EDF3074 · Contemporary approaches to learning for infants and toddlers: Theories and practices

Overview

In this unit, you will critically analyse theories and philosophies used to understand infant and toddler learning and development. Furthermore, you will research, evaluate and analyse pedagogical approaches that place value on the rights of infants and toddlers, seeing them as equal citizens. You will co-construct pedagogical understanding about relationships, transitions and well-being for educators and infants and toddlers. You will develop and identify pedagogical skills specific to infant and toddler education and care and apply these ideas into your practice. You will have the opportunity to critically review pedagogical practices and gain new perspectives of infant and toddler pedagogies.

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

Learning outcomes

1. critically analyse relevant philosophies to make informed professional and ethical decisions about your own developing infant and toddler pedagogy.
2. research, evaluate and demonstrate how the rights of infants and toddlers can be upheld in ways that are consistent with the declaration of the rights of children.
3. research and evaluate a range of theories that inform infant and toddler learning and development.
4. investigate and analyse learning strategies that encourage emotion, well-being, safety and communication which support infant and toddler learning and development.
5. identify and apply infant and toddler pedagogy that can respond professionally and ethically to diverse linguistic, cultural and socio-economic early childhood contexts.

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: • 24 hours* of scheduled learning delivered on campus via weekly/regular 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. *Subject to variation due to professional experience requirements

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