Mrs Melinda Pratt
Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
The Early Years Curriculum Foundations course focuses on key concepts that distinguish early years education. The early years of life are a time of extraordinary growth and development, as well being when children are introduced to group education and schooling. In these years, young people have vivid imaginations, creative ideas and energy and enthusiasm for life and learning. This course focuses on the importance of creating rich, engaging and stimulating learning environments that provide opportunities for young people to think, engage, explore and interact. We explore how carefully interwoven approaches to pedagogy, learning environments, relationships, and curricula cultivate young children's learning. Current rethinking and reconceptualising of early childhood
education are embedded to apply ethical and political understandings to learning and teaching. The course will provoke you to question taken for granted practices in education, and provides ideas on how to engage learners (of all ages) in integrated authentic experiential learning, as well as navigate the complexities of national and state early years curricula guidelines.
The Early Years Curriculum and Pedagogical Foundations introduces you to the philosophy, values and concepts that distinguish Early Years Education. The principles underpinning the course include:
- Children are active protagonists in their growing processes;
- Children as human beings possess an extraordinary language potential to build knowledge and engage in creative processes;
- Educational action is shaped through designing learning environments;
- The organising work, spaces and time constructs a network of responsibilities and sense of belonging;
- Participation is the core educational strategy;
- Learning is a social process constructing knowledge to be recognised and valorised;
- Interior and exterior spaces are designed in interconnected forms;
- Professional growth is the duty of educators;
- Evaluation is the process that structures the educational experience; and
- Documentation is an integral part of educational theories and practices.
In this course, students integrate these early years principles by engaging with real-life experiences to understand pedagogy, learning environments, relationships, current policy and curricula. The course will develop an understanding of the importance and complex issues involvedﾠin teaching and learning within the early years. Students will be provoked to consider innovative ways to create educational experiences within early years settings to embrace current empirical research, methodologies, and children's current needs according to the United Nations Sustainability Goals. The course aims to interrupt any personal bias, thinking or ideologies about early years education so we can reach into the future with courage and creativity towards quality teaching and learning. The interactive course design facilitates engaging directly with the complex changing dynamics of our world to grow understanding as educators. Early years education aims "to make a lovable school, industrious, inventive, liveable, documentable, and communicable place of research, learning, recognition and reflection where children, teachers and families engage and feel well" – Loris Malaguzzi.
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC2704
Restrictions
Entry to the Bachelor of Education (Primary) program
Course staff
Course coordinator
Lecturer
Mrs Melinda Pratt
Tutor
Mrs Melinda Pratt
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
This course provides students enrolled in the undergraduate primary teacher education program with foundational knowledge of the underpinning concepts of early years education in schools (Prep to Year 2) and early childhood settings (kindergarten and childcare). Such understandings are necessary to support continua in learning for children at any level in primary schooling. In this course students will question dominant perceptions of children, child/adult and teacher/parent relationships, the role of the learning environment and explore holistic approaches to learning, teaching, curricula and assessment.ﾠ Students will develop knowledge and skills to demonstrate ethical, creative and responsive early years teaching.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate understanding of core early years curricula and pedagogy concepts
LO2.
Demonstrate knowledge and understanding of young children and their learning
LO3.
Design quality environments to foster creativity and curiosity in young children
LO4.
Document childrens learning through detailed visual and text descriptions
LO5.
Plan learning experiences based on young childrens interests to enhance young childrens learning
LO6.
Critically analyse early years education literature and draw implications for early years learning environments and values for children's learning
LO7.
Demonstrate an awareness of a range of strategies to engage parents and care givers as partners in the educative process
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Reflection |
Early Years Critical Literature Reflection
|
10% 2 paragraphs each reflection |
23/07/2024 6:00 pm 29/07/2024 9:30 am 5/08/2024 9:30 am 12/08/2024 9:30 am 19/08/2024 9:30 am 26/08/2024 9:30 am 2/09/2024 9:30 am
Reflections are Due Weeks 1 – 7 half an hour before the lecture. During tutorials in Week 1, students will be shown how to use the RiPPLE platform so the due date for Week 1 is Tuesday 6pm. All other weeks the reflection is due Monday 9:30 am. |
| Paper/ Report/ Annotation, Practical/ Demonstration, Product/ Design |
Early Years Learning Spaces
|
35% 1500 words approx. |
22/08/2024 2:00 pm |
| Creative Production/ Exhibition, Paper/ Report/ Annotation, Notebook/ Logbook, Participation/ Student contribution, Practical/ Demonstration, Presentation, Project, Reflection |
Early Years Documentation and Planning
|
55% 2000 words approx. |
23/10/2024 2:00 pm |
Assessment details
Early Years Critical Literature Reflection
- Online
- Mode
- Written
- Category
- Reflection
- Weight
- 10% 2 paragraphs each reflection
- Due date
23/07/2024 6:00 pm
29/07/2024 9:30 am
5/08/2024 9:30 am
12/08/2024 9:30 am
19/08/2024 9:30 am
26/08/2024 9:30 am
2/09/2024 9:30 am
Reflections are Due Weeks 1 – 7 half an hour before the lecture. During tutorials in Week 1, students will be shown how to use the RiPPLE platform so the due date for Week 1 is Tuesday 6pm. All other weeks the reflection is due Monday 9:30 am.
- Other conditions
- Peer assessed.
- Learning outcomes
- L01, L02, L06, L07
Task description
Early Years Literature Reflection: Critical Reflection Response (Week 1 – 7)
The reflection is a response to the weekly course reading. After your weekly reading, write a two paragraph reflection where you report the main ideas in the article, relate the ideas to your own experience, reason by showing why the ideas are important or the perspectives they provide, reconstruct how this idea may be used by you in future professional experiences. Submit your reflection via the RiPPLE platform. Then, in the next week, moderate three of your peers reflection by scoring and writing one simple comment about the nature of their responses. No comments are to be made about how well written the reflection is. For example, meeting the report, relate, reason and reconstruct target. Comment on how your peer has interpreted what the article tells us about early years values, principles and pedagogy. You receive one mark for the submission and moderation each week. You need to score 3 or above in RiPPLE to receive a mark/grade. Peer feedback is monitored by the course coordinator. Any instances of unprofessional or unethical feedback will be overridden by the course coordinator to ensure fair, collegial and professional responses as underscored in early years education.
Submission guidelines
Upload your critical reflection to the designated folder in the UQ RiPPLE platform which can be accessed from the course Blackboard site.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Early Years Learning Spaces
- In-person
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Paper/ Report/ Annotation, Practical/ Demonstration, Product/ Design
- Weight
- 35% 1500 words approx.
- Due date
22/08/2024 2:00 pm
- Other conditions
- Student specific.
- Learning outcomes
- L01, L02, L03, L05, L06
Task description
Assessment Task 1
1.GOMA Activities – UQ Art Museum and Queensland Gallery of Modern Art Tutorial – You will observe, document, and review the learning spaces according to early childhood values and concepts, including design characteristics and tools. Week 2 and 4 Tutorial – participation in a Visual Thinking Strategy session, Week 3 Tutorial – Visit to Queensland Gallery of Modern Art Early Years Spaces for interactive tour. During these combined sessions you will be introduced to pedagogical listening and documentation methods. At the Gallery of Modern Art you will document notes and photograph design elements in the spaces used to create an early years learning environment. No children are to be included in photographs. Consider the spaces from a child's perspective. What features would engage young children and put them in direct conversation with the surrounding world? How does the space allow the potential for children's continual exchange with the personal, cultural and social context to construct meaningful experiences to attribute sense, knowledge building and integrated understanding?
2.Write a review of the GOMA site identifying evidence of pertinent key early childhood concepts highlighted in the course that you identified in that space. Use photos (photos must contain images of the spaces only, with no people included) embedded in the review to document and explain in visual along with the written elaborations, how each early years relational pedagogical concept is applied. Justify your review with explicit references to course readings and wider literature on designing pedagogical spaces in the early years. Note how the environment and the educators can attend to and engage children’s needs and interests, along with potential for constructing experiences which they are capable of attributing sense and meaning (750 words). Use of footnotes is advised.
3.Plan an early years learning space that engages personal, social and cultural experiences conducive to developing the rights of each child. Use an on-line planning tool to create your own purposeful designed learning space to show application of design principles whilst creating an innovative environment beyond traditional classroom understanding. Planning tools include: floorplanner, roomsketcher, alongside active skill-building sessions in creating injunctions with AI to create design elements will be provided in tutorials). Include inspiration from your visit to GOMA and Visual Thinking Strategy sessions. Label the design to highlight how you used ideas from these experiences to inform your own unique learning environment plan.
4.Annotate each key feature of your plan noting your pedagogical intent rationale showing a distinct purpose in your learning space between materials, opportunities, and young children. Clear practical evidence linking to the United Nations Sustainability Goals must be evident in your plan and annotations. Use footnotes to add detail for each design element, including integrate reference citations from the course and wider readings. Footnote word counts are not included in the overall word count. Underneath your plan and annotations, describe and explain the educative purposes and goals and how you as a teacher could facilitate co-constructed learning with each element in the space you have designed (approx. 750 words). The plan will need to consider both interior and exterior space. Evidence of careful inclusion of design elements they provide interactive experiences in relation to the child and their surrounding reality. Evidence for careful inclusion of design elements to elicit a style of interactions in relation to the child and their surrounding reality is expected, even incorporating alternative educative approaches such as forest schools, needs in rural locations, inner city educational sites, or environments attached within workplaces. All citations and referencing to be in APA 7th style.
Submission guidelines
For AI conditions please refer to Additional Course Grading Information
Submission via TurnitIn link in the EDUC 1760 Blackboard site.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Early Years Documentation and Planning
- Team or group-based
- In-person
- Mode
- Activity/ Performance, Oral, Product/ Artefact/ Multimedia, Written
- Category
- Creative Production/ Exhibition, Paper/ Report/ Annotation, Notebook/ Logbook, Participation/ Student contribution, Practical/ Demonstration, Presentation, Project, Reflection
- Weight
- 55% 2000 words approx.
- Due date
23/10/2024 2:00 pm
- Other conditions
- Student specific, Peer assessment factor, Work integrated learning.
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07
Task description
You will be provided with three case study scenarios of early years children engaging in an activity. Choose one case study for the following tasks:
- Document the potential development evidenced in the learning episode using a Visual Thinking Strategy approach. Use of the Notability App is preferable. In your documentation, integrate a snip taken from the case study image as part of your annotation process.
- Write a running record commentary that depicts and articulates what the child/children can do/say/move/thinks/understand; any demonstrated interest; indication as to their sense of curiosity; potential for enriching the learning (use curricula and policy), any family/community/social/cultural considerations. In the commentary, reference literature, identify and explain early years values and concepts explicitly, then justify your documentation (tell the importance and purpose for documenting children's learning in the overall teaching and learning process). The running record is to be inserted as an appendix item and does not count towards the word limit.
- During Week 10 tutorials, in small groups you will present your documentation (5mins) and each group member will provide professional feedback. The purpose of receiving feedback is to reflect on your plan to refine before assessment submission whilst also engaging in a collegial professional practice – a core value of early years education.
- Plan a child-led project from the documented case study. Include a rationale, description of previous learning, intended learning objectives, at least 3 learning episodes to demonstrate the phases inherent in a project approach, pedagogical strategies (what the children and teacher will be doing in each phase), resources, curriculum links, family/community links, intended outcomes, key questions, acknowledgement of individual learning considerations, link the UN sustainability goals. All EDUC1760 course concepts are expected to be included in the plan.
- Write and include a reflection after our community event at UQ in Week 11 (in lieu of lectures and tutorials) to tell who you invited; the responses received; why integrating the community as partners is important for enriching learning in an early years context; and what you have learned personally from documenting; reflect on how you approached dialoguing with people from the community. No references necessary in this part of the task.
- Include a reference list in APA 7th style.
Submission guidelines
Submission via TurnitIn link in the EDUC 1760 Blackboard site.
Further information on use of AI available in the Additional Course Grading Information
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy all of the basic requirements: submissions which lack appropriate references, relevance, coherence, organisation and length. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy most of the basic requirements. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Fails to satisfy some of the basic requirements: submissions which lack appropriate references and relevance, or appropriate coherence, organisation and length. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Satisfies all the basic requirements: some use of fundamental concepts, some use of references, basically keeping to the topics; some elaboration of ideas and arguments; some degree of coherence and organisations and appropriate length; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable with respect to explaining the significance or implications of the topics. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates ability to use and apply fundamental concepts of the topics, going beyond merely replication of ideas from source material to show understanding of key ideas, awareness of their relevance, analysis or implications and drawing conclusions. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrates awareness and understanding of deeper and subtler aspects of the topics, such as identifying and debating critical issues or problems, applying ideas to practical situations in schools, and offering insightful commentary, implications and conclusions. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrates imagination, originality or flair, based on comprehensive and complex understanding of thte topics, interesting or surprising or exciting or challenging or erudite. |
Additional course grading information
Inﾠthe event of disruption during the semester that prevents the scheduled visit to GOMA occurring as planned, the visit will be changed to a photos shared during a lecture.
To successfully complete EDUC1760 you need to:
- Attend all lectures and tutorials unless absence is required on medical grounds (medical certificate required) or in extreme personal circumstances (written explanation required via email) both of which should be discussed and negotiated with the course coordinator in advance when possible. Students will be running the tutorials in Weeks 2–11 and are required to both contribute and provide feedback to their peers.
- Participate in collaborative tutorial presentations, including the Community Event and give feedback to peers during their tutorial presentations.
- Submit all assignments for this course.
Determining final grades
The final grades are determined by consideration of the weighting of individual assessment items, through the use ofﾠweighting formula and the profile of individual grades across accumulated assessment tasks.ﾠPlease note that the weighting of an assignment refers to the relative significance of the assignment within the assessment program, not to a number for a grade. The use of these multiple sources of information means that your final grade relates to a position within a grade band and not to a percentage.
Allﾠassignments in this course will be provided a grade out of 7. The final grade will be calculated using the weighting and individual grades as follows.
Example:
A student receives the following grades:
(A1) Early Years Critical Literature Reflection: grade 6 at 10% weighting
(A2) Early Childhood Learning Spaces: grade 5.5 at 35% weighting.
(A3) Early Years Documentation & Planning: grade 6 at 55% weighting
The final grade for this student taking into account the weighting of each assignment would be: A1 (0.10ﾠx 6) + A2 (0.35ﾠx 5.5) + (0.60 x 6)= 0.6 + 1.93 + 3.6 = 6.13
The final grade is rounded up or down to nearest whole number, so in this case the grade would be 6.
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.49 would become 6.0)
ﾠ
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure
Use of generative AI to support or inform assessment
These tasks have been designed to be challenging, authentic and complex. Whilst students may use AI technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference AI use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI tools.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Other course materials
If we've listed something under further requirement, you'll need to provide your own.
Required
| Item | Description | Further Requirement |
|---|---|---|
| Laptop and/or iPad | own item needed |
Additional learning resources information
Laptops are available to borrow from UQ Central Library using a student ID card.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (22 Jul - 28 Jul) |
Lecture |
The Young Child and Early Years Landscape Lecture – Students to explore the RiPPLE link on Blackboard before the first lecture Tutorial – Students to bring iPads and/or laptops for an introduction to the Notability App. The Notability application will be used ongoing as a documentation tool throughout the course. Learning outcomes: L01, L02, L07 |
Week 2 (29 Jul - 04 Aug) |
Lecture |
Documentation and Pedagogy Lecture/Tutorial/RiPPLE Task Tutorials this week will be held at the UQ Art Museum. Please meet in the UQAM foyer at your scheduled tutorial time. Learning outcomes: L01, L02, L04, L07 |
Week 3 (05 Aug - 11 Aug) |
Lecture |
Early Years Environments and Design Principles Lecture/Excursion/RiPPLE Task Tutorials this week will take place at Queensland Gallery of Modern Art, Stanley Pl, South Brisbane QLD 4101. Tutorials will be held on Friday at 50 min intervals between 10:00 – 1:00 pm instead of the usual tutorial session time slots. Detailed information will be given in Week 2. Learning outcomes: L01, L02, L03, L04, L07 |
Week 4 (12 Aug - 18 Aug) |
Lecture |
Pedagogy and Documentation Lecture, Tutorial, RiPPLE Reflection Tutorials this week will be held at the UQ Art Museum. Please meet in the UQAM foyer at your scheduled tutorial time. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 5 (19 Aug - 25 Aug) |
Lecture |
Embodied Teaching and Learning Lecture/Tutorial/RiPPLE Reflection Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 6 (26 Aug - 01 Sep) |
Lecture |
Child-led Projects Lecture/Tutorial/RiPPLE Task The lecture this week is a Lego Serious Play session. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 7 (02 Sep - 08 Sep) |
Lecture |
Play, Experimentation, Ethics Lecture/Tutorial/RiPPLE Task Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 8 (09 Sep - 15 Sep) |
Lecture |
Transitions, Interaction, Belonging Lecture/Tutorial/Documentation Presentations Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 9 (16 Sep - 22 Sep) |
Lecture |
Community, Parent and Family Engagement Lecture Tutorial: Document, Display, Dialogue – Community Event at UQ Art Museum @Tuesday 17th September 4 – 5:30pm. Sub-activity: Community Event UQ Art Museum Tuesday 17th September– instead of tutorial and participation required as part of Assessment 2 Learning outcomes: L01, L03, L04, L06, L07 |
Week 10 (30 Sep - 06 Oct) |
Lecture |
Documentation, Planning, and Writing Project Plans Lecture/Tutorial Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 11 (07 Oct - 13 Oct) |
Lecture |
Integrated Learning Lecture/Tutorial Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 12 (14 Oct - 20 Oct) |
Practical |
Developing an Early Years Plan Drop In Session – Practical Assessment Support Learning outcomes: L01, L03, L04, L05, L07 |
Week 13 (21 Oct - 27 Oct) |
Practical |
Reviewing an Early Years Plan Reviewing Early Years Plans – Drop-in Practical Assessment Support Session Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Additional learning activity information
Assessment Support
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.