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In Semester 3, 2023 this course will be delivered as a Transition (9 week) semester, commencing on 13 November 2023 and concluding on 12 January 2024.

The recognition of the importance of children's first three years of life and the need for authentic and meaningful partnerships with families has led to an increasing awareness of the specialist nature of infant-toddler education and care services. The privileged role of the early childhood educator is grounded in secure, responsive, emotionally available, cognitively stimulating and respectful relationships between child, adult and family. Advances in theories and research provide compelling confirmation of the fundamental importance of early childhood educators having knowledge of the ways in which infants and toddlers, as inquisitive, active and competent learners influence – and are influenced by – the environments in which they live.

Course participants will critically inquire about the complex and changing nature of learning with, caring for and educating infants and toddlers. Culturally relevant theoretical approaches and methodological innovations to the study of infants and toddlers are explored. Particular attention will be paid to the impact of government and economic policies and directions on services for infants and toddlers and their families. Course participants will examine their own positionality in working with and relating to families, with a focus on questioning and reframing their existing thinking and practices. Through course work, reflexivity and research, participants will have the opportunity to develop critical pedagogies for working with infants and toddlers, and critical approaches to planning for relationships, attachment, care and play as the curriculum of everyday life in infant and toddler settings. Interconnections between infants and toddlers and their educators are uncovered along with implications for working ethically and respectfully with their families and communities.

Course participants will undertake a 10-day professional experience in an early childhood setting which caters for children birth to two years and their families. It is a requirement during this professional experience to design and implement an Action Research project in collaboration with stakeholders in the placement setting. Students need to pass the competency Assessment in this Course and reach a total passing Mark of 50% to be awarded a passing Grade in this course. Failure of the Professional Experience component will result in a fail grade for the course, regardless of the graded mark. Full details of the Professional Experience particulars can be found on the Professional Experience website and in the Professional Experience Book.