EDF5773 · Global leaders in early childhood education

Overview

With emphasis on the development of critical literacies, you will analyse the relationship between economic, environmental, cultural and social factors influencing contemporary early childhood education and care at the local and global level. Education is increasingly shaped by global institutions that determine national implementation. It is important, therefore, to develop the next generation of global leaders who will have the capabilities to critically engage with global education trends which collectively inform the discourses of quality in early childhood education. You will have the opportunity to research and analyse national and international early childhood research and policies, using a range of theoretical perspectives. Knowledge construction and its interpretation and implementation within and external to the field of early childhood will be critically analysed. Cross-cultural perspectives of educational leadership and global developments will be explored in relation to local enactments of research, policy and practice and insights into future orientations for early childhood education and care will be researched and investigated.

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. critically analyse the relationship between economic, environmental, cultural and social factors influencing contemporary early childhood education leadership
2. utilise critical literacies to understand knowledge construction and its ratification within and external to the field of early childhood education
3. consider cross-cultural perspectives and global development in relation to local and regional enactments of research, policy and practice in early childhood education
4. critically examine national and international developments in policy, practice and research for early childhood education and care
5. communicate understanding of the key debates and contemporary concerns in the Early Childhood sector, both nationally and globally, through a generation of an original professional inquiry, utilising individual reporting and an academic report.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 288 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 12 hours of scheduled learning delivered on campus via weekly/regular directed learning activities, 24 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities and the remaining hours to be allocated towards self-directed/independent study OR • 36 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities and the remaining hours to be allocated towards self-directed/independent study^ ^ International students studying in Australia are not permitted to undertake this scheduled learning delivery mode. 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.