Inquiry into Early Childhood Philosophy and Practices
This course enables students to analyse current practice within changing socio-cultural, philosophical, political and educational contexts. Students will identify and position themselves in current approaches and debates regarding pedagogy, curriculum and professional issues. Students will develop a critical framework for planning, implementing and evaluating early childhood education programs for their own practice and/or research.
Key to the course is the development of a critically reflective orientation that aims to position students as 'teacher researchers' in the field of early childhood education.
- Semester 1 - 2016
- Semester 1 - 2016
1. Understand and critically evaluate early childhood practice
2. Understand current trends in approaches, pedagogy, curriculum and professional issues in early childhood education
3. Develop a critical framework for their planning, implementing and evaluating early childhood programs
4. Understand their practice as under continuous enquiry/research
- Philosophy of education.
- Children's rights, children's participation in the early years.
- Modern and postmodern theories of early childhood education (including critical and post-structural theories) within their socio-historical contexts - learning theories, understanding the learner, theories of curriculum and pedagogy.
- Current research on approaches and debates regarding early childhood pedagogy and curriculum - conforming, reforming and transforming approaches, current and dominant curriculum approaches (Reggio Emilia, Forest schools, Anti-bias, Steiner, Montessori and so on)
- Children's environment and the environment as the third teacher.
- Planning, intentional teaching, play as pedagogy and pedagogical documentation.
- Early childhood professionals as ethical beings.
- Regulatory and policy context in a historical and political perspective.
- Child protection.
- Teaching and practice for diversity.
- Inquiry and research based practice to understand and continuously improve teaching practice and a critically reflective orientation.
Case Study / Problem Based Learning: Assignment 1
Written Assignment: Assignment 2
Ourimbah and Callaghan
Face to Face On Campus 2 hour(s) per Week for 13 Weeks
Face to Face On Campus 12 hour(s) per Term