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Located 14 kilometres east of Melbourne City, the Elgar campus can be found on Elgar Rd in Box Hill.

Located 14 kilometres east of Melbourne City, the Nelson campus is the second location in Box Hill situated on Whitehorse Road.

Located 15 kilometres east of Melbourne City, the Whitehorse campus can be found on Whitehorse Road in Box Hill.

Our CBD campus, which houses the Centre for Adult Education, is situated in the heart of Melbourne&rsquo;s Central Business District.

Our Lakeside Lilydale campus serves the local community as an active learning centre with a range of vocational and higher education courses. The campus is also home to the Yarra Ranges Tech School.

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Bachelor of Early Childhood Education

Bachelor of

Early Childhood Education

The aim of this unit is to develop an understanding of the fundamental aspects of child development and learning from birth to age eight. It will examine development and learning from a biological, social and contextual viewpoint. The unit explores the foundations for promoting safe and healthy learning environments and the teacher&rsquo;s role in planning for and scaffolding children&rsquo;s holistic development and learning. It provides a basic introduction to observations and assessments for planning to achieve improved learning outcomes for children, which will be further explored in later units. Students will develop their understanding of the interdependent nature of education and care for young children in early childhood education contexts. The importance of providing nurturing environments for the child&rsquo;s brain development and the teacher&rsquo;s role in developing and supporting these environments will be examined. This unit establishes a framework to view young children&rsquo;s learning and development. It sets a basis for thinking about planning for learning by drawing on a range of theories and developmentally appropriate practice, which will be further developed in later units.
Contact hours: Face-to-face: 6 hours of lectures, 12 hours tutorials, 6 hours workshop.&nbsp; Online: 12 hours tutorials. Prerequisites: nil Assessment: Case Study 30%; Project 50%; Tutorial exercises 20%

In this unit students will apply their knowledge of infant and toddler development to lead pedagogically sound infant/toddler programs. The importance of providing nurturing environments for the infant&rsquo;s brain development and the teacher&rsquo;s role in developing and supporting these environments will be stressed. Students will apply their understanding of developing and sustaining nurturing education and care programs that skilfully integrate care and education for infants and toddlers.
Contact hours: Face-to-face: 6 hours of lectures, 12 hours tutorials, 6 hours workshop.&nbsp; Online: 12 hours tutorials. Prerequisites: nil Assessment: Lit review 50%; Exposition 50%

This unit provides the theoretical foundations to enable students to plan holistically for children enrolled in three-year old and four-year old preschool programs. It follows on from the learning and development as well as the teaching and curriculum studies units in the previous two years. The unit examines the milestones of physical, social, emotional, psychological, language and cognitive development of this age group. Strategies to create engaging learning environments that maximise learning outcomes will be identified. Students will analyse contemporary early childhood frameworks and curricula to assist them to plan innovative, inclusive preschool curriculum. The theoretical learning in The Preschooler unit will provide the foundational knowledge necessary to successfully complete the requirements of the PCC3307 Professional practice placement 3.
Contact hours: Face-to-face: 6 hours of lectures, 12 hours tutorials, 6 hours workshop.&nbsp; Online: 12 hours tutorials. Prerequisites: nil Assessment: Case Study 50%; Paper 50%

This unit provides the theoretical foundations to enable the students to interact effectively with and understand the essential factors in creating positive educational environments for children in the five to eight year old age group. It specifically addresses the needs of children and families making the transition to school and assists the student to develop effective transition plans. Students will use the Early Years Learning Framework, and the Essential Learning Standards (foundation level) as guiding documents to prepare the child for transition. Individual differences and cultural influences will be emphasised. They will apply this knowledge to assist them to further develop a developmental child profile.
Contact hours: Face-to-face: 6 hours of lectures, 12 hours tutorials, 6 hours workshop.&nbsp; Online: 12 hours tutorials. Prerequisites: LD3301 Assessment: Paper 30%; Presentation 50%; Case study 20%

This unit provides the theoretical foundations to enable the students to closely examine the biological, psychological, cognitive and developmental factors that affect the learning and development of children who have experienced or are experiencing trauma. This unit prepares early childhood teachers to identify and respond to a variety of trauma types, including those specific to child abuse, Indigenous issues and refugee issues. The aim of this unit is for the students to build a more complex understanding of child development and learning and the articulation of their knowledge into practical skills when responding to children in the early childhood setting who have or are experiencing trauma. This includes theories of attachment, and the socio-cultural aspects that influence children&rsquo;s development. It builds students&rsquo; knowledge and skills in recognising trauma, and their ability to understand the contexts in which it may occur throughout the topics covered. Students will analyse a range of strategies in a variety of early childhood settings for supporting children who have experienced trauma. Students will also examine the effects of their own behaviour on children experiencing trauma and how the child&rsquo;s effective recovery can be influenced by educator responses. Students will examine their own values in relation to trauma-related issues in the lives of young children and their role in promoting healing and recovery within the early childhood setting. Students will analyse practices involved in creating safe, nurturing environments to promote recovery, including modifying curriculum, utilising the service system and working with a range of specialists to achieve maximum positive outcomes for children and their families. Students will also learn a range of strategies for self-care in relation to their own emotional responses to children experiencing trauma.
Contact hours: Face-to-face: 6 hours of lectures, 12 hours tutorials, 6 hours workshop.&nbsp; Online: 12 hours tutorials. Prerequisites: nil Assessment: Forum 10%; Presentation 40%; Case study 50%

The aim of this unit is to develop an understanding of and engagement with the educational philosophies that have shaped and are shaping policies and practices in the delivery of early childhood education and care services in Australia. The unit explores the foundations of education from a societal, historical, and policy context including the conception of early education and care. A range of diverse approaches that have arisen out of different philosophical approaches to early learning are explored. Contexts surrounding children, families and communities and early childhood education and care are discussed. This unit establishes a framework to view current pedagogical practice. It sets a basis for thinking about early childhood curriculum development and teaching to be further developed in the unit Teaching and Learning Theories Through Play (TCS2201).
Contact hours: Face-to-face: 6 hours of lectures, 12 hours tutorials, 6 hours workshop.&nbsp; Online: 12 hours tutorials. Prerequisites: nil Assessment: Test 30%; Project 50%; Tutorial exercises 20%

In this unit students will examine and analyse theories and issues of leadership in the dynamics of the early childhood organisational context. The unit requires students to engage with, and reflect on, the meaning of leadership in the context of early childhood professional practice, ethics, identity and relationships. The five faces of leadership will be used as a construct for students to analyse their own leadership capacities across the multiple roles that early childhood professionals adopt. The unit explores contemporary issues regarding leadership and change and the implications for management. The role of advocacy as a critical face of leadership and the role of leadership in providing effective and ethical governance will be examined. Students will explore organisational behaviour theories and concepts in complex work environments. They will examine individual and group behaviours in organisational settings and be introduced to tools to critically examine their oral and written communication and interpersonal skills. This unit will explore various aspects of organisational workplaces to assist students to develop the necessary skills to work in and lead effective teams.
Contact hours: Face-to-face: 6 hours of lectures, 12 hours tutorials, 6 hours workshop.&nbsp; Online: 12 hours tutorials. Prerequisites: nil Assessment: Case Study 40%; Position Description 30%; Paper 30%

This unit extends the theoretical informants related to a range of organisational demands and higher-level approaches to management in early childhood education and care settings. Particular emphasis will be on human resource and management issues specific to children&rsquo;s services. The unit aims to enhance managerial competence through applied management principles and practices that create sound effective management of children&rsquo;s services organisations. Students will examine management theories and their application to organisational policies and procedures, supported by the legal and industrial frameworks relevant to early childhood education and care services. Additionally, students explore Occupational Health and Safety responsibilities, evaluation of policies against industry standards, quality assurance, and remaining current and connected to the wider early childhood and educational community. The professional responsibility for interpreting and implementing legislative and other relevant guidelines and policies are examined. Students reflect on their preparedness to adopt a management role and, in the final stages of the degree, how their management skills can be further developed.
Contact hours: Face-to-face: 6 hours of lectures, 12 hours tutorials, 6 hours workshop.&nbsp; Online: 12 hours tutorials. Prerequisites: nil Assessment: Project 50%; Reflection 40%; Forum 10%

In this unit students examine research approaches that can support their professional learning and improve their professional practice. Students will be introduced to steps in designing an action research project, methods of data collection, how to organise and interpret information, and reporting findings to relevant stakeholders. The student will also be required to investigate key ethical considerations in early childhood research. The action research project will critically examine an aspect of the development, implementation, and/or evaluation of a centre/service program or process that significantly contributes to, extends, or improves professional practice. By negotiation, students may use this unit to take up a placement in a specialised setting; an alternative Early Childhood Education and Care program, or an interstate or international location. The project will be undertaken under the supervision of a Box Hill Institute staff member and, if involving placement in a specialised service, a representative from that workplace. The student will be required to present a project proposal and plan, and submit the outcomes of the project in an appropriate report.
Contact hours: Face-to-face: 6 hours of lectures, 12 hours tutorials, 6 hours workshop.&nbsp; Online: 12 hours tutorials. Prerequisites: nil Assessment: Proposal 30%; Project 30%; Report 40%

This unit is a threshold unit. It aims to assist the student to transition from the pre-service teacher to the graduate early childhood teacher. It fosters the student&rsquo;s knowledge of professional practice skills and ongoing professional learning. It aims to assist the student to think beyond the teaching role to look more broadly at their place as a professional in the early childhood sector. It introduces the student to industry organisations, their function and available professional resources and their importance in supporting and enhancing the profession. It offers an opportunity to refine their application and interview skills and assists them to establish skills required to continuously develop their professional practice. Students will enhance their skills in forming plans for professional development. They will be introduced to the purpose and importance of performance appraisals and the need for effective inter-personal communication skills in this process. The unit will discuss the importance of a healthy work-life balance and managing stress.
Contact hours: Face-to-face: 6 hours of lectures, 12 hours tutorials, 6 hours workshop.&nbsp; Online: 12 hours tutorials. Prerequisites: PCC3307 Assessment: Portfolio 50%; Case study 20%; Essay 30%

The practicum is designed to enable the students to apply the theoretical knowledge acquired in the lectures and tutorials of the preceding units of study. As the students develop knowledge at more complex levels during the course, the practicum placement reflects this development and requires the student to engage in increasingly more complex tasks and environments. This is achieved by the sequence of and the specific requirements of each practicum experience. During this twenty-day first practicum pre-service teachers are required to demonstrate their understanding of infant/toddler development through their teaching and learning practice, and program development appropriate to this age group. This requires pre-service teachers to demonstrate how education and care combine to create appropriate nurturing learning environments for infants and toddlers. Pre-service teachers are to demonstrate their pedagogical practice in the infant and toddler program and to extend their understanding, knowledge, and skills required for effective early childhood teaching. Pre-service teachers will reflect on their teaching practice for this younger age group, their ability to lead infant toddler teams, and identify areas for further development.
Practicum hours: 20 days (140 hours) Prerequisites: All first-year units must be completed prior to undertaking this practicum unit. LD2202 Leading Infant toddler programs. Assessment: Report 50%; Reflective Journal 50%

The practicum is designed to enable the students to apply the theoretical knowledge acquired in the lectures and tutorials of the preceding units of study. As the students develop knowledge at more complex levels during the course, the practicum placement reflects this development and requires the student to engage in increasingly more complex tasks and environments. This is achieved by the sequence of and the specific requirements of each practicum experience. This practicum is a twenty day placement to be completed with three year old children attending a funded three year old preschool. The aim of this is to build on the students&rsquo; knowledge and experience and requires that they apply their increasing understanding of early childhood pedagogy to curriculum development, documentation, implementation and evaluation across a range of specific tasks. Early childhood pedagogical practices related to these tasks have been delivered through the pre-requisite units for this placement. Support for developing sound pedagogical practice will continue to be provided through the BHI academic supervisor and host placement supervisor (Fieldwork mentor), including creating positive learning environments, finding the balance in providing experiences that challenge, yet are achievable and support the children&rsquo;s holistic development. In this practicum students are also expected to demonstrate their increasing ability to design experiences, based on assessment and focussed on learning goals and children&rsquo;s interests. Students share with staff the rationale and implementation strategies required to achieve the identified outcomes. The students reflect on their teaching practice and identify areas for improvement.
Practicum hours: 20 days (140hr) Prerequisites: PCC2204 Professional practice placement 1 (Birth – three years) and all other second-year units must be completed prior to undertaking this unit. Assessment: Observation and planning 50%; Reflective Journal 50%

The practicum is designed to enable the students to apply the theoretical knowledge acquired in the lectures and tutorials of the preceding units of study. As the students develop knowledge at more complex levels during the course, the practicum placement reflects this development and requires the student to engage in increasingly more complex tasks and environments. This is achieved by the sequence of and the specific requirements of each practicum experience. In this twenty five day practicum unit, pre-service teachers undertake the Four-five year old preschool practicum. Pre-service teachers are required to demonstrate their ability to assume the role of an early childhood teacher in a sessional preschool environment. This includes the ability to create a positive learning environment and encourage strong learning dispositions for children. In this practicum, pre-service teachers are to bring together all the knowledge gained in units studied to develop and maintain safe and challenging learning environments for children. Under the guidance and supervision of the host placement supervisor (Fieldwork mentor), pre-service teachers are to assume responsibility for the planning, delivery and evaluation of the preschool program. This includes assessment, documentation, program planning, and teaching across all aspects of the program, and communication with families, and staff. Pre-service teachers are responsible for the professional climate and running of the program, ensuring compliance with regulations, and adherence to national quality standards and service policies. Pre-service teachers will be expected to reflect on the role of manager, team leader or preschool director to gain a clearer understanding of the management role assumed by teachers, particularly in stand-alone kindergarten or preschool programs. Support for understanding legal and ethical responsibilities, including compliance and management will be delivered in pre-requisite units. Models of assessment, program development documentation, and teaching theories will be explored in practice throughout the placement. Pre-service teachers are supported with individual supervision sessions specifically aimed to assist them to apply the theoretical aspects of their course work to the practicum requirements.
Placement: 25 days (175 hours) Prerequisites: PCC2208 LD3301 TCS3302 TCS3303 Assessment: Plan, implement, and evaluate educational program 40%; Reflective Journal 60%

The practicum is designed to enable the students to apply the theoretical knowledge acquired in the lectures and tutorials of the preceding units of study. As the students develop knowledge to more complex levels during the course, the practicum placements reflects this development and requires the student to engage in increasingly more complex tasks and environments. This is achieved by the sequence of and the specific requirements of each practicum experience. This practicum has two components to it: transition practicum of 5 days and a preferential practicum of 10 days. Transition Placement: In this professional experience placement the aim is for students to gain an increasing understanding of the multiple roles of preschool teachers. It is designed to provide students with the opportunity to gain rich insights into the impacts of the transition period for young preschool children and their families. Further, through analysis of the collaboration processes in place between the preschool and primary school teachers they reflect on the transition period from multiple perspectives. This placement also provides the opportunity to identify considerations for preparing a child for a smooth transition to the next phase of formal education and critically examine the role of transition plans in action. This will also be used to nurture their own skills in writing transition plans and reports. It is envisaged that students will undertake this practicum in a range of ways that reflect the children&rsquo;s individual situations and the arrangements in place in both the preschool and receiving school. It is expected that the student will actively participate as is appropriate in the transition program. The student has been allocated 5 days to undertake this component of the practicum. Preferential Placement: This placement is of the student&rsquo;s own choice in collaboration with BHI to ensure that proper supervision can be provided. Appropriate placements include early intervention services, specialist placements such as an educational unit at a hospital, zoo or museum, council, or other early childhood education programs for specific populations. The aim of this practicum is to provide students with the opportunity to extend their specific interests in early childhood teaching, management or administration in a supported teaching environment. The student has been allocated 10 days to undertake this component of the practicum.
Placement: 15 days (105 hours) Prerequisites: TCS4401 PC4402 LD4403 PC4404 Assessment: Interview 10% Report 20%; Report 10% Proposal 10%; Reflective journal 50%

In this unit the role of partnerships across early childhood services and the broader community and educational sector are examined. The role of partnerships with families is promoted as an essential factor in providing cohesive services for children and families. The role of early childhood educators is examined to determine their role in developing and maintaining relationships within and across services. The dynamics of partnerships, networks, and communities of practice and how educators may be positioned is explored. The dynamics of how power operates within and across services is highlighted. Students are to reflect on their own commitment and engagement with networks both within and across services. This understanding is extended through participation in guided observation visits to early childhood services. This will support the student&rsquo;s understanding of the wider sector and provides first-hand experience of the diversity of the sector and the multifaceted role of the early childhood teacher.
Contact hours: Face-to-face: 6 hours of lectures, 12 hours tutorials, 6 hours workshop.&nbsp; Online: 12 hours tutorials. Prerequisites: nil Assessment: Report 30%; Report 50%; Tutorial exercises 20%

The aim of this unit is to develop the student&rsquo;s ability to understand and develop respectful, secure and responsive relationships with children individually and with groups of children. The unit explores the relevant theories including attachment and assists in the development of the student&rsquo;s understanding of how to achieve a healthy and mutually respectful relationship. Students explore the role of the teacher in developing responsive and respectful relationships with children and the impact of the learning environment on children&rsquo;s behaviour. Through the unit, students will be introduced to identifying possible underlying motivations of children&rsquo;s behaviour and identifying behaviours that may be a concern. Students will begin to develop a toolbox of strategies that contributes to the foundation skills of providing direct and indirect guidance.
Contact hours: Face-to-face: 6 hours of lectures, 12 hours tutorials, 6 hours workshop.&nbsp; Online: 12 hours tutorials. Prerequisites: nil Assessment: Report 50% Paper 50%

This unit centres on the importance of working in partnership with families in caring for and educating children. There will be a focus on strategies to establish and maintain relationships with families within the early childhood community and across the broader community. Throughout the unit there will be an exploration of the principles and values of implementing a family-centred practice approach in the delivery of services. Students will explore the social, structural and cultural diversity of families, attitudes, legislation and policies that impact on Australian families including the historical and cultural perspectives of Aboriginal and Torres Strait Islander nations and the implications for curriculum development and service delivery. This unit will require some observation and immersion in the local community as a strategy to more fully understand the socio-cultural context of families in the area and the implications for delivering a program that supports child and family strengths.
Contact hours: Face-to-face: 6 hours of lectures, 12 hours tutorials, 6 hours workshop.&nbsp; Online: 12 hours tutorials. Prerequisites: nil Assessment: Case study 30%; Essay 50%; Tutorial exercises 20%

This unit sits within the learning and development stream and will examine the biological, psychological, and developmental factors that affect children&rsquo;s learning. This unit will build on the student&rsquo;s theoretical knowledge of child development and its articulation into practical skills when responding to diverse groups of children. Social, cultural, and environmental factors will be looked at in relation to program provision for children across the full range of abilities and additional needs. This will include, but is not limited to giftedness, culturally and linguistically diverse learners, developmental delay, sensory impairments, or chronic ill health. Students will examine their own values in relation to difference and their role in promoting inclusive practice in their centres and the wider community. Students will analyse methods in developing inclusive learning practices, including the modifying of the learning environment, utilising the service system and working with a wide range of specialists to achieve maximum outcomes for children and their families.
Contact hours: Face-to-face: 6 hours of lectures, 12 hours tutorials, 6 hours workshop.&nbsp; Online: 12 hours tutorials. Prerequisites: LD3301 TCS3302 TCS3303 Assessment: Paper 50%; Presentation 50%

In this unit students will focus on the theories, practical integration and importance of the Performing arts (including drama, music and dance) in early childhood. Performing arts is an important language of early childhood that allows children to express ideas, feelings, relationships and experiences in their lives. Students will develop their understanding of the role of the arts in children&rsquo;s expressive development and explore the links between performing arts and social and cognitive development, and as a medium for emotional and creative expression. The importance and use of performing art from a cultural viewpoint will be examined. Students will explore their own artistic expression and appreciation of the performing arts to enhance their understanding of theoretical frameworks that support creative expression and employ these understandings, attitudes and skills to their planning, implementation and assessment. Students will review Gardner&rsquo;s theory of multiple intelligences focussing on the intelligences relevant to the performing arts. Students will explore and evaluate appropriate resources and a range of strategies to help empower children with materials and meaningful opportunities to guide them to individual and independent creative expression. Ways to inform and involve families in their child&rsquo;s experiences with performing arts will be discussed.
Contact hours: Face-to-face: 6 hours of lectures, 12 hours tutorials, 6 hours workshop.&nbsp; Online: 12 hours tutorials. Prerequisites: nil Assessment: Paper 40%; Presentation & plan 40%; Tutorial 20%

This aim of this unit is to develop the student&rsquo;s understanding of theories of language development as well as their abilities to foster language and literacy acquisition in young children. The relationship between literacy theories and practice will be explored. The importance of oral language as a basis for literacy along with an understanding of the stages of the reading and writing processes will be examined to assist them to identify appropriate pedagogies including evaluation and assessment to meet the needs and interests of diverse young literacy learners. Students will be supported to use their developing theoretical understanding of language and literacy development to implement a range of language and literacy experiences that target children&rsquo;s interests and language and literacy profiles, either in their own workplace, in a simulated environment or during practicum placements. As the students develop their philosophy of language and literacy curriculum development, the workplace provides a challenging environment to test the validity of their philosophies. They will be encouraged to implement rich literacy experiences and develop their skills in storytelling, mime, puppetry and creative writing.
Contact hours: Face-to-face: 6 hours of lectures, 12 hours tutorials, 6 hours workshop.&nbsp; Online: 12 hours tutorials. Prerequisites: LD1101, TCS2201 Assessment: Annotated Bibliography 50%; Design an early literacy program 50%

The aim of this unit is to extend the student&rsquo;s theoretical knowledge and practical skills related to teaching and learning mathematics with young children. Students will analyse how young children develop their mathematical understandings and how the role of gender, culture and learning dispositions may influence the acquisition of mathematical concepts. The unit will focus on how teachers can use children&rsquo;s interests and everyday experiences to explore mathematical concepts and develop problem-solving skills. There will be a focus on play-based and intentional teaching strategies.
Contact hours: Face-to-face: 6 hours of lectures, 12 hours tutorials, 6 hours workshop.&nbsp; Online: 12 hours tutorials. Prerequisites: LD1101 TCS2201 Assessment: Portfolio 50%; Paper 50%

This aim of this unit is to develop the student&rsquo;s understanding of theories of language development. It aims to focus on the importance of the visual arts in early childhood. Visual art is an important language of early childhood that allows children to express ideas, feelings, relationships and experiences in their lives. Students will explore the links between visual arts and social and cognitive development, with an emphasis on the importance of visual arts in the development of literacy and mathematics. Students will be introduced to an understanding of the importance of the visual arts as a medium for emotional and creative expression. The importance and use of visual art from a cultural viewpoint will be examined. Students will explore their own art practices and response to aesthetics to enhance their understanding of theoretical frameworks that support creative expression and art making and employ these understandings, attitudes and skills to their planning, implementation and assessment with young children. Students will be introduced to the stages of young children&rsquo;s drawing and make links with literacy development. They will be introduced to a range of strategies that are appropriate to help support children with materials and guide them to develop independent expressions and problem solving skills. Ways to inform and involve families in their child&rsquo;s experiences with visual arts will be discussed.
Contact hours: Face-to-face: 6 hours of lectures, 12 hours tutorials, 6 hours workshop.&nbsp; Online: 12 hours tutorials. Prerequisites: LD1101 TCS2201 Assessment: Portfolio 50%; Paper 50%

This unit aims to extend the student&rsquo;s theoretical knowledge and practical skills related to the use of Information and Communication Technologies (ICTs) in teaching and learning with young children. Students will analyse how young children develop skills in the use of ICTs and how ICTs can be used to complement teaching and learning in early childhood environments. Students will be supported to advance the children&rsquo;s understanding of ICTs by introducing a new application of ICTs within the integrated program either in their own workplace, a simulated environment or during practicum placement.
Contact hours: Face-to-face: 6 hours of lectures, 12 hours tutorials, 6 hours workshop.&nbsp; Online: 12 hours tutorials. Prerequisites: nil Assessment: Debate 30%; Presentation 30%; Paper 40%

The aim of this unit is to extend the student&rsquo;s theoretical knowledge and practical skills related to science and environmental studies teaching and learning with young children. Students will analyse how young children develop their science understandings and develop a sense of wonder and empathy for the world around them. Students will be required to demonstrate increasing skill in questioning technique to support the children&rsquo;s learning and developing sense of enquiry. Students will also be required to demonstrate increasing skills in planning to facilitate the children&rsquo;s sustained engagement with exploration of concepts in a range of science experiences integrated across the curriculum.
Contact hours: Face-to-face: 6 hours of lectures, 12 hours tutorials, 6 hours workshop.&nbsp; Online: 12 hours tutorials. Prerequisites: nil Assessment: Presentation 50%; Paper 40%; Forum 10%

The aim of this unit is to develop the participant&rsquo;s skills and knowledge in gathering, analysing and interpreting information about children&rsquo;s learning. This information is then applied to design, implement and evaluate learning experiences to foster children&rsquo;s learning, sense of agency and holistic development, applying a positive and inclusive approach. The unit will foster the development of understanding of a range of approaches to documenting and monitoring children&rsquo;s learning and then how to use that evidence to inform future planning for children. The unit will explore the importance of acting as a team with families and caregivers to support all aspects of children&rsquo;s learning and will foster the development of skills in promoting opportunities for collaborative curriculum design. Through planning exercises in real or simulated environments, students will practice the art of analysing their documentation to identify children&rsquo;s interests, strengths and needs to set goals and design learning experiences in accordance with the early years learning frameworks and the service&rsquo;s philosophy. The importance of learning through play, child-centred and teacher-initiated experiences, intentional teaching, modelling and scaffolding for children&rsquo;s holistic learning and development will be explored.
Contact hours: Face-to-face: 6 hours of lectures, 12 hours tutorials, 6 hours workshop.&nbsp; Online: 12 hours tutorials. Prerequisites: nil Assessment: Paper 40%; Case study 40%; Tutorial exercises 20%

This unit examines the legislative, regulatory and national quality frameworks relevant to early childhood education. It will assist in the development of the skills and knowledge necessary to ensure compliance and the development of quality practices in the early childhood services sector. Work health and safety policies, procedures and practices will be explored in the context of the small work team within an early childhood service. Individual job roles and responsibilities will be considered to identify the legal and ethical responsibilities, including exploring the concept of duty of care to children, families, colleagues, and the profession. Researching, developing and implementing policy initiatives will be addressed along with the importance of leadership skills in motivating others to comply and modelling professionalism in the early childhood industry and workplace. Students will explore the learning frameworks, the principles and practices, and will learn how to apply them to provide children with optimum developmental opportunities to facilitate lifelong learning.
Contact hours: Face-to-face: 6 hours of lectures, 12 hours tutorials, 6 hours workshop.&nbsp; Online: 12 hours tutorials. Prerequisites: nil Assessment: Quiz 30%; Presentation 50%; Tutorial exercises 20%

This is the first of two units exploring and understanding the role of reflective practice in teaching, learning and professional development. The unit introduces a theoretical and conceptual understanding of reflective practice and processes for engaging in reflective practice. Students will engage in thinking about the effects of their values, beliefs and behaviour on their practice. Students will identify and explore strategies and approaches to develop themselves as reflective practitioners and begin to implement reflection to build their own teaching capabilities and ethical practices. The role of supervisors and mentors as a component of reflective practice will be explored. This will be further developed in the second reflective practice unit during third year.
Contact hours: Face-to-face: 6 hours of lectures, 12 hours tutorials, 6 hours workshop.&nbsp; Online: 12 hours tutorials. Prerequisites: nil Assessment: Paper 40%; Paper 50%; Tutorial exercises 20%

This unit aims to build on the students&rsquo; understanding of how children learn. It fosters development in their understanding of how to create nurturing learning environments and the role of the early childhood teacher in achieving this. Examined throughout the unit are theories of learning through play and the implications for teaching in contemporary early childhood settings. Play-based learning will be examined as a key component of developing effective early childhood pedagogy. Time will be spent in observation, applying and reflecting on how play-based practices and principles are demonstrated across all practicum experience settings. This will permit an examination of the learning taking place and implications for curriculum development and intentional teaching across a range of play experiences. Child-centred and teacher-led programming will be explored as participants start to develop their philosophies on learning and teaching. The practicum placements will reinforce the focus on play as the primary pedagogy of early childhood education. Students will be supported to engage in the planning and implementation of intentional teaching during play experiences through mentoring and supervision during practicum placements. It is expected they will demonstrate their ability to engage in and scaffold children&rsquo;s learning through play and start to consider documentation processes. The practices and principles of the frameworks will be used as a guide for early childhood teaching.
Contact hours: Face-to-face: 6 hours of lectures, 12 hours tutorials, 6 hours workshop.&nbsp; Online: 12 hours tutorials. Prerequisites: LD1101, PC1102 Assessment: Case Study 50%; Presentation 50%

This unit aims to extend the student&rsquo;s understanding of challenges facing children growing up in contemporary Australia. It will strengthen their ability to take a critical stance on local and global issues and how these issues may be incorporated in the early childhood program. The role of advocacy for children and children&rsquo;s rights will be addressed, along with development of the teacher&rsquo;s identity as an agent of change. Students will be challenged to extend their understanding of the importance of the structure and management of learning environments. They will examine the role of the adult in developing and maintaining positive learning environments in early childhood settings, and their role in resourcing parents to support their children to develop social competence and cooperative and responsible behaviours. Students will be asked to identify possible causes of dysregulated behaviours and strategies to apply to assist the child to achieve or re-establish self-regulation. The unit examines effective guidance strategies to develop an environment that supports children&rsquo;s learning and well-being. This unit, and the related practicums, aim to enable them to practice and bring together their understanding of the importance and power of creating positive learning environments for children&rsquo;s well-being and learning.
Contact hours: Face-to-face: 6 hours of lectures, 12 hours tutorials, 6 hours workshop.&nbsp; Online: 12 hours tutorials. Prerequisites: nil Assessment: Paper 50%; Presentation 50%

This unit investigates a range of approaches for assessing, recording and reporting on children&rsquo;s learning to inform teaching practice and meet organisational requirements. The unit examines assessment design and implementation principles that relate to early childhood contexts and inform early childhood teaching practice. This unit builds on learning in prior units, which have introduced students to the concepts of documentation and assessment. This unit expects a higher level of investigation and implementation to achieve the expected learning outcomes. This unit provides important instruction and skill development necessary for completion of the tasks in the preschool professional placement, and also for teaching practice upon graduation. The documentation requirements of a registered early childhood teacher are significant, and the transformational learning achieved through this unit will provide the student with excellent foundations for their future practice.
Contact hours: Face-to-face: 6 hours of lectures, 12 hours tutorials, 6 hours workshop.&nbsp; Online: 12 hours tutorials. Prerequisites: nil Assessment: Case study 50%; Paper 40%; Forum 10%

This is the second of two reflective practice units. It aims to extend the student&rsquo;s knowledge and understanding of reflective practice to support the development of more critical thinking when engaging in reflection. This unit aims to progress the student from a technical interpretation of reflection to an examination of self as impacting on learning and relationships. The unit aims to support the students to develop and articulate a personal philosophy for teaching and learning by reflecting on contemporary theories, pedagogies and their own practice. The students will also investigate the role of reflective practice in demonstrating teacher professional standards and quality practice as outlined in the National Quality Framework (NQF).
Contact hours: Face-to-face: 6 hours of lectures, 12 hours tutorials, 6 hours workshop.&nbsp; Online: 12 hours tutorials. Prerequisites: TCS1108 Assessment: Paper 50%; Paper 50%

The unit aims to develop the student&rsquo;s ability to work with children and families with Indigenous backgrounds. It will explore the issues faced by First Nations people, both current and historical which directly influence their participation in early childhood services and the wider community. It will consider the particular learning needs of children and the family&rsquo;s needs for respectful partnerships and communication. The unit explores authentic ways to integrate Indigenous culture and approaches into the early childhood curriculum. Students will look at ways to create culturally inclusive classroom environments. Anti-bias approaches to curriculum development, delivery and assessment will be discussed. Strategies and resources available to educators will be explored and evaluated. The students will examine the importance of working closely with not only children, but also families/caregivers and the wider community. The importance of maintaining and developing the home language and culture of children will be explored.
&nbsp; Prerequisites: nil Assessment: Report 50%; Paper 50%

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