Early Childhood Learning and Development 2
Queensland University of Technology
Area of Study
Early Childhood Education
Taught In English
Course Level Recommendations
ISA offers course level recommendations in an effort to facilitate the determination of course levels by credential evaluators.We advice each institution to have their own credentials evaluator make the final decision regrading course levels.
Recommended U.S. Semester Credits3 - 4
Recommended U.S. Quarter Units4 - 6
Hours & Credits
OverviewSynopsis:To facilitate learning during early childhood, teachers must have a sound knowledge of the major theories, features and processes of development. The units in the developmental strand are underpinned by socio-cultural theory, which takes into account both the psychological and the social mechanisms of development and learning. This unit incorporates a 15 day block field placement in a child care setting with children aged 0-2 years, and 2 days (equiv) lead up at the same site. For students on the Advanced Standing pathway incorporating acknowledgement of approved work experience (RPL), the field experience placement will be a 10 day block in a kindergarten setting with two days (equiv) lead in.Learning OutcomesTo successfully complete this unit at the Introductory and Developmental Level you will provide evidence of:
ContentThis unit introduces a range of theoretical perspectives on cognitive and language development. Piagetian (and Neo-Piagetian) and Information processing theories will provide a framework for examining the mechanisms that are traditionally considered to underlie development. These theories will be critically examined in relation to social processes as alternate mechanisms of cognitive growth (e.g., Vygotskyian perspective) with a focus on the implications for early childhood teaching practice. The broad area of language as a symbol system and a means of human communication will be introduced. The structural components of language including the development of phonological and semantic skills and the features and patterns of grammar development are examined and the role of the early childhood teacher in promoting language development is addressed. The relationship between language and cognition will be reflected upon critically in the light of socio-cultural perspectives of learning and thinking and the implications for early childhood teaching practice discussed.Approaches to Teaching and LearningThis unit will incorporate a range of teaching approaches designed to promote flexibility of learning and cater for the needs of individual learners. Approaches will include a mix of lectures, tutorials, online teaching resources and discussion forums. Learning activities will require you to critically reflect on presented material, to interpret, synthesise and analyse concepts from theory, research and practice and to apply your learning in early childhood contexts.AssessmentThis unit incorporates a 15 day field placement in a 0-2 setting organised as per the Field Experience Calendar with 2 day (equiv) lead up as negotiated with your site based supervisor. Assessment for this unit comprises a minor assignment, a major assignment and a field experience. The minor assignment includes both formative and summative components of assessment. Formative assessment processes will also occur within the context of tutorial activities and web based discussions. All assessment items must be completed successfully for this unit to receive a passing grade. This includes the field experience.Assessment name: Literature ReviewDescription: Literature Review and Proposal for Fieldwork You will complete a brief literature review to develop your skills in locating and evaluating information in developmental theory and research and develop a proposal for a fieldwork project.Relates to objectives: Course Learning Outcome AWeight: 40Internal or external: BothGroup or individual: IndividualDue date: Mid-SemesterAssessment name: Project (research)Description: This applied task will incorporate both formal and informal observational measures and techniques. It requires you to undertake your proposed fieldwork project to collect data about a child's speech or cognitive development. You then analyse the data using developmental theory and research in the presentation of a report.Relates to objectives: Course Learning Outcome A, Course Learning Outcome C, Course Learning Outcome DWeight: 60Internal or external: BothGroup or individual: IndividualDue date: End-SemesterAssessment name: Placement PerformanceDescription: A 15 day block placement in a 0-2 setting, under the supervision of a qualified teacher. The placement will be preceded by 2 days equivalent lead up time at the site as negotiated with the site based supervision staff.Relates to objectives: Course Learning Outcome A, Course Learning Outcome B, Course Learning Outcome C, Course Learning Outcome D, Course Learning Outcome E, Course Learning Outcome F, Course Learning Outcome GInternal or external: BothGroup or individual: IndividualDue date: End-Semester
- Course Learning Outcome A - Know students and how they learn
- Course Learning Outcome B - Know content and how to teach it
- Course Learning Outcome C - Engage professionally with students, colleagues, parents, carers and the community
- Course Learning Outcome D - Assess provide feedback and report on student learning
- Course Learning Outcome E - Plan for and implement effective teaching and learning
- Course Learning Outcome F - Create and maintain supportive and safe learning environments
- Course Learning Outcome G - Engage in professional learning
Courses and course hours of instruction are subject to change.
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Credits earned vary according to the policies of the students' home institutions. According to ISA policy and possible visa requirements, students must maintain full-time enrollment status, as determined by their home institutions, for the duration of the program.