Early Childhood Leadership, Management and Research

Unit Learning Outcomes

ACEQA

Curriculum Areas

GTSD’s

1.

Identify and discuss the skills, dispositions, and responsibilities required for leadership of Early Childhood Education services and the management of regulatory requirements under the National Quality Framework.

Early Childhood Professional Practice

Family and community contexts

6.2.1

7.1.1

7.1.2

7.3.1

7.4.1

2

Appraise theories and models of leadership appropriate to the Early Childhood Education context with critical reflection to generate, evaluate and transform professionally oriented knowledge and practice.

Early Childhood Professional Practice

History and philosophy of early childhood

6.2.1

6.4.2

7.1.1

7.1.2

3

Synthesise and communicate research and its results to different audiences.

Early Childhood Professional Practice

3.5.1

5.3.1

5.5.2

6.3.1

7.3.1

4

Analyse and discuss how effective leadership can build a positive organisational culture, model ethics and enhance quality practice within an Early Education Childhood context.

Early Childhood Professional Practice

Teaching pedagogies

Family and community contexts

6.1.1

6.2.1

7.1.1

7.2.1

7.4.1

Content and Sequencing

ACECQA

Curriculum Areas

GTSD’s and Assessment Tasks

1.

Socio-cultural, historical, and legal context of Early Childhood Education National Quality Framework

Education and Curriculum Studies

1.1.1

1.2.1

4.1.1

7.1.1

7.2.1

2

Examination of current principles, practices, theories, and styles of leadership in Early Childhood settings in both an international and national context. And evaluate their impact on professional practice in Early Childhood

Early Childhood Professional Practice

4.1.1

7.1.1

7.2.1

7.3.1

7.4.1

3

Analysis of current management approaches and practices and evaluate their impact on professional practice in Early Childhood settings.

Education and Curriculum Studies

1.1.1

1.2.1

4.1.1

7.1.1

7.2.1

4

Discuss pedagogical and educational leadership and their impact on professional practice in the context of provision of quality Early Childhood Education and professional and ethical practice which establishes positive organisational cultures in Early Childhood Education and Care.

Early Childhood Professional Practice

1.1.1

1.2.1

1.3.1

1.5.1

7.1.1

7.1.2

5

Reflective practice for quality pedagogical provision of ECEC to young children:

Research on teaching, learning and outcomes shows that quality pedagogy improves children’s outcomes. High-quality pedagogical practice is underpinned by theories and research evidence concerning children’s learning, acknowledging and supporting the UN Convention on the Rights of the Child, and links to the practice, principles and learning outcomes of the approved learning frameworks. Effective pedagogical practice utilises a range of teaching strategies, assesses children’s learning in all types of experiences to plan for children’s future learning, builds on intentional teaching based on knowledge of children’s cultural contexts gained through interactions with children and their families, and draws on current knowledge to extend children’s thinking and inquiry and sense of belonging and connectedness.

Family and Community Contexts

Teaching Pedagogies

5.1.1

6.1.1

7.1.1

7.2.1

6

Research Methodologies and Development.

Utilising child development knowledge and implementing research to actively contribute to ECEC policy discussions.

Communicating research effectively to other professionals and parents.

Child Development and Care

3.7.1

6.1.1

7.1.1

7.2.1

Major Project (40%) (Weeks 7 & 11)

7

Leading through Quality Improvement

Leading through Advocacy

Early Childhood Professional Practice

7.1.1

7.1.2

7.1.3

7.1.4

Minor Essay (30%) (1750 words). Week 4

Assessment Overview

Assessment Type

Outcomes

Weighting

Assessment Date

1. Forum Post

1-5

20% (1800 words in total)

Fortnightly

2. Critical Reflection (Viva Voce)

1,3,4

30% (1500 words, 15 mins)

Week 6

3. Major Project

1-5

50% (2500 words)

Week 11