Graduate Diploma of Early Childhood Education
All Subjects are 12.5 credit points
This subject investigates the historical, socio cultural and philosophical influences on contemporary educational systems and curriculum. Diverse family and community contexts and their role in constructions of childhood and identity are examined along with a range of strategies for working effectively with diverse parents/carers and the wider Australian community.
Aboriginal and Torres Strait Islander histories, cultures and epistemologies as well as issues of social justice and colonialism are also examined in relation to early childhood education in Australia.
This subject examines theories of learning and development from birth to two years encompassing physical, personal, social-emotional, cognitive and spiritual aspects of infant and toddler development and learning as an integrated process.
Theoretical perspectives from humanism, cognitivism and constructivism are included. The significance of interpersonal relationships, intrapersonal identity is examined as well as a focus on inclusive learning and teaching strategies to maximise development and learning for diverse children.
This subject investigates theories of learning and early literacy as well as the role of language and literacy in successful learning for children aged birth – five years. Evidence-based strategies, including intentional teaching and play-based pedagogies are examined.
It addresses many components of early literacy including communication and storytelling, listening, printmaking, writing, music and bilingualism. Literacy rich environments including digital technologies are also examined along with families and adult interactions in the literacy environment.
This is the first of two professional teaching practice units. Covering children from birth – two years, it has a theoretical as well as a practical component. Both components need to be passed in order to pass the subject. The practical placement is a 30-day placement in an early childhood setting. The subject will examine and apply evidence based theories including play based, intentional productive learning environments with a focus on health, safety and physical well-being.
Teacher candidates also study techniques for the observation and evaluation of early learners, as well as record keeping, report preparation and self- evaluation. Relevant national and state frameworks will be scrutinised and applied. Valid working with children checks are required.
This subject further examines theoretical paradigms to refine student’s understanding of play based learning pedagogies including intentional teaching and scaffolding. It focuses on teaching practices and strategies for diverse learners including Indigenous learners and those with disabilities. Child advocacy as well as educational leadership and management is also studied.
This subject examines theories of learning and development in children from three to five years encompassing physical, personal, social-emotional, cognitive and spiritual aspects of early childhood development and learning as an integrated process. There is a focus on learning processes related to regulation, memory, attention and curiosity.
The significance of family, friend and community relationships are examined as well as transitions between different education and care contexts. The VEYDLF, EYLF and relevant curriculum are studied with a focus on human culture (e.g. history, philosophy, geography, religion).
This subject focuses on the pedagogy and knowledge of numeracy, science, technology and engineering for children in the early years. Curriculum and learning related to number, patterns and relationships, spatial awareness and shape, measurement, chance and data are studied along with biological, chemical, earth and space, physical sciences and sustainability practices.
The subject incorporates teaching strategies, content development, and planning and assessment incorporating appropriate digital technologies.
This is the second of two professional teaching practice units. It has a theoretical as well as a practical component; both components need to be passed in order to pass the subject. The practical placement is a 30-day placement in an early childhood setting with children for three to five years. The subject will examine and apply evidence based theories including play based, intentional productive learning environments with a focus on teaching for creativity and media arts.
Students also study techniques for collecting evidence, identifying problems and providing support for diverse, including indigenous, early learners. It also examines, indigenous perspectives and young people as diverse learners. Relevant national and state frameworks will be scrutinised and applied. Valid working with children checks are required.