Graduate Certificate in Infancy and Toddlerhood (GC-INFTODD)

You’re currently viewing the 2017 version of this course

Overview

Award title	Graduate Certificate in Infancy and Toddlerhood
Year & campus	2017 — Parkville
Fees information	Subject EFTSL, level, discipline and census date
Study level & type	Graduate Coursework
AQF level	8
Credit points	50 credit points
Duration	12 months part-time

The Graduate Certificate in Infancy and Toddlerhood provides expertise in supporting the learning and development of children from birth to 3 years of age, drawing on the specialist knowledge and skills developed in the Melbourne Graduate School of Education. It is relevant to all professionals with an interest in the learning and development of very young children.

Links to further information

http://education.unimelb.edu.au/study_with_us/courses/infancy-and-toddlerhood

Entry requirements

In order to be considered for entry, applicants must have completed:

an undergraduate degree in a related discipline area.

Meeting this entry requirements does not guarantee selection.

In ranking applications, the Selection Committee will consider:

prior academic performance.

The Selection Committee may seek further information to clarify any aspect of an application in accordance with the Academic Board rules on the use of selection instruments.

Applicants are required to satisfy the university’s English language requirements for graduate courses. For those applicants seeking to meet these requirements by one of the standard tests approved by the Academic Board, performance band 7 is required.

Inherent requirements (core participation requirements)

The Melbourne Graduate School of Education welcomes applications from students with disabilities. It is University and Graduate School policy to take reasonable steps to enable the participation of students with disabilities, and reasonable adjustments will be made to enhance a student’s participation in the Graduate School’s programs. The core participation requirements for study in the Melbourne Graduate School of Education are:
In all courses
1. The ability to comprehend complex information related to education and the disciplines in which the student is teaching.
2. The ability to communicate clearly and independently in assessment tasks a knowledge of the content, principles and practices relating to education and other relevant disciplines.
3. Behavioural and social attributes that enable a student to participate in a complex learning environment. Students are required to take responsibility for their own participation and learning. They also contribute to the learning of other students in collaborative learning environments, demonstrating interpersonal skills and an understanding of the needs of other students. Assessment may include the outcomes of tasks completed in collaboration with other students.

This course will include a 20 day placement in an early childhood setting. In courses requiring students to undertake practicum placements. Students demonstrate the ability to undertake professional practice placements independently, including:

a. the ability based on personal maturity to establish a professional relationship with students and interact with them appropriately;
b. the ability to communicate to students the subject matter being taught with clarity and in a way that is age-sensitive;

c. the ability to model literacy and numeracy skills independently for students and in all their interactions meet community expectations of the literacy and numeracy skills teachers should have;

d. the ability to demonstrate skilfully and safely activities required in particular discipline areas being taught (e.g. physical education activities, science laboratory techniques);

e. the ability to create, monitor and maintain a safe physical environment, a stable and supportive psychological environment, and a productive learning environment in their classroom;

f. the ability to establish effective relationships with all members of the school community, including colleagues, students, and caregivers;

g. the ability based on mental and physical health to exercise sound judgment and respond promptly to the demands of classroom situations, and the personal resilience to cope and maintain their wellbeing under stress.

Students who feel a disability will prevent them from meeting the above academic requirements are encouraged to contact the Disability Liaison Unit.

Intended learning outcomes

On the completion of this Graduate Certificate, graduates will have developed high level skills to teach very young children.
Graduates will be able to:

Reflect critically on the ways in which educational theory and research informs working with infants and toddlers
Demonstrate strong subject and pedagogical content knowledge to create productive learning environments that empower children
Analyse assessment data and evidence to make sound clinical judgments about supporting young children’s learning
Utilise interventionist teaching practices that promote participation and inclusion to meet the needs of diverse learners
Demonstrate a high level of 21st century skills and able to develop these skills with young children
Create and maintain safe and supportive learning environments using knowledge of practical approaches to promote positive behaviours
Establish and maintain ethical and respectful relationships with children, colleagues and parents, working independently and collaboratively across a range of professional contexts in early childhood education and care.
Evaluate the social and political contexts informing education and teaching and interpret the standards for professionals working with young children.
Demonstrate capacity to reflect upon practice and extend professional learning through practitioner inquiry and professional learning.

Generic skills

Graduates will develop the following set of key transferable skills:

Clinical reasoning and thinking
Problem solving
Evidence based decision making
Creating and innovating
Working in teams communicating and collaborating with other professionals
Learning to learn and metacognition
Being responsive to a changing knowledge base
Reflecting and continually making improvements
Linking theory and practice
Inquiring and researching
Becoming a citizen and taking personal and social responsibility.

Graduate attributes

The Graduate Certificate in Infancy & Toddlerhood program emphasises the importance of research evidence and theory as a foundation for an understanding of children’s learning and development in the first three years of life and the critical role that adults play in ensuring that this is well supported. The program focuses on developing students’ capacity for critical inquiry and professional reflection. It is targeted at all professionals with an interest in the learning and development of very young children.
Students will learn about infant and toddler development, learning from birth to 3 years of age and the role of measurement and assessment in monitoring learning and development. Students will participate in a supervised 20 day professional placement and can choose from a range of educational, health and community settings.

Course structure

Students undertake 50 points of compulsory subjects over two semesters. The course can only be taken part-time.

Subject options

Compulsory subjects

First semester subjects

Code	Name	Study period	Credit Points
EDUC90897	Infant & Toddler Learning & Development	Semester 1 (On Campus - Parkville)	12.5
EDUC90892	Clinical Teaching Practice (EC) 1	March (On Campus - Parkville) March (On Campus - Parkville) August (On Campus - Parkville)	12.5

Second semester subjects

Code	Name	Study period	Credit Points
EDUC90911	Learning and Cognition: Birth to 3 Years	Not available in 2017	12.5
EDUC90912	Measurement and Assessment from Birth	Not available in 2017	12.5

Further study

Graduates may progress to a range of other graduate coursework programs.

Last updated: 29 June 2024