精东传媒app

A broad range of political, economic, statutory, social and cultural factors influence the provision of early childhood education and care in Australia. Early childhood educators require sound knowledge of these factors and care and educational implications, as well as the theoretical and empirical rationales underpinning professional practices that have emerged in response. This knowledge equips early childhood educators to make critically informed, evidence-based contributions to professional practice, community understandings and ongoing public debates that impact upon children, families, early childhood services and the early childhood education profession. These skills are crucial for ensuring that preservice educators are prepared for the professional responsibilities, ethical obligations, social expectations and legal requirements pertaining to early childhood education and care.

This course considers the broad range of factors that influence the provision of early childhood education and care in Australia. Contemporary political, economic, statutory, social and cultural factors will be considered, as will their implications for children, families, early childhood service provision and the early childhood education profession. The course introduces the Australian education policy context, with emphasis on policies directly pertaining to early childhood education and care. This includes an overview of policies, standards and learning frameworks that currently guide pedagogies and curricula in the years prior to schooling. The course explores contemporary public debates about early childhood education and care, and the implications of these debates for professional development and practice. These issues are considered in relation to theoretical perspectives and empirical research that can be used by educators to analyse, critique and participate effectively in broader debates concerning their field. The course considers how theoretically, empirically and ethically defensible responses to these issues might be formulated by members of the early childhood profession. The course also considers declarations and principles of children's rights, and considers legislation, ethical codes of conduct and strategies for upholding children's rights by supporting student wellbeing and safety within early childhood educational contexts.

The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership鈥檚 (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course preservice educators should be able to:

1. identify and articulate contemporary debates concerning early childhood education and care, with reference to the relevant legislative, administrative and organisational policies and processes required for early childhood educators across contexts (APST 7.2);
2. describe the role of professional teaching standards in identifying principles of practice and professional learning needs that enable early childhood educators to respond effectively to policy and contextual factors (APST 6.1);
3. identify and explain the role of professional networks and associations in broadening professional knowledge and practice in early childhood education (APST 7.4);
4. describe relevant codes of ethics and conduct for the teaching profession as they relate to ethical responsibilities of early childhood professionals toward children, families and colleagues (APST 7.1);
5. articulate key declarations and principles of children鈥檚 rights, and describe strategies that educators can employ to uphold children鈥檚 rights, including children with a disability, by supporting student involvement, wellbeing and safety within educational settings and systems, curriculum and legislative requirements (APST 1.6, 4.4).