CRS1400527

Bachelor of Early Childhood Education

Year 1

All Subjects are 6 credit points

Semester 1

ECE101

Students study diverse child development theories including sociocultural, historical, critical and post-structural approaches. Students will reflect on these approaches to inform their developing professional practice. They will also examine theories and approaches to understanding educational and social influences on children’s development.

 

They will examine the period from birth to five years and associated perspectives on the growth, learning, development and wellbeing of the child. Students will examine diverse attitudes, values and beliefs about childhood and the care of children, the nature of contemporary families and the changing roles of children in a contemporary consumer society.

ECE102

This subject examines the importance of communication in regard to interactions with children, families and the wider community and as part of their everyday practice.

It will refresh students’ understanding of literacy and the importance of providing literacy rich environments as part of their curricula for their students such as emphasised in ‘Children are Effective Communicators’ under the VEYLDF and the importance of maintaining a first language to children’s identity, wellbeing, communication and learning.

 

This subject will also determine each individual student’s written and spoken literacy levels and capabilities through participation in the Literacy and Numeracy Test for Initial Teacher Education Students.

ECE103

Students will study theories and approaches in teaching numeracy to young children from birth to five years. They examine strategies for developing numeracy rich play-based learning environments incorporating a range of understandings, materials, concepts and skills. They will learn the current national framework and standards and policy to effectively develop preservice teachers with the necessary knowledge and competencies to teach mathematics and numeracy to young children from diverse backgrounds.

ECE104

In this unit students examine strategies for promoting and maintaining health, wellbeing and nutrition in young children (0-5 years). Students examine the regulatory and legislative requirements related to sleep and rest, immunisation, incidents, injuries, infectious diseases and responding and caring for sick children.  Requirements include those stated in the ACECQA, NQF, EYLF, the VEYLDF and the Victorian Curriculum standards.

 

This unit will also examine pedagogical practices in relation to the overall health, wellbeing and nutrition of infants and young children in an early childhood education context. The unit discusses hygiene practices, and the management of sick children including those with infectious diseases.  It also examines concepts of wellbeing, including the recognition of feelings, regulating emotions, the sense of self, and being in the moment (mindfulness).

Semester 2

ECE105

Students examine early learning pedagogy and curriculum in detail. They also examine critical theories relevant to the early learning educator. Students also examine the importance of establishing respectful and caring relationships with diverse children, families and communities in order to work collaboratively to construct appropriate curriculum and learning experiences.

ECE106

This subject examines research-informed play-based teaching and learning approaches essential to stimulate and integrate a wide range of children’s intellectual, physical, social and creative potential. It also examines the role of the educator in observing, planning, implementing and reflecting on programs for children in a play based environment.

ECE107

Students examine relevant theories such as Bronfenbrenner’s ecological systems theory that examines the interrelationships between the child and their family, community and culture and the early learning implications.

ECE108

This professional practice subject provides students with the exposure to organisational regulatory requirements, policies and processes as outlined in the VEYLDF & V.I.T. Graduate Teacher Standards.

 

During the placement, students will undertake work duties and responsibilities as a ‘pre-service’ early childhood educator under the guidance of the host organisation supervisor.  Attendance will be recorded and approved by the facility’s appointed Placement Supervisor (Educator) and performance assessed against the learning outcomes and the Victorian Early Years Learning and Development Framework (VEYLDF).

 

The subject will consist of: 1. Pre-placement workshops that prepare students for professional practice and set up ongoing support and assistance 2. 70 hours: 5 days per week for 2 weeks or Professional practice in a SCEI-HE approved host organisation.  3. Visits by a SCEI-HE Professional Experience officer during the Placement for the purpose of counsel and, eventually, of assessment

 

Prior to commencing placement, students will attend ten weeks of scheduled classes in preparation for the first professional practice.

Year 2

All Subjects are 6 credit points

Semester 1

ECE201

This subject will build on knowledge and understanding gained in Child Development 1. Students examine the development of children (birth to two years) in greater detail, and focus on the importance of relationships, interactions and attachment. 

Students will further develop their understanding of the theoretical perspectives and practical approaches for understanding the complexity of influences on children’s development within educational and social contexts. Students will explore a range of strategies that support children’s learning with particular focus on the importance of scaffolding and valuing children’s strengths and differences.   

This unit will explore strategies to guide children’s behaviours and support teachers to plan environments that promote social competence. As part of this unit of work, students will be immersed in cultural inclusiveness, ethical responsibility and the welfare of the child.

ECE202

This subject investigates the language and literacy development of children from birth to five years. Students examine a range of theories and curricula including cognitive development theories, Lev Vygotsky’s sociocultural theories, Bronfenbrenner’s ecological theory and the New Zealand early childhood curriculum Te Whariki. Students examine how children become effective communicators and explore the rich range of available literacy education programs.

 

Additionally, the intricacies of learning English as a second language within a culturally diverse community and class environment is addressed. Students will familiarise themselves with concepts of the literacies of technology, pop culture, functional literacy, ecological literacy and literacies other than English.

ECE203

This subject focuses on numeracy in early childhood development and strategies for introducing children to concepts of mathematics.

ECE204

This is the second in a sequence of six Professional Practice field placement subjects designed to give the student practical experience across all age groupings covered by the course. Field placements allow students to put theory into practice and provide exposure to organisational regulatory requirements, policies and processes and professional practice frameworks (EYLF, VEYLDF & V.I.T. Graduate Teacher Standards), intervention and outcomes.

 

During placement, students undertake work duties and responsibilities as a ‘pre-service’ early childhood educator under the guidance of the host organisation supervisor.  Attendance will be recorded and approved by the facilities appointed Placement Supervisor (Educator) and performance assessed against the learning outcomes and the Early Years Learning Framework (EYLF) and the Victorian Early Years Learning and Development Framework (VEYLDF).

Semester 2

ECE205

This unit critically examines the use of technology in the early learning classroom. It will examine the use of I-Pads, programming robotics kits to enhance understanding of mathematics, science and engineering and game-based learning.

ECE206

This unit critically examines the use of technology in the early learning classroom. It will examine the use of I-Pads, programming robotics kits to enhance understanding of mathematics, science and engineering and game-based learning.

ECE207

This subject examines the use of the performing arts to nurture and enhance children’s cognitive growth and overall development. It examines relevant theories such as those put forward by Piaget, Vygotsky, Koster and Mayesky. It investigates open ended activities to explore divergent thinking to support creative processes rather than outcomes and that develops children’s aesthetic, sensory, perceptual and expressive development. It examines pedagogical concepts relevant to music and the performing arts. Students examine strategies to inclusive music and performing arts experiences, for children aged birth to five.

ECE208

This is the third in a sequence of six Professional Practice field placement subjects designed to give the student practical experience across all age groupings covered by the course. Field placements allow students to put theory into practice and provide exposure to organisational regulatory requirements, policies and processes and professional practice frameworks (VEYLDF & V.I.T. Graduate Teacher Standards), intervention and outcomes.

 

The focus of this professional placement unit will be on children aged three to five years. Students practice employing effective classroom and behaviour management, implement learning experiences and foster cognitive development in children of variable capacities and cultural origins within the designated age group. In this unit the role of technology will also be explored.

 

During the placement, students undertake work duties and responsibilities as a ‘pre-service’ early childhood educator under the guidance of the host organisation supervisor.  Student attendance will be recorded and approved by the facilities appointed Placement Supervisor (Educator) and performance assessed against the learning outcomes, the Early Years Learning Framework (EYLF) and the Victorian Early Years Learning and Development Framework (VEYLDF).

 

The subject will consist of:

  1. Pre-placement workshops that prepare the student for professional 
  2. Professional practice of 5 days per week for 3 weeks (total of 105 hours) in a SCEI-HE approved host organisation. 
  3. Visits by a SCEI-HE Professional Experience officer during the Placement for the purpose of counsel and assessment.

Year 3

All Subjects are 6 credit points

Semester 1

ECE301

This subject will examine the development of children from three-five years of age. It will focus on the identification of important stages of early brain development, according to early childhood development theories.  Students will study key developmental milestones to identify the special developmental needs of children who require early intervention support.   

 

Students will study the processes and procedures for referring children to healthcare professionals for possible identification of developmental delay.  This unit also examines child advocacy and the educator’s role when acting on behalf of children and their families.

 

This subject further explores the culturally inclusive learning programs including Aboriginal and Torres Strait islander ways of knowing and being.

ECE302

Students will explore post-colonial and multicultural approaches to learning design. Issues related to gender, disability and the use of language in the class will also be examined in the context of relevant pedagogies, ICT policies, frameworks and models for teaching.

ECE303

Students study methodologies for collecting and evaluating data to contribute to the planning and implementing of a child-centred curriculum. Diagnostic assessment, assessing what children know, their interest, skills and strengths, is discussed as a tool for making decisions to assist individual children. Students study techniques for ‘noticing’ (deep listening), ‘recognising’ (deliberately extracting meaning) and ‘responding’ (intentionally progressing children’s learning). 

 

Students also study methods for generating a diversity of learning environments that are welcoming and enriching to the lives and identities of children- vibrant environments that can support children’s interests and needs. They include both indoor and outdoor learning environments. 

  

Students also examine relevant content for curriculum development.

ECE304

This is the fourth in a sequence of six planned Professional Practice field placement subjects designed to give the student practical experience across all age groupings covered by the course. Students to put theory into practice and gain exposure to organisational regulatory requirements, policies and processes and professional practice frameworks (EYLF, VEYLDF & V.I.T. Graduate Teacher Standards), intervention and outcomes.

 

The focus of this professional placement unit will be on children aged three to five. Students further develop their ability to employ effective classroom and behaviour management, plan and implement learning experiences and foster cognitive development in children of variable capacities and cultural origins within the designated age group. The learning experiences demonstrated in this professional practice unit will focus on children’s interest, skills and behaviour. Students will be expected to include appropriate ICT as studied in ECE205 Media Technology and prevalent Culture when designing learning experiences for students. 

 

During the placement, students undertake work duties and responsibilities as a ‘pre-service’ Early Childhood Educator under the guidance of the host organisation supervisor.  Attendance will be recorded and approved by the facilities appointed Placement Supervisor (Educator) and performance assessed against the learning outcomes, the Early Years Learning Framework (EYLF) and the Victorian Early Years Learning and Development Framework (VEYLDF).

Semester 2

ECE305

The unit will examine diverse international childhood education systems. Students study political, religious and cultural ideologies, government policy, economic pressures, traditions and gender roles in global contexts. Students also consider the potential impact of the values, philosophies and practices of the education system of a child’s country of origin and social cultural background.

ECE306

This subject examines the role of physical activity in early childhood learning and social development. It examines the potential impact of physical activity on cognitive functioning, memory, concentration, behaviour and academic achievement for children. It references national and state learning frameworks, and relevant theories and pedagogical practices relevant to children in an early childhood setting.  Students will also consider the links between physical activity, nutrition and general outcomes.

 

Students examine strategies for integrating inclusive physical activity into their professional practice.

ECE307

This subject examines the use of the creative arts to nurture and enhance children’s cognitive growth and overall development. It examines relevant theories such as those put forward by Piaget, Vygotsky, Koster and Mayesky. It investigates open ended activities to explore divergent thinking to support creative processes rather than outcomes, and that develops children’s aesthetic, sensory, perceptual and expressive development.

ECE308

This is the fifth in a sequence of six planned Professional Practice field placement subjects designed to give the student practical experience across all age groupings covered by the course. Field placements allow students to put theory into practice and provides exposure to organisational regulatory requirements, policies and processes and professional practice frameworks (VEYLDF & V.I.T. Graduate Teacher Standards), intervention and outcomes.

 

During the placement, students undertake work duties and responsibilities as a ‘pre-service’ early childhood Educator under the guidance of the host organisation supervisor.  Attendance will be recorded and approved by the facilities appointed Placement Supervisor (Educator) and performance assessed against the learning outcomes, the Early Years Learning Framework (EYLF) and the Victorian Early Years Learning and Development Framework (VEYLDF).

Year 4

All Subjects are 6 credit points

Semester 1

ECE401

This unit of study will examine key legislation, frameworks and practices related to child safety and protection. Particular attention will be given to identifying responding to risk and serious harm to children.

ECE402

This subject examines the history of the perception of the child and associated childcare practices from Medieval times to today. This subject challenges the student to investigate the concept of ‘childhood’ itself and the theorists whose philosophies and education models were influenced by social, political, religious and psychological movements. It encompasses the rise of the kindergarten and pre-school early childhood education in Australia.

ECE403

This subject examines contemporary global diverse leadership practices in early childhood settings, including present-oriented and future-oriented leadership.

 

It traces journeys into leadership and the support mechanisms needed at different points in the career trajectory. Students examine the work life of a variety of leaders in a range of early childhood settings to identify potential career pathways. It examines the role of mentors, learning communities and reflective practices as agents of transformation and change.

ECE404

Students study research theories and methodologies relevant to early childhood. They include practice based, qualitative and quantitative research practices. Research as a mechanism for social justice and social change as well as research ethics are also examined.

Semester 2

ECE405

This subject explores a range of socio-cultural and socio-behavioural theories related to child development to gain an understanding of how these impact on a child’s culture, values, their personal identity and sense of place in the community and society.

ECE406

This subject highlights the role of assessment in providing educators, parents and families with critical information about a child’s development and growth. This unit focuses on assessment and evaluation theory to facilitate development and support transitions.

ECE407

This subject examines the benefits of dance and movement in early childhood settings. It explores the ways it facilitates emotional connections with the self, others and the environment.

 

Students will investigate the pedagogies and child development theories specific to the acquisition of coordinated motor skills. They will use this knowledge to design learning experiences that encourage and enhance the development of these skills in young children.

Learning experiences will include a variety of global dance and movement practices. The role of consultation with families in creating successful inclusive learning experiences is also considered. Students will also identify and implement appropriate inclusion strategies to support children with diverse physical and learning abilities.

ECE408

This is the sixth and final in a sequence of six planned Professional Practice field placement subjects designed to give the student practical experience across all age groupings covered by the course. Field placements allow students to put theory into practice and provides exposure to organisational regulatory requirements, policies and processes and professional practice frameworks (EYLF, VEYLDF & V.I.T. Graduate Teacher Standards), intervention and outcomes.

 

Students will design and implement learning experiences for children aged between three to five over a four-week period. The design will be pre-approved by the Supervising Mentor and be in line with the state curriculum, EYLF and VEYLDF.

 

During the placement, students undertake work duties and responsibilities as a ‘pre-service’ early childhood educator under the guidance of the host organisation supervisor.  Attendance will be recorded and approved by the facilities appointed Placement Supervisor (Educator) and performance assessed against the learning outcomes, The Early Years Learning Framework (EYLF) and the Victorian Early Years Learning and Development Framework (VEYLDF).