Note: This is an archived Handbook entry from 2011.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2011:Semester 2, Parkville - Taught on campus.
Parkville, On Campus
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 36 hours |
Total Time Commitment: 125 hours. Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.
|Recommended Background Knowledge:||None|
|Non Allowed Subjects:||None|
|Core Participation Requirements:||
For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.
The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the HDisability Liaison Unit websiteH: Hhttp://www.services.unimelb.edu.au/disability/H
ContactEducation Student Centre
|Subject Overview:||This subject examines a range of theoretical perspectives and frameworks influencing the design and pedagogical approach to early childhood curricula. The relationships between conceptualisations of early childhood curricula, perspectives of children’s development and learning and teacher agency will be explored. Designs of early learning environments, goals for children, pedagogical approaches used to support the development and learning of young children and strategies for evaluating early learning outcomes will be investigated. Local, national and international case studies provide research evidence concerning different models and related teaching strategies for early learning. Teacher candidates will explore the inter-relatedness of views about curriculum content, attitudes to the needs of children, professional skills, knowledge and perceptions, of the role of the teachers in activating children’s engagement and managing the physical and socio-emotional environments for young children, on the decisions teachers make when designing early childhood curricula.|
On completion of this subject teacher candidates will be able to:
There are 2 assessment tasks:
Belonging, Being & Becoming The Early Years Learning Framework for Australia, Department of Education, Employment and Workplace Relations for the Council of Australian Governments, Commonwealth of Australia, 2009.Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years, Department of Education and Early Childhood Development, Victorian Curriculum and Assessment Authority. (2009) State Government of Victoria.
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
|Generic Skills:||On completion of this subject teacher candidates will have the knowledge, skills and understanding to enable them to: |
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