For information about the University’s phased return to campus and in-person activity in Winter and Semester 2, please refer to the on-campus subjects page.
Please refer to the LMS for up-to-date subject information, including assessment and participation requirements, for subjects being offered in 2020.
|Fees||Look up fees|
This subject examines the theoretical perspectives on physical, personal, social, emotional, cognitive and spiritual aspects of early childhood development and learning, with an emphasis on the age range 3 – 8 years. Teacher Candidates will explore the range of factors affecting the development, learning and wellbeing of young children across the age range three to eight years. 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. Content includes the learning processes being established in children’s (3-8 years) development, such as regulation, memory, attention, curiosity, and gathering information. Teacher Candidates will explore children’s (3-8 years) positioning in family, friend and community networks and the range of factors contributing to young children’s learning and development, emphasising agency, social connectedness, and transitions across diverse educational contexts. Links will be made between children’s learning and development and the VEYLDF and Victorian Curriculum. Topics will include: learning and development across diverse contexts, factors of identity, wellbeing and social connectedness; understanding the legislative requirements and working within approved learning and regulatory frameworks to meet the development and learning needs of all children.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
- Recognise the child’s (3-8 years) social, emotional, physical and cognitive development and learning from a range of theoretical perspectives (Graduate Standard 1.1)
- Demonstrate the importance of using an inclusive, developmental, intervention-based approach to teaching across a wide range of developmental and social variables to meet the specific needs of all learners across the full range of abilities (Graduate Standards 1.1, 1.5, 1.6)
- Demonstrate knowledge and understanding of the significance of early relationships on development and learning, including verbal and non-verbal communication and by providing timely and appropriately feedback to learners about their learning (Graduate Standards 1.3, 3.5, 5.2)
- Understand and articulate the importance of working with families for the promotion of young children’s learning, development and wellbeing (Graduate Standard 3.7)
- Demonstrate an understanding of the significance of children’s connectedness with all members of their communities (Graduate Standard 4.1)
- 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 1.1, 1.2)
- Demonstrate an understanding of the legislative requirements and the importance of working within regulatory frameworks governing health and safety to support children’s health and safety. (Graduate Standards 1.6, 4.4)
Graduates 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 November 2022