EDF4089 · Continuity of learning: Transitions and change

Overview

This unit explores transition and change in the lives of children and families in early childhood education. You will engage critically with the concepts of transition and change in relation to early childhood education. Past understandings and practices of transition and change in early childhood education will be compared and contrasted with contemporary research-informed pedagogical strategies and approaches. Professional and ethical responsibilities will be examined in relation to supporting all children and families through transition and change. Consideration will be given to the critical role of listening to children and families during transition and change, including appreciating how cultural, social, economic and linguistic differences can influence and impact on transition experiences. Identifying specific pedagogical strategies and approaches to transition, you will be facilitated in processes of critical reflection on practices to improve and enhance transition experiences for children and families.

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. demonstrate an ability to research, interpret and critically evaluate research traditions informing the concept of transition and change in early childhood education
2. demonstrate deep disciplinary knowledge of research-informed pedagogical strategies and skills that support transitions and change for children and families
3. demonstrate an ability to engage both professionally and ethically with the complexities of transitions and change for children and families from diverse social, economic, cultural and linguistic backgrounds
4. articulate competently current pedagogical approaches to transitions and change and use this knowledge to identify and articulate your ongoing professional learning needs in this area
5. demonstrate leadership in professional understandings about transition as an opportunity for complex learning.

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 *Subject to variation due to professional experience requirements 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.