Holmes ECT2204 Contemporary Issues in Prior to School 代写

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Holmes ECT2204 Contemporary Issues in Prior to School 代写

Holmesglen: FB/EI ECE 7-Jan-2016 J:\Higher Education\Bachelor of Early Childhood Education\2016 BECT16 Subject Folders\ECT2204 Contemporary Issues in Early Childhood Education\ECT2204 Contemporary Issues

in Prior to School and Primary School Teaching_1.doc

ECT2204

Contemporary Issues in

Prior to School and

Primary School Teaching

Bachelor of Early Childhood Teaching 2017. City Campus Subject Outline ECT2204

Contents

Workload ----------------------------------------------------------------------------------------------------------1

Subject coordinator ---------------------------------------------------------------------------------------------1

Introduction ______________________________________________________________ 2

Learning outcomes ---------------------------------------------------------------------------------------------2

Attendance -------------------------------------------------------------------------------------------------------3

Readings ----------------------------------------------------------------------------------------------------------4

Key text ------------------------------------------------------------------------------------------------------------4

Other Recommended Readings ------------------------------------------------------------------------4

References -------------------------------------------------------------------------------------------------------4

Journals _________________________________________________________________ 5

Assessment summary ______________________________________________________ 8

Assessment Details -----------------------------------------------------------------------------------------------9

Assessment 1 – Literature Review -------------------------------------------------------------------------9

Assessment 2 – Essay ----------------------------------------------------------------------------------------11

Assessment 3 – Classroom Management Plan ---------------------------------------------------------13

Contacts _______________________________________________________________ 15

Bachelor of Early Childhood Teaching 2017 Subject Outline ECT2204

ECT2204

Contemporary Issues in Prior to School and Primary School

Teaching

Credit points: 6

Subject prerequisites: Nil

Co-requisites: Nil

Workload

Contact hours: 4 hours per week comprising lectures,

Tutorials and structured online activities 44 hours

Individual studies: 10 hours per week 110 hours

Total workload: 14 hours per week 154 hours

Subject coordinator

Your Subject Coordinator for Contemporary Issues in Prior-to-school and Primary School

Teaching is Sylvie Fenech.

Please note the following contact information:

(03) 9564 xxxx

sylvie.fenech@holmesglen.edu.au

If you are experiencing any difficulties or just have a question, please do not hesitate to

contact your Subject Coordinator. If you are unable to contact your Subject Coordinator

please leave a message with the Course Leader, Dr. Hanan Sukkar, or at Reception and

you will be contacted as soon as possible.

Special Requirements/Personal Protective Equipment

Nil

Bachelor of Early Childhood Teaching 2017 Subject Outline ECT2204

Introduction

An exploration of current social, political, philosophical, environmental and educational issues

impacting on prior to school and primary school settings. This includes contemporary curriculum

debates including analysis of current theory on how to establish and maintain positive and supportive

environments that support the wellbeing of children individually, and develop their skills as members

of the educational community.

Learning outcomes

On completion of this subject, students should be able to:

1) Critically analyse the major professional, educational, philosophical and curricular issues that

impact on the work of contemporary teachers with reference to the Australian Professional

standards for teachers.

2) Compare and contrast contemporary primary practices and policy guidelines with those of the

prior-to-school context.

3) Reflect on the implications of critical contemporary issues in a range of prior to school and

primary contexts.

4) Review the impact of current technologies on teaching practice and discuss strategies

available to support the safe and ethical use of ICT in learning and teaching.

5) Explain and evaluate theoretical perspectives on behaviour guidance in educational contexts.

6) Develop positive behaviour plans that support individual children with diverse needs and

groups of children within different educational settings.

Subject content

A range of political, social, professional, philosophical, environmental and community issues

confronting the early childhood professional, locally, nationally and globally is explored and

discussed. The work of theorists such as Bourdieu, Freire and Foucault is examined in gaining an

understanding of the concepts of power, equity, access and opportunity. The subject focuses on key

issues that have shaped the teaching profession, as well as those with current and future impact.

The initial focus of the subject is on comparing and contrasting early childhood education practice

prior to school with primary teaching practice from the perspectives of: the teaching environment;

organisational structures; governing policies, guidelines, standards and codes of practice; curriculum;

and the role and responsibilities of the teacher.

The roles of the prior-to-school and primary teacher in contemporary society are explored. Students

are encouraged to reflect on their own experiences and beliefs and critically analyse some of the

aspects introduced in ECT1104 Introduction to Professional Practice including professional and legal

obligations defined by professional codes of practice.

Several of the more critical contemporary issues in early childhood education emphasised in this

subject are: inclusion and difference; diversity; complexity of family issues and expectations;

professionalism; multi-literacies and growth of technologies; environmental challenges; and

acknowledging children’s voice in the learning environment. Theoretical perspectives on social

behaviour are examined by students as they develop their own philosophy, and plan and practice

implementation strategies to support children’s positive social engagement, self-regulation, emotional

resilience, well-being and perseverance.

The impact of national and international policy and practice on early childhood education in Victoria is

the catalyst for analysis of issues and policy to explore possible future directions within the

profession. The subject also examines key challenges and opportunities related to current

Bachelor of Early Childhood Teaching 2017 Subject Outline ECT2204

technologies, particularly digital technologies, relevant to professional practice and learning and

teaching in prior-to-school and school settings. Identification of potential strategies to address

contemporary challenges and students’ own ongoing professional development needs are

considered.

Attendance

Attendance and participation in classes is important for individual and group learning. You

are expected to take responsibility for attending and contributing to classes, and to giving

priority to your final semester study – including attendance and meeting scheduled

assessment dates. Academic staff shall monitor student attendance. If you are unable to

attend class, please advise your tutor or lecturer. Non-attendance for six consecutive

weeks without notification shall result in an automatic withdrawal.

Please note: a minimum of 80% attendance is expected and failure to meet this

requirement may impact upon applications for deferred assessments and other

considerations.

Bachelor of Early Childhood Teaching 2017 Subject Outline ECT2204

Readings

Key text

Ailwood, J., Boyd, W., & Theobald, M. (2016). Understanding Early Childhood Education and Care in

Australia: Practices and Perspectives. Allen & Unwin.

Other Recommended Readings

References

Breathnach, H., Danby, S., & O’Gorman, L. (2017). ‘Are you working or playing? ’Investigating young

children’s perspectives of classroom activities. International Journal of Early Years Education, 1-16.

Brown, A., & Grigg, J. (2016). Critical narrative as a framework for professional border-crossing in

early childhood. Contemporary Issues in Early Childhood, 1463949116668097.

Colliver, Y., & Fleer, M. (2016). ‘I already know what I learned’: young children's perspectives on

learning through play. Early Child Development and Care, 186(10), 1559-1570.

Fox, J. L., & Diezmann, C. M. (2017). The Australian Early Years Learning Framework and ICT: A

Part of Life or Apart from Life?. In Contemporary Issues and Challenge in Early Childhood Education

in the Asia-Pacific Region (pp. 143-163). Springer Singapore.

Gibson, M. (2015). “Heroic victims”: Discursive constructions of preservice early childhood teacher

professional identities. Journal of Early Childhood Teacher Education, 36(2), 142-155.

Gibson, M., Cumming, T., & Zollo, L. (2017). Re-Thinking Discourse of Teacher Professionalism in

Early Childhood Education: An Australian Perspective. In Contemporary Issues and Challenge in

Early Childhood Education in the Asia-Pacific Region (pp. 203-219). Springer Singapore.

Gibson, M., McArdle, F., & Hatcher, C. (2015). Governing child care in neoliberal times: Discursive

constructions of children as economic units and early childhood educators as investment

brokers. Global Studies of Childhood, 5(3), 322-332.

Miller, M. G. (2017). Reconceptualist work in a colonising context: Challenges for Australian early

childhood education. In Contemporary Issues and Challenge in Early Childhood Education in the

Asia-Pacific Region (pp. 33-50). Springer Singapore.

Nothard, M., Irvine, S., Theobald, M., Staton, S., Pattinson, C., & Thorpe, K. (2015). “I have to rest all

the time because you are not allowed to play”: exploring children’s perceptions of autonomy during

sleep-time in long day care services. International Journal of Early Childhood, 47(3), 423-442.

Press, F., Wong, S., & Gibson, M. (2015). Understanding who cares: creating the evidence to

address the long-standing policy problem of staff shortages in early childhood education and

care. Journal of Family Studies, 21(1), 87-100.

Theobald, M. (2017). The work of interpreters to gain children’s perspectives within culturally and

linguistically diverse classrooms. International Journal of Early Years Education, 1-17.

Bachelor of Early Childhood Teaching 2017 Subject Outline ECT2204

Journals

Australasian Journal of Early Childhood (AJEC)

Curriculum and Teaching

Childhood Education

Early Childhood Development and Care

Educational Psychology

Early Childhood Research Quarterly

International Journal of Early Childhood Research & Development

Journal of Curriculum Studies

Journal of Early Childhood Teacher Education

Referencing

For information on correct referencing, p lease refer to:

http://www.ic.holmesglen.vic.edu.au/how_doI/HolmesglenReferencingGuidev.1.2.pdf

http://www.lib.rmit.edu.au/easy-cite/

Bachelor of Early Childhood Teaching 2017 Subject Outline ECT2204

ECT 2204: Contemporary Issues in Prior to School and

Primary School Teaching - Semester 2, 2017

Date: week

commencing

Topic

Assessment/

comments

Week 1

19/07/17

Subject overview and expectations

Introduction to Contemporary Issues in Early Childhood

Education and Care

Post-tutorial activities:

 Subject Outline

 Bright Space Week 1 content

Week 2

26/07/17

Pre-reading: Chapter 2

Historical perspectives on children and childhood

Pre-tutorial activities:

 Bright Space Week 2

Week 3

02/08/17

Pre-reading: Chapter 3

Theoretical perspectives on early childhood

Pre-tutorial activities:

 Bright Space Week 3

Practicum 4 – Childcare: Birth to 2 years

Monday 07/08/2017 – Friday 25/8/2017 (15 day block)

Assessment task 1 due 11/08/2017

Week 4

30/8/2017

Pre-reading: Chapter 4

Practical approaches and philosophies in early childhood

education and care

Pre-tutorial activities:

 Bright Space Week 4

Week 5

06/09/2017

Pre-reading: Chapter 5

Key ideas, research and challenges in early childhood

education and care

Pre-tutorial activities:

 Bright Space Week 5

Week 6

13/09/2017

Pre-reading: Chapter 6

Contexts, policy and frameworks of early childhood

education and care

Pre-tutorial activities:

Bachelor of Early Childhood Teaching 2017 Subject Outline ECT2204

 Bright Space Week 6

Week 7

20/09/2017

Pre-reading: Chapter 7

Cultural safety for Indigenous children in early childhood

settings

Pre-tutorial activities:

 Bright Space Week 7

Assessment

Task due

20/09/2017

Mid - Semester break

25/09/17 – 06/10/17

Week 8

11/10/2017

Pre-reading: Chapter 8

Diversity and inclusion in early childhood education and care

Pre-tutorial activities:

 Bright Space Week 8

Week 9

18/10/2017

Pre-reading: Chapter 9

Ethical responsibilities in early childhood education and care

Pre-tutorial activities:

 Bright Space Week 9

Week 10

25/10/2017

Pre-reading: Chapter 10

Planning for children's learning: curriculum, pedagogy and

assessment

Pre-tutorial activities:

 Bright Space Week 10

Week 11

1/11/2010

Wrap up of Contemporary Issues in ECT

 Bright Space Online session

Assessment

Task due

1/11/2017

The completion date of this subject may vary according to achievement of requirements and/or to allow for all

assessment administration processes to occur.

Bachelor of Early Childhood Teaching 2017 Subject Outline ECT2204

Assessment summary

Assessment task

Type of assessment task*, specific topics,

including any special format.

Duration/Length

and/or word limits

Learning outcomes

assessed

Weighting

Essay

A literature review of a contemporary issue

in early childhood education prior to school

contexts.

1,500 words 1, 2 40%

Essay (2,500 words)

Building on the literature review submitted

for the previous assessment, link the findings

with current practice observed during

practicum experiences. Critically reflect on

how the work of contemporary theorists

studied in this subject may support best

practice relevant to this issue demonstrating

an understanding of the links between

research and practice. Consideration of the

implications for improvement in practices

and the potential role of emergent

technologies in this process should be

discussed. The teacher’s role in these

processes should also be discussed.

2,500 words 1-4 60%

Classroom management plan

Prepare a plan to develop a positive learning

environment including learning and teaching

strategies to support children’s individual

and diverse needs. These strategies should

be responsive to the learning strengths and

needs of students from diverse linguistic,

cultural, spiritual (religious) and socio-

economic backgrounds. Critically analyse the

plan in relation to current theoretical

perspectives and identify possible challenges

and opportunities.

1,000 words 5-6 20%

* Examples of types of assessment tasks include: assignments; examinations; group projects; online quiz/test;

presentations; work-based projects; and reflective journals. Ensure that details of the types of assessment tasks are included

such as specific topics, duration/length/word limit of assessment and any specific formats.

Bachelor of Early Childhood Teaching 2017 Subject Outline ECT2204

Assessment Details

Assessment 1 – Literature Review

Due date: 11 th August 2017

Length: 1,500 words paper

Mark loading: 30%

The Literature Review is on a contemporary issue in early childhood education prior-to-school or

primary school contexts. Students are to consult with the rubric to ensure that they are including the

required content. Students are to identify their topics by week 3 and be prepared to discuss this

during the week 4 tutorial.

Students are expected to:

 include a rationale for how their contemporary issue links to an issue which impacts upon the

practices of early childhood teachers in either a prior-to-school or primary school context;

 review a minimum of six articles related to their specific contemporary issue;

 complete an annotated bibliography of their articles; and submit these as appendices. Please note

that the submissions of entire articles are not acceptable.

Students are required to:

 interpret, analyse and evaluate the research findings.

 identify similarities and differences in the research literature.

 shows clear links to the implications of the issue on the role of an early childhood teacher in

either a prior-to-school or primary school setting.

 summarise their overall findings.

Bachelor of Early Childhood Teaching 2017 Subject Outline ECT2204

ECE2204 Assessment 1: Literature Review: Value 30%

Lecturer: Sylvie Fenech

Student Name:

Contemporary Issue reviewed:

Assessment Criteria

Unsatisfactory,

not acceptable,

does not meet

criteria

Satisfactory,

meets criteria

to a basic

standard,

adequate

Good.

Meets

criteria to

acceptable

standard.

Above

average.

Very good.

Meets

criteria to

a high

standard,

well above

average

Outstanding,

excellent,

exceptional,

clearly meets

criteria to a

very high

standard

Weight Marks

0%-49%

50-59%

60-69%

70-79%

80+%

 Identifies and reviews a minimum of

six articles related to a contemporary

issue

 Includes a rationale for how their

contemporary issue impacts upon

the practices of early childhood

teachers.

 Literature is from reputable sources

 Annotated bibliography attached as

appendices

 Content and length indicates depth

of research

 The review identifies similarities,

differences and areas for future

research

 Review shows clear links to the role

of an early childhood teacher in a

range of contexts.

 Summarises overall findings from the

review

 The research complements &

extends information & knowledge

learned in class & indicates that

accurate information is gathered

from a variety of sources.

 Review backs up all statements and

examples given: sources and quotes

are acknowledged and referenced

 Content does not rely on reader

having extensive prior knowledge

 Review is required length of 1,500

words

 The majority of the content is written

in the student’s own words

 Spelling and grammar are correct

 The language is clear and

accessible, jargon or technical terms

are explained and complex

vocabulary is used correctly

 Written communication is concise

and avoids unnecessary repetition

Total

Bachelor of Early Childhood Teaching 2017 Subject Outline ECT2204

Assessment 2 – Essay

Due date: 20 th September 2017

Length: 2,500 words

Mark loading: 50%

Students will build on the literature review submitted for the previous assessment and link the

findings with current practices observed during practicum experiences.

You will critically reflect on how the work of contemporary theorists studied in this subject may

support best practice relevant to the chosen issue, demonstrating an understanding of the links

between research and practice. Consideration of the implications for improvement in practices and

the potential role of emergent technologies in this process should be discussed. The teacher’s role

in these processes should also be discussed.

Bachelor of Early Childhood Teaching 2017 Subject Outline ECT2204

ECT2204 Assessment 2: Essay: Value 50%

Lecturer: Sylvie Fenech

Student Name:

Assessment Criteria

Unsatisfactory,

not acceptable,

does not meet

criteria

Satisfactory,

meets

criteria to a

basic

standard,

adequate

Good. Meets

criteria to an

acceptable

standard.

Above

average.

Very good.

Meets

criteria to a

high

standard,

well above

average

Holmes ECT2204 Contemporary Issues in Prior to School 代写

Outstanding,

excellent,

exceptional,

clearly meets

criteria to a

very high

standard

Weight Marks

0%-49%

50-59%

60-69%

70-79%

80+%

 Essay builds on the literature review

 demonstrate an understanding of the

links between research and practice

 links the findings with current practices

observed during practicum experiences

 critically reflects on how the work of

more than one contemporary theorist

may support best practice relevant to

the chosen issue

Essay considers implications for:

 the potential role of emergent

technologies

 the role of the teacher

 implications for your practice as a pre-

service teacher

 Spelling and grammar are correct

 The language is clear and accessible,

jargon or technical terms are explained

and complex vocabulary is used

correctly

 Written communication is concise and

avoids unnecessary repetition

 Sources and quotes are acknowledged

and correctly referenced

Total

Comments

Bachelor of Early Childhood Teaching 2017 Subject Outline ECT2204

Assessment 3 – Classroom Management Plan (Classroom

Guidance)

Due date: 1 st November 2017

Length: 1,000 words

Mark loading: 20%

Students are to prepare a plan to develop a positive learning environment including learning and

teaching strategies to support children’s individual and diverse needs.

These strategies should be responsive to the learning strengths and needs of students from diverse

linguistic, cultural, spiritual (religious) and socio-economic backgrounds.

Critically analyse the plan in relation to current theoretical perspectives and identify possible

challenges and opportunities.

Students are expected to discuss how their plan:

 Is suited to one particular context (either prior-to-school or primary school).

 Has implications, relevance and a relationship with the other sector, i.e. either prior-to-school

or primary school.

 How the plan has changed over the duration of this subject due to readings and/or classroom

discussions on contemporary practice issues.

 Demonstrates links to their philosophy of teaching and current critical theory.

Bachelor of Early Childhood Teaching 2017 Subject Outline ECT2204

ECT2204 Assessment 3: Classroom Management Plan (Classroom Guidance) Value 20%

Lecturer: Sylvie Fenech

Student Name:

Assessment Criteria

Unsatisfactory,

not acceptable,

does not meet

criteria

Satisfactory,

meets

criteria to a

basic

standard,

adequate

Good. Meets

criteria to an

acceptable

standard.

Above

average.

Very good.

Meets

criteria to a

high

standard,

well above

average

Outstanding,

excellent,

exceptional,

clearly meets

criteria to a

very high

standard

Weight Marks

0%-49%

50-59%

60-69%

70-79%

80+%

Students discuss how their plan:

 Is suited to one particular context (either

prior-to-school or primary school)

 Has implications, relevance and a

relationship with the other sector (i.e.

either prior-to-school or primary school)

 Changed over the duration of this

subject due to readings and classroom

discussions.

 Demonstrates links to their philosophy

of teaching and current critical theory.

 Spelling and grammar are correct

 The language is clear and accessible,

jargon or technical terms are explained

and complex vocabulary is used

correctly

 Written communication is concise and

avoids unnecessary repetition

 Sources and quotes are acknowledged

and correctly referenced

Total

Comments

Bachelor of Early Childhood Teaching 2017 Subject Outline ECT2204

Contacts

Name Position Contact

Management & Administration

Reception Department of Early

Childhood Education

(03) 9564 6267

Fax (03) 9564 6453

Dianne

Merriweather

Head of Department

(03) 9564 6259

Dianne.merriweather@holmesglen.edu

.au

Dr Hanan Sukkar Higher Education

Course Leader

(03) 9564 6362

Hanan.sukkar@holmesglen.edu.au

Lisa Dawes Practicum Manager

(03) 9654 6259

Lisa.dawes@holmesglen.edu.au

Connie Castellan Practicum Officer (H. Ed)

(03) 9209 5002

Connie.castellan@holmesglen.edu.au

Academic Staff

Frances Burton Lecturer

(03) 9564 6365

Frances.burton@holmesglen.edu.au

Sylvie Fenech Lecturer

TBC

Sylvie.fenech@holmesglen.edu.au

Melissa Colville Lecturer

(03) 9564 6432

Melissa.colville@holmesglen.edu.au

Mary Hughes Lecturer

(03) 9564 6429

Mary.hughes@holmesglen.ed

Holmes ECT2204 Contemporary Issues in Prior to School 代写u.au

Sue Lancaster Lecturer

(03) 9564 6376

Sue.lancaster@holmesglen.edu.au

General Information

Holmesglen

Information Office

Waverley Campus (03) 9564 6311

(03) 9564 6201

Holmesglen Postal

Address

PO Box 42 Holmesglen 3148