EDEC11029 - Policy and Research in Early Childhood
Term 2 - 2017


All details in this unit profile for EDEC11029 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

You will engage with the national policy landscape to understand how it is both responsive to contemporary issues facing young children and their families in the 21st century and aspirational, articulating goals for the future. You will analyse policy texts that focus on strategies for providing equitable access to high quality education and care for children with special needs and their families. You will articulate how policies reflect the values and agendas of government, contemporary research/reports, beliefs about children and childhood and expectations for how early childhood services and educators contribute to implementing policy that addresses disadvantage and builds a democratic, equitable and just society. Central to this unit is an understanding of the social construction of childhood, of the educator and of what is valued for children in the 21st century. You will explicate and analyse the dominant images and constructions of children and childhood that are evident in policy texts and policy discourse and derive implications of policy for practice and ethical considerations and responsibilities.

Details

Career Level Undergraduate
Unit Level Level 1
Credit Points 6
Student Contribution Band [not found]
Fraction of Full-Time Student Load 0.125

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 2 - 2017
  • Distance
  • Rockhampton

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Written Assessment 60%
2. Written Assessment 40%
3. Professional Practice Placement Pass/Fail

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
Student support Student More student contact.
Assessment task descriptions. Student Refine task descriptions.
Assessment Task 2 - the interview questions Student Assessment Task 2 to be changed so students will access sample policies and the teacher interview will be removed.
On successful completion of this unit, you will be able to:
  1. Access, evaluate and report on professional literature that supports the development of policy related to access and participation of children with special needs in early childhood education and care services
  2. Explicate the contextual issues and underpinning social values that propelled the development of policy for young children with special educational needs
  3. Analyse the representation of children with special needs in policy documents
  4. Engage with literature and professional ethics and responsibilities to reflect on stakeholder roles, implementation issues and implications for practice of policy in action
  5. Describe and discuss the implications for practice that are derived from the central concepts/values/principles embedded in the policy
  6. Justify the importance of strong partnerships between children, parents, carers and families, and the broader community in creating responsive and healthy early childhood environments and contributing to sustainable futures
  7. Identify and implement strategies to facilitate child participation in building a sustainable, democratic, equitable and just society and critically reflect on the child’s perspective
  8. Complete a professional placement in a childcare setting with a minimum of 10 days working with children birth to 2 years requiring observation, planning and implementation of learning experiences.

Successful completion of the unit "Policy and Research in Early Childhood" provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas 1.1, 1.2, 1.6, 3.7, 4.1, 6.2, 6.4, 7.1, 7.2, 7.3. Additionally students build understandings required by the registering body for early childhood (ACECQA - Australian Children's Education and Care Quality Authority) including socially inclusive practice, ethical and professional practice and research.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7 8
1 - Written Assessment      
2 - Written Assessment        
3 - Professional Practice Placement              

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7 8
1. Communication
2. Problem Solving      
3. Critical Thinking
4. Information Literacy        
5. Team Work      
6. Information Technology Competence                
7. Cross Cultural Competence    
8. Ethical practice    

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Written Assessment    
2 - Written Assessment  
3 - Professional Practice Placement    

Textbook Information

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorLyn Hughes (l.hughes@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 10-07-2017

Unpacking policy.

Sources of contemporary policy texts.

The chapter references and relevant readings will be provided on Moodle.
Week 2 17-07-2017 Significant policies shaping the early childhood education context.
Week 3 24-07-2017 Social construction of childhood and interrogating dominant images of childhood.
Week 4 31-07-2017 Social construction of childhood and interrogating dominant images of childhood.
Week 5 07-08-2017 Multiple perspectives of childhood.
Vacation Week 14-08-2017
Week 6 21-08-2017 Stakeholders and pedagogical approaches.
Written Assessment - Policy Analysis Due Friday (25 Aug 17) 11:45 PM AEST
Week 7 28-08-2017 Understanding community professional networks regarding policy.
Week 8 04-09-2017 Teacher action research.
Week 9 11-09-2017 Using a critical lens to examine policy.
Week 10 18-09-2017 Building and sustaining community partnerships.
Week 11 25-09-2017 Implications for children.
Week 12 02-10-2017 Policy as advocacy for children's rights.
Written Assessment - Research Centre-Based Policy & Procedure Due Friday (06 Oct 17) 11:45 PM AEST
Review/Exam Week 09-10-2017
Placement Due Friday (13 Oct 17) 11:45 PM AEST
Exam Week 16-10-2017

1 Written Assessment

Assessment Title Written Assessment - Policy Analysis
Task Description

Government policy is underpinned by a commitment to providing equitable access to high quality education that is free from discrimination for all children, including those with special needs and/or disabilities. Further to this, the goals of the Melbourne Declaration commit to encouraging children themselves and parents, carers, families and the broader community to hold high expectations for improving educational outcomes and reducing the effect of disadvantage caused by disability.

You are required to select an early childhood policy that contributes to improving outcomes for children with special educational needs, including children with disability and complete an analysis. Suitable policies for this task may include: Early Years Learning Framework; QSA – QLD Kindergarten Learning Guidelines; National Quality Standard. The analysis must be no longer than 2000 words and will explicate and discuss the following:

· the history of the policy

· the values and beliefs privileged in the policy

· justifications for policy implementation

· dominant images evident in the policy

· whose interests are privileged and or silenced in the policy

· key stakeholder roles for policy implementation

· accountability measures for implementation

· management of implementation and accountability

· ethical considerations

· Implications for practice including strategies for inclusion and participation of young children with special needs and/or disability in mainstream settings.

Assessment Due Date Week 6 Friday (25-Aug-2017) 11:45 PM AEST
Return Date to Students Students will receive timely and useful feedback on all assessment tasks completed during Term, with sufficient time to allow for academic support and advice where necessary, prior to the submission of the next assessment task.
Weighting 60%
Assessment Criteria

Access and evaluate an early childhood policy

Examine policy to identify and discuss values, beliefs and interests

Reflect upon and consider the professional ethics embedded in the policy

Develop and recommend implications for practice

Academic conventions including spelling, grammar, paragraph and accurate use of APA formatting and referencing

Referencing Style American Psychological Association (APA)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Access, evaluate and report on professional literature that supports the development of policy related to access and participation of children with special needs in early childhood education and care services

2. Explicate the contextual issues and underpinning social values that propelled the development of policy for young children with special educational needs

3. Analyse the representation of children with special needs in policy documents

4. Engage with literature and professional ethics and responsibilities to reflect on stakeholder roles, implementation issues and implications for practice of policy in action

5. Describe and discuss the implications for practice that are derived from the central concepts/values/principles embedded in the policy

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

7. Cross Cultural Competence

8. Ethical practice



2 Written Assessment

Assessment Title Written Assessment - Research Centre-Based Policy & Procedure
Task Description

You are required to access a policy and procedure document from an early childhood education and care service that contributes to improving outcomes for children with special educational needs, including children with disability; and investigate the role professional literature, ethics and stakeholders played in the policy development. You will analyse the policy, and accompanying procedural document, if applicable, to identify and describe the central concepts/values/principles embedded in the policy.

In addition to this, you will interview an early childhood teacher from that service about their understanding of the policy, any implementation issues and implications for practice, not only for early childhood professionals, but also for children, parents, carers, families and the broader community. Guiding questions for the interview are:

1. What role did professional literature, ethics, research and the various stakeholders play in the policy development?

2. What key messages from the policy document influence your practices in implementing inclusive practices to support student participation and engagement in classroom activities?

3. How did you learn about the policy and the implications for your teaching practice and work with families?

4. How does the policy and supporting procedural documentation support your work with students with special needs and their families?

You will describe the teacher's understanding and implementation of the policy, and begin to draw conclusions about the ways in which the policy values children’s empowerment and engages them, their families and communities in creating a sustainable learning environment that is responsive to the child’s needs and rights.

Finally you will develop recommendations for policy review drawing on the central concepts of agency, democracy, social and cultural responsiveness, equity and respect for diversity.

This paper must be no longer than 1500 words.

Assessment Due Date Week 12 Friday (06-Oct-2017) 11:45 PM AEST
Return Date to Students Feedback on this final assessment response will be available after the date for Certification of Grades for the term
Weighting 40%
Assessment Criteria

Analysis of the organisational inclusion/special needs policy

Examination of the procedures derived from the policy

Research the teacher's understanding of policy

Recommendations for policy review derived from analysis

Academic conventions including spelling, grammar, paragraphing and accurate use of APA formatting and referencing.

Referencing Style American Psychological Association (APA)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

4. Engage with literature and professional ethics and responsibilities to reflect on stakeholder roles, implementation issues and implications for practice of policy in action

5. Describe and discuss the implications for practice that are derived from the central concepts/values/principles embedded in the policy

6. Justify the importance of strong partnerships between children, parents, carers and families, and the broader community in creating responsive and healthy early childhood environments and contributing to sustainable futures

7. Identify and implement strategies to facilitate child participation in building a sustainable, democratic, equitable and just society and critically reflect on the child’s perspective

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

5. Team Work

7. Cross Cultural Competence

8. Ethical practice



3 Professional Practice Placement

Assessment Title Placement
Assessment Due Date Review/Exam Week Friday (13-Oct-2017) 11:45 PM AEST
Return Date to Students Exam Week Friday (20-Oct-2017)
Three weeks after submission.
Weighting Pass/Fail
Conditions Minimum mark or grade - Pass/Fail
Referencing Style American Psychological Association (APA)
Submission Hard copy

Completion of all tasks associated witheither the Diplomaof Early Childhood Education and Care placement requirement or 10 day child care placement with young children.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

8. Complete a professional placement in a childcare setting with a minimum of 10 days working with children birth to 2 years requiring observation, planning and implementation of learning experiences.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

5. Team Work

7. Cross Cultural Competence

8. Ethical practice




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