EDF3013 · Early childhood leadership and professional identity

Overview

This unit develops your understanding of professionalism and leadership for advocacy in early childhood education. You will develop an awareness of policy and practice both internationally and in Singapore. Through case study work you will consider ethical practice to interdisciplinary approaches when working with children, families and communities. This case study work will be informed by legislation, policy and processes. This investigation into the field of leadership and management will give you knowledge and skills for working in both local and international education contexts.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. articulate leadership approaches for professional identity to lead partnership teams
2. critically analyse complex problems relating to the ways in which policy directions reflect key trends and ethics for professional advocacy in leadership practice
3. explain the implications of professionalism and ethics in interdisciplinary work for children, their families and the community
4. demonstrate knowledge of legislation, policies and processes to enable making ethical and professional decisions as an educator and future leader in early years settings
5. apply knowledge and make well-informed judgement for intervention problem solving and decision-making relevant to centre approaches for ongoing practice
6. demonstrate an understanding of leadership and management practices in local and international education settings.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 18 hours of scheduled learning delivered synchronously on campus and/or online via regular directed learning activities; • 6 hours of scheduled learning delivered online via synchronous and/or asynchronous directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement.

Student experience, not official rules. Nothing here changes what the Handbook says.