This unit will provide opportunities to briefly explore past practices to deepen understanding of current practices in early childhood settings. Historical teaching practices are embedded within, and inform, contemporary practices. The past therefore, informs the present and potentially future practice of pre-service teachers here and elsewhere. This unit examines a range of historical educational theories and practices in order to gain an in-depth understanding of contemporary issues in child development, child learning, and the roles and responsibilities of teachers when working with children from birth to 8 years of age. This unit also employs a critically reflective stance to allow the examination of personal beliefs/attributes and how these might impact upon your professional practice. Therefore, the unit brings together theory and practice to demonstrate how one informs the other.
|Unit name||Early Childhood Theories of Teaching and Learning|
|College/School||College of Arts, Law and Education
Faculty of Education
|Coordinator||Mrs Elspeth Stephenson|
|Available as an elective?||No|
|Delivered By||University of Tasmania|
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- identify and discuss educational theoretical principles underpinning early childhood settings
- discuss the influence of various early childhood theories upon practice within early childhood educational contexts
- critically reflect on early childhood theories in contemporary professional practice
- locate, organise and present information in an appropriate style, including the use of APA referencing and academic writing conventions
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|Assessment||Online quiz.|Journal entries (45%)|Posts and reflection (55%)|
|Timetable||View the lecture timetable | View the full unit timetable|
Required readings will be listed in the unit outline prior to the start of classes.
|Links||Booktopia textbook finder|
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