EPT318 Communities as Contexts for Professional Practice (16)
Abstract|
This subject takes an ecological approach to exploring the interactions between young children and the environment in which they live. It includes a professional experience component, in which students undertake a small community project. Students consider the role and potential of the early childhood educator in working collaboratively with children, families, colleagues, other professionals and the wider community in order to build a community of learners. The purpose of the professional experience is for students to consolidate and put into practice the advance knowledge and skills developed through the completion of previous subjects and to reflect on and evaluate their professional practice. |
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+ Subject Availability Modes and Location
| Session 1 | | Internal | Canada Campus | Term 3 | | Internal | Canada Campus |
Continuing students should consult the SAL for current offering details: EPT318
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 | School of Teacher Education |
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Enrolment restrictions|
Students enrolled in the Bachelor of Early Childhood Studies or as approved by the Course Coordinator. |
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Learning OutcomesUpon successful completion of this subject, students should:
- analyse the relationships between the experiences of children and their homes, early childhood services and the area in which they live to articulate a situational analysis of the context of their professional experience;
- design and carry out a small community project when on professional experience by utilising, gathering, reviewing, evaluating and interpreting available information gathered when on professional experience and in situational analysis;
- investigate some of the implications of local and global government policies and funding for children's services and how this may affect the experiences of children, their families and caregivers living in their local and global communities;
- develop a philosophy of education to extend and refine skills as early childhood educator utilising knowledge gained through university subjects, research, and critical reflection on teaching and learning;
- communicate effectively with children, families, colleagues and the broader community orally and in writing;
- reflect on professional experience in order to extend and consider pedagogical practices; and
- reflect on relevant professional standards and code of ethics and apply to professional experience.
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SyllabusThe subject will cover the following topics:
- Ecological models of development and change.
- Communities of practice (at the university and professional experience sites) and social change in the context of particular areas of investigation.
- Relationships between community building, maintenance, and sustainability and leadership possibilities in early childhood education and care.
- Local and global communities within the context of professional experience.
- Professional relationships in local communities.
- Reflective practitioners’ use of different codes of ethics to guide and inform practice.
- Family involvement and family engagement.
- Personal philosophy of early childhood education.
- E-portfolios that that demonstrate professional growth and reflection on practice.
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Work Place Learning| This subject contains a Compulsory Workplace Learning component of 21 days duration.
Students are expected to engage in a professional experience component to satisfy subject requirements. The professional experience takes place within the context of an organisation in a community that the student explores in greater depth. Students are expected to develop a small community project that reflects professional early childhood goals and the goals of the organisation in which the professional experience is conducted.
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Specialised Resources|
For this subject students require a laptop computer and/or appropriate mobile device.
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The information contained in the 2015 CSU Handbook was accurate at the date of publication: 01 October 2015. The University reserves the right to vary the information at any time without notice.
