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Infant & Toddler Learning & Development (EDUC90897)

Graduate courseworkPoints: 12.5On Campus (Parkville)

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Year of offer2019
Subject levelGraduate coursework
Subject codeEDUC90897
FeesSubject EFTSL, Level, Discipline & Census Date

This subject will introduce Teacher Candidates to theoretical perspectives on physical, personal, social, emotional, cognitive and spiritual aspects of infant and toddler development and learning as an integrated process. Teacher Candidates will examine the relationship of development and learning, with a focus on the developing brain and the significance of early relationships and wellbeing for learning. Teacher Candidates will explore infant and toddler positioning in family, friend and community networks and the range of factors contributing to young children’s learning and development, emphasising agency, wellbeing and social connectedness. Links will be made between children’s learning and development and the VEYLDF learning framework and outcomes. Content includes the underlying learning processes being established in infant and toddler development, such as regulation, memory, attention, curiosity, and gathering information. The subject includes a focus on diversity and inclusion to promote the learning and participation needs of all learners across the full range of abilities, to build effective relationships with families, and in managing the use of professional documentation.

Intended learning outcomes

On completion of this subject, Teacher Candidates should be able to:

  • Recognise the infant or toddlers social, emotional, physical and cognitive development and learning from a range of theoretical perspectives (Graduate Standard 1.1)
  • Critically reflect on research into how students learn and understand the concepts, substance, structure and implications for effective teaching practice, including the creation of effective learning environments (Graduate Standards 1.2, 1.5)
  • Foster the conditions, connections and relationships that lead to strong development and learning (Graduate Standard 3.7)
  • Respect the identity of the child in designing strategies to promote health, safety and wellbeing (Graduate Standard 4.4)
  • Demonstrate strategies for respecting diversity in the learning and development of individual children across the full range of abilities (Graduate Standards 1.5, 1.6, 3.3)
  • Demonstrate the importance of working within regulatory frameworks governing health and safety to support children’s health and safety. (Graduate Standard 4.4)

Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.

Generic skills

This subject will develop the following set of key transferable skills:

  • Clinical reasoning and thinking
  • Problem solving
  • Evidence based decision making
  • Creativity and innovation
  • Teamwork and professional collaboration
  • Learning to learn and metacognition
  • Responsiveness to a changing knowledge base
  • Reflection for continuous improvement
  • Linking theory and practice
  • Inquiry and research
  • Active and participatory citizenship

Last updated: 3 April 2019