EEP305 Multiple Understandings (8)
Abstract| This subject presents a range of theoretical perspectives on children's learning and investigates the implications of these for early childhood curriculum. Students will consider how contemporary schools of thought such as social constructionists, postmodernists, feminists, poststructuralists, critical race theorists and postcolonialists may inspire new possibilities in working with young children and their families. The aim is to render problematic what may have been taken as the 'truth' about early childhood education: how young children learn; the role of the educator in that learning; and the role of parents and the community in the early childhood curriculum. |
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+ Subject Availability Modes and Location
| Term 1 | | Internal | Canada Campus | Session 1 | | Distance | Albury-Wodonga Campus | Session 2 | | Distance | Albury-Wodonga Campus | Term 3 | | Internal | Canada Campus |
Continuing students should consult the SAL for current offering details: EEP305
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.
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Subject information| Duration | Grading System | School: |
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| One session | HD/FL | Ontario School of Education |
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Enrolment restrictions| Students enrolled in the Bachelor of Early Childhood Studies or as approved by the Course Coordinator. Not available to students who have completed EEA304 Multiple Understandings: Early Childhood Teaching & Learning. |
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| Incompatible subject(s) |
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| EEA304 |
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Learning OutcomesUpon successful completion of this subject, students should:
- understand and critically reflect on key concepts, theoretical approaches and assumptions that inform early childhood education;
- examine and question their own theories of teaching and learning and what informs their practice;
- examine competing theories of how young children learn and appreciate the uncertainty, ambiguity and limits to knowledge(s) used to guide early childhood practices;
- critically reflect on the implications of different theories of learning for early childhood curriculum practices;
- understand multiple perspectives on and approaches to early childhood curriculum and the effects of each position on curriculum planning;
- articulate their own position statement(s) on how young children learn and the role of early childhood education in society and understand how this guides their work in developing and enacting an equitable curriculum for and with young children and their families;
- identify and explain their position(s) on their own relationships with the key participants in the early childhood curriculum, and the implications of these for their work, particularly in building equitable and collaborative communities in early childhood services; and
- recognize and critically reflect on their beliefs about what it means to be an early childhood professional and understand how this will influence their work with children, families and the community; and
- examine a range of assessment strategies and approaches.
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SyllabusThe subject will cover the following topics:
- critical reflection in early childhood teaching and learning
- multiple ways to understand the child as a learner: classical and contemporary theoretical perspectives on the learner and learning
- critical reflection on different models of the child as a learner and the social, political and equity implications of how we think about children's learning
- multiple positions on and approaches to early childhood curriculum and the effects of each of these on curriculum planning
- the impact of policies, standards and guidelines (federal, provincial, municipal) on the individual educator's approach to curriculum
- multiple perspectives on the role of parents and others in early childhood curriculum
- reflecting on multiple understandings and perspectives: current personal position
- reflecting on assessment approaches and strategies.
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The information contained in the 2014 CSU Handbook was accurate at the date of publication: 13 September 2013. The University reserves the right to vary the information at any time without notice.
