EEP305 Multiple Understandings (8)

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 constructionism, poststructuralism, and critical and cultural-historical theories 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.


Session 2 (60)
Albury-Wodonga 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.

Subject Information

Grading System



One session


School of Teacher Education

Enrolment Restrictions

Students enrolled in the Bachelor of Early Childhood Studies, Bachelor of Education (Birth to Five Years) or as approved by the respective Course Coordinator or Course Director. Not available to students who have completed EEA304 Multiple Understandings: Early Childhood Teaching & Learning.

Incompatible Subjects


Learning Outcomes

Upon 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 critically reflect on their own theories of teaching and learning and what informs their practice;
  • examine competing theories of how young children learn and demonstrate an understanding of 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;
  • distinguish among multiple perspectives on and approaches to early childhood curriculum and the effects of each position on curriculum planning, including the selection of assessment strategies and approaches;
  • compare and contrast a range of appropriate curriculum frameworks with the multiple perspectives and approaches to early childhood curriculum identified above; and
  • articulate their own position statement(s) on how young children learn and the role of early childhood education in society and consider the implications of these on their work in developing and enacting an equitable curriculum for and with young children and their families.


This 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 and the selection of assessment approaches and strategies.
  • The impact of policies, standards and appropriate guidelines 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.

Indicative Assessment

The following table summarises the assessment tasks for the online offering of EEP305 in Session 2 2020. Please note this is a guide only. Assessment tasks are regularly updated and can also differ to suit the mode of study (online or on campus).

Item Number
Value %
Reflective essay
Teaching & curriculum philosophy

The information contained in the CSU Handbook was accurate at the date of publication: May 2021. The University reserves the right to vary the information at any time without notice.