Critical Reflection in Early Childhood Education (10176.2)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| UC - Canberra, Bruce
|0.125||3||Faculty Of Education|
|Discipline||Study level||HECS Bands|
|Academic Program Area - Education||Level 2 - Undergraduate Intermediate Unit|| Band 1 2013-2020 (Expires 31 Dec 2020)
Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Learning outcomesOn successful completion of this unit, students will be able to:
1. Demonstrate the skills and knowledge required by educators to critically reflect, from multiple contemporary perspectives, on pedagogical practices and their impact on children's learning and development;
2. Demonstrate the skills and knowledge required to identify Aboriginal and/or Torres Strait Islander cultural safety issues in the workplace, model cultural safety in own work practice, and develop strategies to enhance cultural safety; and
3. Demonstrate the skills and knowledge required to design an outline of practice in which discrete pedagogical features are discussed and explained.
Graduate attributes1. UC graduates are professional - communicate effectively
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
PrerequisitesMust have passed the following units: Infant and Toddler Education, 10169; Pedagogy of Relationships in Early Childhood Education, 10170; Health and Wellbeing in Early Education, 10171 and Regulatory Frameworks in Early Childhood Education, 10172.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2021||UC - Canberra, Bruce||Semester 2||02 August 2021||On-Campus||Ms Carmel Richardson|
|2022||UC - Canberra, Bruce||Semester 2||01 August 2022||On-Campus||Ms Carmel Richardson|
Required readings will be identified on the unit Canvas site. There is no prescribed textbook for this unit.
- Arthur, L., Beecher, B., Death, E., Dockett, S., and Farmer, S. (2014). Programming and Planning in Early Childhood Settings (6th ed.). South Melbourne, Vic.: Thomson Learning Australia.
- Britt, C. & McLachlan, J. (2015) Unearthing Why: stories of thinking and learning with children. Mt. Victoria. New South Wales. Pademelon Press.
- Department of Education, Employment and Workplace Relations (DEEWR) (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra: Commonwealth of Australia
- Early Childhood Australia. Code of Ethics. Available online: http://www.earlychildhoodaustralia.org.au/code_of_ethics/early_childhood_australias_code_of_ethics.html
- Ebbeck, M. & Waniganayake, M. (2010) Play in Early Childhood Contexts: Learning in diverse contexts. Oxford University Press: Australia and New Zealand.
- Giugni, M. & Mundine, K. (2010) Talkin' Up and Speakin' Out: Aboriginal and Multicultural Voices in Early Childhood. Pademelon Press: Australia.
- Grieshaber, S. & McArdle, F. (2010). The trouble with play. England: Oxford University Press.
- McLachlan, C., Fleer, M., & Edwards, S. (2010). Early childhood curriculum: Planning, assessment and implementation. Melbourne: Cambridge University Press.
- Mooney, C. (2013). Theories of childhood - an introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. (2nd ed). New Jersey: Pearson.
- Mooney, C. (2015). Theories of practice: Raising the standards of early childhood education. Minnesota: Redleaf Press.
- Scarlet, R. R. (Ed.)(2016). The anti-bias approach in early childhood education (3rd ed.). Sydney: Multiverse.
Submission of assessment items
Extensions & Late submissions
All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, a standard late penalty of 5% of the total marks possible for the task may be applied per day until the assignment is made accessible.
Late submission of assignments without an approved extension will result in a penalty of 5% reduced marks from the total available, per calendar day late. An assignment submitted over 7 days late will not be accepted. Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.
Special assessment requirements
In order to pass the unit, you must successfully meet the requirements for your professional experience placement, submit all assessment items and achieve a total mark of 50 or over.
Indicative workload for this unit:
40 hours professional experience (clinical /professional practice)
40 hours workshops
70 hours assessment preparation
Attendance at all scheduled sessions in this unit is compulsory and absences could result in a fail. All absences need to be supported by appropriate documentation (e.g. medical certificate).
Successful engagement with all learning activities in this accredited Initial Teacher Education course is necessary to demonstrate that you have met the Graduate career stage of the Australian Professional Standards for Teachers (AITSL, 2011).
It is recognised that sometimes absence is unavoidable. If you are absent for more than two sessions, however, your engagement with the unit could be considered unsatisfactory.
Required IT skills
Basic computer skills are assumed.
Work placement, internships or practicums
The 40 hours of professional experience for this unit are in addition to any further hours required by other UC Early Childhood units. For example, if a student is completing a full time study load of 4 EC units, the total hours of professional experience will be 4 x 40 hours.
Students enrolled in the joint course will be allocated placement by CIT placement coordinators and must abide by CIT standards and requirements for professional experience. A copy is available on Canvas.
Students who have a pre-exiting Diploma, ie those who are not currently enrolled in the joint course, will be allocated placement under advisement of the course convenor.
Work-place learning requires strict professional practice principles and ethics. Child and family confidentiality must always be maintained, including for assessment items. The professional nature of this unit also requires 100% participation at all learning activities (lectures, practicals etc if scheduled - see section 3) for the successful completion of this unit (also see section 6c). If attendance requirements cannot be satisfied (e.g. timetable clash), it is recommended that you meet with your Course Convener to schedule this unit for a future teaching period.
You must have a Working with Vulnerable People Check to undertake placement. You are responsible for arranging your own checks through the ACT Office of Regulatory Services.
Provision of information to the group
Notifications through the Canvas Announcements Forum or the Canvas Discussion Forums are deemed to be made to the whole class. It is the responsibility of the student to ensure that they check for announcements on the Unit's Canvas website (forum messages are also emailed to student email addresses only). Students should ensure they check their student email regularly. The Canvas discussion forums will be checked by staff regularly.
Use of student email account
The University Email policy states that "students wishing to contact the University via email regarding administrative or academic matters need to send the email from the University account for identity verification purposes". Therefore, all unit enquiries should be sent by email using a student university email account. Students should contact the Service Desk ( firstname.lastname@example.org ) if they have any issues accessing their university email account.
This unit examines the praxis of critical reflection in early childhood education and is informed by theories of childhood and anti-bias approaches.