Outline

Overview

This 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 about teaching young children. 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. These approaches will be examined with respect to the principles, practices and outcomes of Australia's Early Years Learning Framework.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	12 credit points of EDMT coded units
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Wendy Lee, wendysaeme.lee@sydney.edu.au
Lecturer(s)	Anne Monique Belgar, anne.belgar@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written work	History and philosophy essay Essay	0%	Week 06	2000 wds	AI allowed
Outcomes assessed:
Presentation	Presentation Presentation	0%	Week 08	1000 wds equivalent	AI allowed
Outcomes assessed:
In-person written or creative task	Theoretical perspectives in practice In-class assessment	0%	Week 12	2 hours/1500 wds equivalent	AI prohibited
Outcomes assessed:
= hurdle task ? = early feedback task ?

Assessment summary

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.

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	The origins of early childhood education and overview of key theorists and philosophers: 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	Post-modern, post-structural and contemporary approaches: Foucault, Bourdieu, and Cannella	Lecture and tutorial (3 hr)
Week 09	Social and emotional development: Freud, Erikson, Bowlby	Lecture and tutorial (3 hr)
Week 10	Developmentalism and constructivism: Piaget, Vygotsky, and Bruner	Lecture and tutorial (3 hr)
Week 11	Reflection and revision	Lecture and tutorial (3 hr)
Week 12	In-class assessment task	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 on the Library eReserve link available on Canvas.

Required textbook: Mooney, C. (2013). Theories of childhood: An introduction to Dewey, Montessori, Eriskon, 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. engage 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
	National Standard of Competency for Architects - 1.1. Preparation & endorsement of an agreement between client and Architect. This agreement will clearly communicate terms, services to be provided, and fees appropriate for the scale and type of project. 1.6. Selection and presentation to clients and relevant stakeholders of procurement method for the project. 2.1. Identification, analysis and integration of information relevant to siting of project.
	National Standard of Competency for Architects - 5.1. Application of creative imagination and aesthetic judgement in producing a resolved project design in regard to site planning, physical composition and spatial planning as appropriate to the project brief. 5.2. Resolution of project design addressing all building occupancy and functional aspects including spatial requirements and relationships and circulation aspects. 5.3. Evaluation and integration of regulatory requirements. 6.3. Incorporation of the project requirements and objectives in accordance with Project Brief and approved Detailed Design.

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

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

EDMT5696: History and Philosophy of ECE

Semester 2, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

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