Addressing Challenges in Early Childhood Education (10181.1)
|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 4 - Undergraduate Advanced Unit|| 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. Differentiate lesson and unit plans to cater for learner diversity within their early childhood classrooms;
2. Identify and evaluate effective strategies to address potential challenges early childhood educators may experience; and
3. Plan action research projects as professional learning to improve their teaching.
Graduate attributes1. UC graduates are professional - communicate effectively
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
PrerequisitesMust have passed 72 credit points including 9869 Designing Learning for Diversity and Inclusion AND 10177 Inclusion and Intervention in the Early Years AND 10178 Philosophies and Pedagogies in Early Childhood Education.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2021||UC - Canberra, Bruce||Semester 2||02 August 2021||On-Campus||Mrs Katy Meeuwissen|
|2022||UC - Canberra, Bruce||Semester 2||01 August 2022||On-Campus||Dr Deborah Pino Pasternak|
Howard, J.A. (2013) Distressed or deliberately defiant? Managing student behaviour due to trauma and disorganised attachment. Australian Academic Press Group Pty Ltd.
Online course: Nationally Consistent Collection of Data on School Students with Disability. Disability Standards for Education for pre-service teachers: https://www.nccd.edu.au/professional-learning/disability-standards-education-pre-service-teachers
Online course: Australian Childhood Foundation. Trauma Responsive Practice in Education: https://professionals.childhood.org.au/training-development/trauma-responsive-practice-in-education/
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.You must submit all assessment tasks to pass the course.
Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.
Special assessment requirements
The two online courses must be completed to pass the unit in conjunction with an aggregate mark of 50%.
Use of text matching software
Please note that the University takes student conduct very seriously. All documentation provided to University staff must be
valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension
and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for
Education (ADE) as a prescribed authority for investigation.
Unit breakdown of hours
10 hours online lectures
20 hours tutorial participation
30 hours workshop preparation
90 hours assessment preparation and online course participation
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.
Students will need to pay $33 to complete the online course for Trauma Responsive Practice in Education. The link is available in the assessment section.
Work placement, internships or practicums
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 ( email@example.com ) if they have any issues accessing their university email account.
This unit involves research-led education. There are active researchers delivering this unit who are able to engage students in deep and active learning and encourage them to apply basic research skills to inform educational practice.