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Professional Pedagogical Practices (P3) (EDUC91024)

Graduate courseworkPoints: 25Online

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Overview

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April - Online
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The Victorian Early Years Learning and Development Framework begins with the cultural knowledge story developed by Dr Sue Atkinson, a Yorta Yorta woman, and Annette Sax, a Taungurung woman, positioning Indigenous knowledges as first in understanding how to practice as early childhood teachers. Using the cultural knowledge articulated through the framework, teacher candidates will engage with the Learning and Development Outcomes, Practice Principles and Transitions as explained through the story descriptions inclusive of Indigenous Worldviews. This subject will focus on understanding the learner including:

  • foregrounding the image of children, families, teachers, and communities as capable and contributing to learning and teaching,
  • interrogating multiple theories and worldviews of child development,
  • creating curriculum that builds relationships with children, families, environment, and local place, and
  • utilising assessments to make visible teaching, learning, listening, care, relationships, and understandings.

This subject will include 60 days of placement:  

  • 10 days 0‐2 aged children setting
  • 35 days in 3‐5 aged children setting
  • 5 days in primary (Foundation 2) settings
  • 10 days in a community setting (for example, multi‐age playgroup or afterschool program) 

Intended learning outcomes

On completion of this subject, students should be able to:

  • Conceptualise how to initiate learning and teaching with connection to local place and cultural knowledge stories as the foundation of experiences throughout the early childhood setting
  • Synthesise how theory, practice, and content knowledge connect and inter-related to support multiple understandings of children as learners, meaning-makers, and contributing citizens of the now
  • Initiate and mediate ethical and respectful relationships with children, families, teachers, communities, and environments
  • Illustrate the nature of the learning process and strategies used by each child and adult (teacher, parent), individually and as a group
  • Create documentation to support the teacher candidate to revisit and assess learning and relationships in time, space, and action as a knowledge building endeavour
  • Interrogate and connect the VEYDLF, EYLF, Planning Cycle, National Quality Standards, Child Safe Standards, Code of Ethics, and relevant legislative acts and regulations to teaching and learning practices
  • Determine the characteristics of learners, and the diverse cultural, social and linguistic family backgrounds
  • Implement multiple and interdisciplinary teaching strategies that utilise play-based learning ecologies, digital technologies, and ICT

Generic skills

  • 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: 20 September 2024