Outline

Overview

The unit provides a foundational overview of the theoretical perspectives that have contributed to the history and philosophy of early childhood education. It examines philosophies, theories and theorists over time that have helped shape views about children and children's learning, curriculum development and the role of the teacher. The unit will enable students to recognise the importance of philosophy in early childhood education as they read research and engage with philosophical ideas. Students will also begin to develop a broad knowledge of curriculum approaches, including Froebel, Montessori, Steiner and Reggio Emilia that are implemented across Australia in contemporary early childhood settings.

Unit details and rules

Unit code	EDEC1008
Academic unit	Education
Credit points	6
Prohibitions ?	None
Prerequisites ?	EDEC1005 and EDEC1006 and EDGU1006
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Wendy Lee, wendysaeme.lee@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	History and philosophy essay Essay	40%	Mid-semester break Due date: 02 Oct 2022 at 23:59	2000 words
Outcomes assessed:
Presentation	Presentation Oral presentation	20%	Week 11 Due date: 22 Oct 2022 at 23:59	3 minutes, 1000 words
Outcomes assessed:
Tutorial quiz	Quiz - Theoretical perspectives in practice Written assessment	40%	Week 13 Due date: 01 Nov 2022 at 10:00	1500 words
Outcomes assessed:
= hurdle task ?

Assessment summary

History and philosophy essay: Students are required to choose one theorist from a list of theorists that will be provided by the lecturer, and read widely, including work written by their chosen theorist. They are to write an essay that addresses the following questions: (1) How did (their chosen theorist) contribute to the field of early childhood education during her/his lifetime? (2) What lasting influences has her/his work had on early childhood education today?
Presentation: Students are required to conduct a presentation on the theorist they have chosen to write for their history and philosophy essay. Students are required to provide a short discussion as to why the theorist’s ideas, beliefs, theories, or approach has inspired them as a pre-service teacher. Students are also to discuss how the theorist’s philosophies can influence early childhood teachers and their pedagogy. Presentations will be conducted in class. Students must also submit a copy of their slides on the day of their presentation.
Quiz - Theoretical perspectives in practice: This in-class assessment will be based on material covered in lectures, tutorials, textbook, and required readings. It will consist of 3 questions. Students will be assessed on their ability to apply different historical and philosophical material to questions to demonstrate their knowledge and understanding of unit content. Students will be able to bring hard copies of notes, readings, and textbooks to class. No digital devices can be used.

Students must complete/submit all assignments to be eligible for a passing grade in this unit. 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 sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

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:

Late penalties will apply according to the Faculty's guidelines.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

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.

Weekly schedule

WK	Topic	Learning activity
Week 01	1. Introduction to the unit of study: The origins of early childhood education and overview of key theorists and philosophers; 2. Romanticism and the innocence of childhood: Rousseau and Pestalozzi	Lecture and tutorial (3 hr)
Week 02	The introduction of Kindergarten: Froebel	Lecture and tutorial (3 hr)
Week 03	The child as an active learner: Dewey	Lecture and tutorial (3 hr)
Week 04	Child-centred environments: Montessori	Lecture and tutorial (3 hr)
Week 05	Natural materials and real life experiences: Steiner	Lecture and tutorial (3 hr)
Week 06	Aesthetics, space, documentation and image of the child: Malaguzzi and EC education in Reggio Emilia	Lecture and tutorial (3 hr)
Week 07	Relationship-based pedagogy: Pikler	Lecture and tutorial (3 hr)
Week 08	Developmentalism and constructivism: Piaget, Vygotsky, and Bruner	Lecture and tutorial (3 hr)
Week 09	Social and emotional development: Freud, Erikson, and Bowlby	Lecture and tutorial (3 hr)
Week 10	Post-modern, post-structural and contemporary approaches: Foucault, Bourdieu, and Cannella	Lecture and tutorial (3 hr)
Week 11	Reflection and revision 1	Lecture and tutorial (3 hr)
Week 12	Reflection and revision 2	Lecture and tutorial (3 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

The set text and readings for this unit can be accessed through the Library eReserve, available on Canvas.

Mooney, C. (2013). Theories of childhood: An introduction to Dewey, Montessori, Erikson, Piaget, and Vygotsky (2nd ed.). Saint Paul, Minnesota: Redleaf Press.

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 historical basis of early childhood education
LO2. identify the theoretical influences underpinning contemporary early childhood pedagogies and practices
LO3. demonstrate active engagement in critical thinking about different philosophical views of curriculum
LO4. explore the changing image of the child through history
LO5. reflect on the role of the teacher using different approaches to curriculum.

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 - 5. History and philosophy of early childhood, such as: 5.1. Historical and comparative perspectives 5.2. Contemporary theories and practice 5.3. Ethics and professional practice
	Australian Children's Education & Care Quality Authority - 2.1. Alternative pedagogies and curriculum approaches. 5.1. Historical and comparative perspectives 5.2. Contemporary theories and practice
	Australian Children's Education & Care Quality Authority - 3. Education and curriculum studies, such as: 3.1. Early Years Learning Framework 3.2. The Australian curriculum 3.3. Numeracy, science and technology 3.4. Language and literacy 3.5. English as an additional language 3.6. Social and environmental education 3.7. Creative arts and music 3.8. Physical and health education 3.9. Curriculum planning, programming and evaluation
	Australian Children's Education & Care Quality Authority - 1.1. Learning, development and care 1.6. Diversity, difference and inclusivity. 2.1. Alternative pedagogies and curriculum approaches.
	Australian Children's Education & Care Quality Authority - 5.1. Historical and comparative perspectives 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 -

Competency code	Taught, Practiced or Assessed	Competency standard
2.1		Alternative pedagogies and curriculum approaches.
2.2		Play based pedagogies
2.4		Teaching methods and strategies
2.7		Contemporary society and pedagogy
3.1		Early Years Learning Framework
5.1		Historical and comparative perspectives
5.2		Contemporary theories and practice

Responding to student feedback

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

Changes to assessment due dates have been made to the unit in response to student feedback.

Additional information

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

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

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

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

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

Media

Student links

About us

Connect

Current students

EDEC1008: History and Philosophy of ECE

Semester 2, 2022 [Normal day] - Remote

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

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

Media

Student links

About us

Connect