Addressing Challenges in Early Childhood Education (10181.1)

Please note these are the 2023 details for this unit
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Addressing Challenges in Early Childhood Education
Available teaching periods Delivery mode Location
View teaching periods On-Campus
 Bruce, Canberra
EFTSL Credit points Faculty
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)
In this unit students will contextualise contemporary challenges in early childhood educational environments. Students will extend their knowledge and skills when planning teaching and learning for a diverse range of students including students from an EAL/D and culturally diverse backgrounds, Indigenous students and students with a disability. Students will also consider how students transition from early childhood settings to school settings. Students will propose an action research project based on a contemporary challenge as professional learning to improve their teaching.

Learning outcomes

On 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 attributes

1. 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


Prerequisites

Must have passed 36 credit points including 9869 Designing Learning for Diversity and Inclusion AND 10178 Philosophies and Pedagogies in Early Childhood Education.

Corequisites

None.

Incompatible units

None.

Equivalent units

None.

Assumed knowledge

None.
Year Location Teaching period Teaching start date Delivery mode Unit convener
2024 Bruce, Canberra Semester 2 29 July 2024 On-Campus Mrs Katy Meeuwissen
Not available

Required texts

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/ 

Online course: Postive partnerships - Introduction to Autism: https://learninghub.positivepartnerships.com.au/login/index.php

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%.

Academic integrity

Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.

To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.

Use of Text-Matching Software

The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.

Provision of valid documentation

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.

Learner engagement

Unit breakdown of hours

10 hours online lectures

20 hours tutorial participation

30 hours workshop preparation

90 hours assessment preparation and online course participation

Participation requirements

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.

In-unit costs

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

None

Additional information

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.

Theoretical foundations

This unit will assist students to develop an understanding of learning theories that help teachers connect to students. The theoretical foundations help align theory to the practice of teaching.

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 ( servicedesk@canberra.edu.au ) 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.