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Unit outline_

EDEC3011: Professional Experience in Early Childhood 3

Semester 2, 2020 [Normal day] - Camperdown/Darlington, Sydney

In this unit focus is placed on students taking greater responsibility for planning within an early childhood care environment. Students will deepen their critical thinking as reflective practitioners, and work towards developing their own professional philosophy as an early childhood teacher. Students will further refine their skills in pedagogical documentation and the use of specialist teaching techniques. To build students' understanding of the management and leadership roles and responsibilities undertaken in early childhood settings, in conjunction with EDEC3XXX Leading and Managing Quality EC Services students will also spend one day of this Professional Experience shadowing the centre director.

Unit details and rules

Academic unit Education
Credit points 6
Prerequisites
? 
108 credit points including EDEC1006 and EDUF1019 and EDEC2006 and (EDEC3008 or EDEC3006).
Corequisites
? 
EDEC3010
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

No

Teaching staff

Coordinator Katie Wright, k.wright@sydney.edu.au
Lecturer(s) Tina Stratigos, tina.stratigos@sydney.edu.au
Katie Wright, k.wright@sydney.edu.au
Wilma Murdoch, wilma.murdoch@sydney.edu.au
Type Description Weight Due Length
Placement Professional experience placement
Placement
0% Multiple weeks 21 days
Outcomes assessed: LO1 LO7 LO6 LO5 LO4 LO3 LO2
Assignment Professional experience portfolio
Portfolio; Professional Experience Folder and Pedagogical Documentation
0% Multiple weeks based on placement requirements.
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6 LO7
Assignment Viva Voce
Viva Voce
0% Multiple weeks 15min
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6 LO7

Assessment summary

Professional experience placement: Participation in professional experience placement as specified in Professional Experience Handbook, EDEC3011 unit of study outline and professional experience requirements.

Professional experience portfolio: Professional experience portfolio incorporates professional experience folder, online submissions of selected samples of work from the folder as explained in Prac Requirements Document, and Pedagogical Documentation.

Viva Voce: Individual appointments will be made following professional experience for students to present their professional experience portfolio.

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.

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.

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.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

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.

WK Topic Learning activity Learning outcomes
Week 01 Introduction to professional experience 3: roles, relationships and routines in 3-5 settings Lecture and tutorial (3 hr) LO1 LO2 LO3 LO5 LO6
1. Reflective practice in early childhood education; 2. Developing a teaching philosophy Lecture and tutorial (3 hr) LO2 LO3 LO5
Week 02 Observation skill revision: revision of documentation techniques (running records, anecdotal observations, jottings, event samples, time samples) Lecture and tutorial (3 hr) LO1 LO6 LO7
1. The planning cycle part 2: planning and programming across the day; 2. New techniques Lecture and tutorial (3 hr) LO1 LO3 LO4
Week 03 Introducing pedagogical documentation Lecture and tutorial (3 hr) LO1 LO3 LO4
Pedagogical documentation: part 2 Lecture and tutorial (3 hr) LO2 LO4
Week 04 Including diversity (creating a feeling of belonging for all children) in play environments Lecture and tutorial (3 hr) LO2 LO5 LO6
Specialist teaching techniques Lecture and tutorial (3 hr) LO1 LO5
Week 05 Transitions in early childhood centres and transition to school Lecture and tutorial (3 hr) LO2 LO3 LO7
Supporting children's transitions to school: considering children in all their diversities Lecture and tutorial (3 hr) LO2 LO3 LO7
Week 06 Planning and programming across the day Lecture and tutorial (3 hr) LO1 LO4 LO7

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 through the Library eReserve, available on Canvas.

  • Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S. (2018) Programming and Planning in Early Childhood (6th ed.) South Melbourne, Australia: Thompson.
  • DEEWR (2009). The Early Years Learning Framework. Canberra: DEEWR
  • MacNaughton, G. & Williams, G. (2009). Techniques for Teaching Young Children: Choices for Theory and Practice. Australia: Pearson Education Australia.

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. use a range of observation and documentation techniques, demonstrating advanced critical observation skills
  • LO2. plan, implement and evaluate inclusive, safe and effective learning environments and curriculum for 3-5 year olds that reflect understanding of child-led, play-based learning, using reflective pedagogy
  • LO3. interact respectfully and professionally with children, staff and families
  • LO4. take increasing responsibility for planning and implementing curriculum across the day, showing understanding of staff roles and teamwork
  • LO5. develop a teaching philosophy that reflects understanding of the values and ethics of early childhood professional practice
  • LO6. describe the key roles and responsibilities undertaken by an early childhood centre director
  • LO7. support young children’s transition to school.

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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

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

The assessment tasks have been edited since the last time the unit was offered.

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.