Outline

Overview

This unit provides students with a critical introduction to early childhood education as a discipline and as a profession in contemporary Australia. Students will explore the historical and socio-political influences that have shaped the development and provision of early childhood education in Australia, and critically examine theoretical, ethical and social justice underpinnings of early childhood policy and practice. In addition to developing a foundational understanding of their role as a teacher of children aged birth to five years, students will explore how this role extends beyond the classroom, requiring the development of authentic, supportive partnerships with families and collaborations with community networks. Students will become familiar with legal and ethical accountabilities, and critically consider their own development as a professional early childhood teacher. Students' successful transition to university will also be supported through a focus on images of children and childhoods and associated academic literacy tasks.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Marianne Fenech, marianne.fenech@sydney.edu.au
Lecturer(s)	Anne Monique Belgar, anne.belgar@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
In-person practical, skills, or performance task or test	Viva voce Oral reflection on professional development in line with unit content	30%	Formal exam period	15min oral (1000wd equivalent)	AI prohibited
Outcomes assessed:
In-class quiz	In Class Quiz In-class submission #earlyfeedbacktask	0%	Week 03	10 mins	AI allowed
Outcomes assessed:
In-person practical, skills, or performance task or test	Critiquing views of young children and early childhood Analysis of images of children and childhoods	30%	Week 07	15min oral (1500wd equivalent)	AI prohibited
Outcomes assessed:
In-person written or creative task	In-class test Scenario-based test questions	40%	Week 13	2.5 hours (2500wd equivalent)	AI prohibited
Outcomes assessed:
= early feedback task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

Early Feedback task - Week 1 in-class reflection
Oral test - critiquing views of young children and early childhood
Open book in-class test
Viva voce - Professional development reflections

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

as per policy

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Unit introduction	Lecture (1 hr)
Week 01	Unit introduction	Tutorial (2 hr)
Week 02	Images of children and childhood	Lecture (1 hr)
Week 02	Images of children and childhood	Tutorial (2 hr)
Week 03	A historical overview of early childhood education in Australia	Lecture (1 hr)
Week 03	A historical overview of early childhood education in Australia	Tutorial (2 hr)
Week 04	The National Quality Framework	Lecture (1 hr)
Week 04	The National Quality Framework	Tutorial (2 hr)
Week 05	Teaching young children	Lecture (1 hr)
Week 05	Teaching young children	Tutorial (2 hr)
Week 06	Theoretical approaches to early childhood education	Lecture (1 hr)
Week 06	Theoretical approaches to early childhood education	Tutorial (2 hr)
Week 07	Partnerships with families and communities	Lecture (1 hr)
Week 07	Partnerships with families and communities	Tutorial (2 hr)
Week 08	Field visit: Mia Mia Child & Family Study Centre	Lecture (1 hr)
Week 08	Field visit: Mia Mia Child & Family Study Centre	Tutorial (2 hr)
Week 09	Early childhood teaching as ethical practice	Lecture (1 hr)
Week 09	Early childhood teaching as ethical practice	Tutorial (2 hr)
Week 10	Early childhood teaching as the pursuit of social justice	Lecture (1 hr)
Week 10	Early childhood teaching as the pursuit of social justice	Tutorial (2 hr)
Week 11	Teacher-professionalism in early childhood education	Lecture (1 hr)
Week 11	Teacher-professionalism in early childhood education	Tutorial (2 hr)
Week 12	1. Bringing the unit content together: Guest speaker 2. Completion of unit evaluations	Lecture (1 hr)
Week 12	1. Bringing the unit content together: Guest speaker 2. Completion of unit evaluations	Tutorial (2 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed on the Library eReserve link available on Canvas.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. articulate the importance of quality early childhood education for young children, and the role early childhood teachers play in providing quality early learning programs
LO2. critically analyse the historical and contemporary provisioning of early childhood education in Australia
LO3. recall and apply key ethical and regulatory accountabilities early childhood teachers are required to meet in their everyday practice
LO4. demonstrate multiple theoretical, partnership and social justice approaches to early childhood education
LO5. critique dominant constructions of teacher-professionalism as you begin to develop a professional identity and philosophy
LO6. articulate multiple constructions of children and childhood and critically consider the implications of these for professional practice

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Children's Education & Care Quality Authority - 6.3. Professional identity and development 6.4. Advocacy
	Australian Children's Education & Care Quality Authority - 2.7. Contemporary society and pedagogy 5.2. Contemporary theories and practice 6.3. Professional identity and development
	Australian Children's Education & Care Quality Authority - 3.1. Early Years Learning Framework 5.3. Ethics and professional practice
	Australian Children's Education & Care Quality Authority - 2.7. Contemporary society and pedagogy 4.1. Developing family and community partnerships 5.2. Contemporary theories and practice 5.3. Ethics and professional practice 6.3. Professional identity and development
	Australian Children's Education & Care Quality Authority - 5.2. Contemporary theories and practice 5.3. Ethics and professional practice 6.3. Professional identity and development 6.5. Research
	Australian Children's Education & Care Quality Authority - 5.2. Contemporary theories and practice 5.3. Ethics and professional practice 6.4. Advocacy 6.5. Research

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

As substantial changes were made to the unit in 2025 no changes have been made this year.

Additional information

Student consultations may be scheduled on Wednesdays. Email Marianne at marianne.fenech@sydney.edu.au to arrange an appointment.

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

EDEC1005: Introduction to EC Education

Semester 1, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links