EDF5777 · Child in context

Overview

In this unit, you will reflect on a range of contemporary perspectives of the child in context, with an emphasis on how contextual and environmental factors inform and shape discourses of ‘the child’ within early childhood education. As a professional in the field, you will explore how nature-based, environmental, and contextual factors influence pedagogical decisions and approaches. Among these contextual factors, you will examine issues through the lenses of posthuman perspectives, place, body, and nature, considering their implications for learning and teaching. This will include reviewing the influence of digital technologies on children’s experiences. The unit will be supported by research in early childhood education, assisting you to develop a holistic perspective of the context. At its core, the unit focuses on the investigation of possibilities for exploring new contexts for early childhood education.

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. demonstrate an understanding of contemporary dialogue in early childhood education, with a focus on the changes with regard to context, environment and emerging posthuman perspectives
2. engage with significant contemporary theories to advance understanding of both methodology and research approaches with regard to early childhood contexts
3. apply theoretical knowledge to critically evaluate and analyse research in the field of early childhood education, while independently evaluating policy and practice that influence learning environments
4. consider the range of environmental factors — including place, body, nature, and digital technologies — that influence early childhood learning, and consider how these are incorporated into learning programs
5. communicate understanding and insights of early childhood contexts, through the appropriate crafting of academic discourse for a particular audience, context and purpose
6. apply your knowledge and skills of early childhood contexts in relation to childhood through independent research focusing on 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: • 12 hours of scheduled learning delivered on campus via weekly/regular directed learning activities, 12 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 • 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^ ^ 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.