1 Admission into MTEC-Master of Teaching (Early Childhood)
1a Admission into MTB-Master of Teaching (Birth to 5)
2 EDUC9231 - Professional Experience 1 (Early Childhood)
Must Satisfy: ((1 or 1a) and 2)
Assignment(s), Placement, Tutorial presentation
Topic description

This topic is designed to develop an advanced and integrated understanding of the intersection between a social view of health and wellbeing in early childhood education. Connecting theory to practice, graduates will apply specialist knowledge of child health and wellbeing to the critical development of their professional identity. Students will be expected to articulate the contested nature of health and wellbeing in early childhood education, and justify their interpretation and understanding of the role of health and wellbeing in the early years.

Educational aims

This topic aims to:

  • Demonstrate an advanced understanding of the contested and social nature of health and wellbeing
  • Critically analyse and synthesise relevant theories, issues, practices, and challenges in the implementation of health and physical education programs and wellbeing initiatives in early childhood education using Australian and international perspectives
Expected learning outcomes
On completion of this topic you will be expected to be able to:

  1. Use a theoretical knowledge base to reflect on and justify their professional practices and pedagogies used in the implementation of curriculum and programming that supports health and wellbeing
  2. Demonstrate critical analysis and reflection as the foundation for personal judgement and professional autonomy for socially inclusive practices that value the health and wellbeing of children, families, and the community
  3. Synthesise and communicate in depth understanding of the relationship between learning, experiencing, assessment and practices and pedagogies that support health and wellbeing
  4. Critically reflect on and challenge their own understanding and experiences of health and wellbeing, and how this may affect their professional practice and teaching pedagogies