EDN237

Babies and Toddlers:

Growing and
Learning

Unit Information

Semester 1: 2022

Unit Coordinator:
Sandra Hesterman
School of Education,
Education & Humanities Room
EH3.020A Email:
S.Hesterman@murdoch.edu.au
Telephone: 9360 6305

1
© Published by Murdoch University, Perth, Western Australia, January 2022.
Originally written by Sandra Hesterman, January 2012.

This publication is copyright. Except as permitted by the Copyright Act no part of it may in any
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The information in this UILG

was correct at time of going to
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been made to ensure that the
information is correct,
alterations and amendments
may be necessary as a result
of changed circumstances.
Up-to-date information will
be posted on the unit Learning
Management System (LMS)
website.

Any URLs included in this

UILG were checked for
currency at time of
publication. Note, however,
that the University cannot
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Babies and Toddlers:
Growing and Learning

EDN237

Unit Information

This information should be read in conjunction with

the online learning materials which can be found on
your MyUnits page.

3
 Guidance - potential responses to COVID-19 impacts during 2022
Please be reassured that if COVID-19 begins to have significant impacts on our teaching and
learning in this unit, we have your best interests, safety and care in mind. We will
communicate with you in writing, if there are any planned changes to teaching and learning in
this unit. Changes might include adjustments to or consideration of:
• the way the unit is delivered face-to-face or online.

• timelines for assessment submission and feedback return.

• the teaching and learning situation of people who are unwell, both staff and students.
In addition, with the safety of all in mind, please respect that teaching and learning in this unit
abides by governance requirements set by Murdoch University, as well as mandates issued by
the Government of Western Australia. As just one example, at any one time, requirements
may be set around distancing and mask wearing. These requirements change over time - so
please keep up to date with government mandate information and Murdoch University
announcements.

In Education, academics and teaching staff work closely as a team to support you. Remember
that at any time, you can approach your course level Academic Chair, or MyMurdoch Advice,
for a supportive chat. If you would like to reach out for more support, particularly to look after
your own or other's mental health, the following are recommended and accessible to you:
Murdoch University Counselling Service http://www.murdoch.edu.au/counselling

Home | Murdoch University Counselling Service

Murdoch University Counselling Service.
Murdoch University Counselling Service has a
team of experienced, qualified counsellors,
dedicated to promoting student wellbeing and
resilience through online and face-to-face
support.
www.murdoch.edu.au

Lifeline Australia https://www.lifeline.org.au/

Lifeline Australia - 13 11 14 - Crisis Support. Suicide Prevention.

Lifeline is a national charity providing all Australians experiencing a personal crisis with access
to 24 hour crisis support and suicide prevention services.
www.lifeline.org.au

Beyond Blue https://www.beyondblue.org.au/get-support/national-help-lines-and-websites

National help lines and websites - Beyond Blue

1800RESPECT. Confidential information,
counselling and support service open 24 hours to
support people impacted by sexual assault,
domestic or family violence and abuse.
www.beyondblue.org.au
 CONTENTS

UNIT INFORMATION
ONE Introduction 6

TWO Resources for the unit 15

THREE Assessment 16

FOUR Additional Assessment Information 27

FIVE Appendices (including EDN237 practicum information) 28

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 ONE
Introduction
Unit overview

Welcome to EDN237 Babies and Toddlers: Growing and Learning.

This unit offers students the opportunity to investigate a range of theoretical perspectives,
key concepts and contemporary issues pertaining to early childhood pedagogy, principles
and practices that can support children's growth, play, and learning from birth to age three
years. It provides fieldwork experience in an Early Learning and Development Centre
(also known as Long Day Care centres) to develop observation, monitoring, and
assessment skills appropriate for the study of young children. The unit affords students
the opportunity to design an Early Childhood Education and Care program that integrates
the Early Years Learning Framework (EYLF) outcomes: the EYLF is a key reform
component of the Australian Government’s National Quality Framework (NQS) for early
childhood education and care (ECEC).

The case for ECEC reform is founded on research evidence that “supporting children in
the years before school greatly increases their chances of a successful transition to school
and achieving better learning outcomes and social and emotional wellbeing” (Western
Australian Department of Education, 2010, p. 2). To achieve high quality and consistent
standards in the area of early childhood education, the Council of Australian
Governments (COAG) developed and circulated its inaugural Early Years Learning
Framework (2009) to all ECEC settings. Following a period of familiarisation, “each
early childhood service is expected to develop their own strategy to implement the
Framework, taking their own unique context into consideration” (DEEWR, 2009). Its
implementation will be overseen by an ‘educational leader’.

For those at the coalface of ECEC change there is growing debate on what constitutes as
essential early childhood professional knowledge base, and the definition of an early
childhood educator/practitioner has become increasingly complex. Perhaps the most
significant challenge is how best to cross the cultural interface between early childhood
education and child-care services to better support young children’s learning and
development. This unit aims to support and extend your expertise as a visionary ECEC
leader who can cross this cultural interface.

EDN237 is a core unit in the School of Education B1319 and B1383 BEd ECE and
Primary course. The prerequisite for this unit is that you have successfully completed
EDN111, EDN168, EDN150 and EDN239. The co-requisite is that you have Internet
and a digital camera.
EDN237 Aims and objectives

Unit aims

The broad aims of this unit are to:

1. Provide opportunities to apply theoretical understandings of early childhood education
and care to age- appropriate ECEC program designs.
2. Initiate discussion about the scope and purpose of early childhood education and care.
3. Analyse contemporary issues in early childhood education and care; and
4. Extend your critical and creative thinking about child development in the early years.

Learning objectives

On successful completion of the unit, you should be able to:

1. Examine the role of early childhood educators as responsive to diverse experiences
of childhood.
2. Establish some of the critical milestones in young children’s development across a
range of domains.
3. Design an ECEC program that supports the growth and learning of a young child.
4. Illustrate the use diverse tools for observing, monitoring and/or assessing children’s
development that are appropriate to ECEC.
5. Communicate the features of a quality early childhood centre that support babies
and toddlers’ wellbeing, learning and development.

Graduate Attributes at Murdoch University

This Unit will contribute to the development of the following Graduate Attributes.
https://our.murdoch.edu.au/Educational-Development/Preparing-to-teach/Graduate-attributes/

1. Communication The ability to communicate effectively and appropriately in a

range of contexts using communication, literacy, numeracy and
information technology skills.

2. Critical and creative thinking The ability to collect, analyse and evaluate information and ideas
and solve problems by thinking clearly, critically and creatively.

3. Social interaction A capacity to relate to and collaborate with others to exchange

views and ideas and to achieve desired outcomes through
teamwork, negotiation and conflict resolution.

4. Independent and lifelong learning A capacity to be a self directed learner and thinker and to study
and work independently.

6. Social justice An acknowledgment of and respect for equality of opportunity,

individual and civic responsibility, other cultures and times, and
an appreciation of cultural diversity.

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Australian Professional Standards for Teachers

The School of Education is a professional school within the university, which means that
on successful completion of your course you are eligible for accreditation to teach in
schools. All teachers in Australian schools are required to have accreditation. Local
professional standards are administered by the Teacher Registration Board of Western
Australia (TRBWA) and national standards are being implemented through the
Australian Institute for Teaching and School Leadership (AITSL). Your course will also
be accredited by AITSL. EDN237 addresses the Professional Knowledge and
Professional Practice domains of the Australian Professional Standards for Teachers
(APST) for graduate teachers. Specifically, EDN237 enables students to develop
competencies related to the following unit learning outcomes and AISTL standards:
.
Unit Learning Outcomes Australian Professional Standards for Teachers

1. Understand the role of early childhood 1.2 Demonstrate knowledge and understanding of
educators as responsive to diverse research into how children learn and the implications for
experiences of childhood teaching.
6.3 Seek and apply constructive feedback from
supervisors and teachers to improve teaching practices.
7.2 Understand the relevant legislative, administrative,
and organisational policies and processes required for
teachers according to school stage.
2. Identify some of the critical 1.1 Demonstrate knowledge and understanding of
milestones in young children’s physical, social and intellectual development and
development across a range of domains characteristics of children and how these may affect
learning
3. Design an ECEC program that 2.2 Organise content into an effective learning and
supports the growth and learning of teaching sequence
babies and toddlers 2.5 Know and understand literacy and numeracy
teaching strategies and their application in teaching areas.
3.1 Set learning goals that provide achievable challenges
for students of varying abilities and characteristics.
3.2 Plan lesson sequences using knowledge of child-
centred learning, content and effective teaching strategies.
4. Recognise and use diverse tools for 5.2 Demonstrate understanding of assessment strategies,
observing, monitoring and/or assessing including informal approaches to assess student learning.
children’s development that are 5.4 Demonstrate the capacity to interpret student
appropriate to ECEC. assessment data to evaluate student learning and modify
teaching practice.
5.1 Demonstrate understanding of assessment strategies,
including informal and formal, diagnostic, formative and
summative approaches to assess student learning.
5. Understand the features of a quality 3.4 Demonstrate knowledge of a range of resources,
early childhood centre that support including ICT, that engage children in their learning.
babies and toddlers’ wellbeing, learning 4.1 Identify strategies to support inclusive participation
and development and engagement of children in learning experiences
/activities.

For further information about the APST, please go to:

http://www.aitsl.edu.au/australian-professional-standards-for-teachers
 Australian Children's Education & Care Quality Authority (ACECQA)
ACECQA is the national body jointly governed by the Australian Government and
state/territory governments. ACECQA determines whether the course content is linked to
the relevant early childhood curriculum, for example the implementation of the Early
Years Learning Framework (EYLF) and the provision of play-based learning
opportunities in both the indoor and outdoor environments. Further information can be
read at: https://www.acecqa.gov.au/sites/default/files/2019-11/ACECQA-qualification-
requirements-for-early-childhood-teaching-program.pdf

ACECQA curriculum requirements are embedded in EDN237 unit content and the ten
days working at an Early Learning and Development Centre (ELDC) (Long Day-care
Centre). The ten days must be completed as whole days or shifts (7 hours per day/shift
including meal breaks) and will be completed in first semester in a two-week block.

ACECQA Requirements

Topic covered in the unit Topic assessed in the unit

• learning, development, and care • learning, development, and care

• language development • language development
• social and emotional development • social and emotional development
• child health, wellbeing, and safety • child health, wellbeing, and safety
• early intervention • transitions and continuity of learning
• diversity, difference, and inclusivity (including transition to school).
• learners with special / additional needs • alternative pedagogies and curriculum
• transitions and continuity of learning (including approaches
transition to school). • play based pedagogies
• alternative pedagogies and curriculum • guiding behaviour / engaging young learners
approaches • teaching methods and strategies
• play based pedagogies • working with children who speak languages
• guiding behaviour / engaging young learners other than, or in addition to, English
• teaching methods and strategies • contemporary society and pedagogy.
• working with children who speak languages • developing family and community
other than, or in addition to, English partnerships
• contemporary society and pedagogy. • historical and comparative perspectives
• developing family and community partnerships • contemporary theories and practice
• multicultural education • research
• socially inclusive practice • Early Years Learning Framework
• culture, diversity, and inclusion. • numeracy, science, and technology
• historical and comparative perspectives • language and literacy
• contemporary theories and practice • curriculum planning, programming, and
• research evaluation.
• Early Years Learning Framework
• numeracy, science, and technology
• language and literacy
• curriculum planning, programming, and
evaluation.

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Unit Personnel

The Unit Coordinator and external tutor for EDN237 is Dr. Sandra Hesterman. Please
feel free to contact me about any aspect of the unit by phone, email, or in person. I am
available for face-to-face student consultations. Generally, I will use LMS and email to
communicate with you.

Unit Coordinator and Internal Tutor Details:

Email: S.Hesterman@murdoch.edu.au
Room: EH3.020A Telephone: 08 9360 6305

External Tutor Details:

Kimberley Beasley. Kimberley’s contact is Kimberley.Beasley@murdoch.edu.au

Administrative contact:
SHEE.Operations@murdoch.edu.au

Technical Help
For technical difficulties contact the IT Service Desk ITservicedesk@murdoch.edu.au or
phone 9360 2000. For difficulties with other online materials contact the unit
coordinator.

How to study this unit

Learning Guide & Activities
Weekly All students
activities
Reading Your designated textbook chapters are highlighted in the study schedule. Other
key readings are available on the library link.
Lecture An online lecture will be available on LMS for all students

Topic activities Topic activities will be presented in the workshops for the internal students.
External students will share activities in the discussion forum
Extend your A range of activities will be provided at the end of each week for those students
learning who wish to extend their learning.
Prepare for Unit Complete readings, watch lectures, undertake workshop activities. Additional
assessments resources will be provided on LMS.

Unit structure and timing

This unit is held in internal and external mode. The lectures will be available online to provide
you with some flexibility and will be available on the Monday for the topic week and must be
watched prior to workshops. Internal workshops are on campus and are scheduled for two
hours and have an attendance requirement. External students will be expected to contribute to
discussion forums. Murdoch’s online Learning Management System (LMS) is also used to
provide “virtual classroom interactions”. Successful learning and achievement of EDN237
outcomes require that you fully engage in assessment, readings and discussion of the program
of study. All EDN237 assessment components must be submitted to pass EDN237.

Time commitment

You should expect to spend a few hours each week reading and reflecting on the required
texts, recommended tasks and the lecture presentation. Preparing for assignments will add
 extra hours to your workload for the unit particularly when completing fieldwork. On
average, you should expect to spend 10 hours per week on the unit, as expected by the
School of Education for a 3-point unit.

Attendance/Participation Requirement
It is a requirement that to pass the unit internal students must actively participate in at
LEAST 8 topic workshops and lead a discussion on one topic. Please advise the
workshop tutor if there are special circumstances (e.g., illness) to explain non-attendance
at a workshop and provide supporting documentation as evidence of these events.
External students must contribute feedback to at LEAST 8 of the weekly topics on the
external discussion forum (contributing a minimum of 100 words per contribution and
asking one question). This should work like a discussion thread where you reply to the
post previously and ask a stimulus question to engage in the course content. This must be
completed during the topic week and will close on Sunday night at midnight. Late
postings are welcomed after the topic week but will not be counted towards online
requirements/ contributions.
Fieldwork
Murdoch University ‘field work’ is defined as practical work, studies or research
approved by the Head of School or nominated deputy on behalf of the University and
conducted by staff, graduate or undergraduate students. EDN237 requires you to
complete 10 work experience days (70 hours total including meal breaks) with children
aged 2-3 years. Please note that you will need attend the centre 30 minutes prior to your
shift and 30 minutes after the shift for preparation duties and debriefing tasks. Your
appointment to the centre will be facilitated by the Professional Experience Team. While
on your fieldwork your mentors will assess whether you meet ALL the required AITSL
standards for teaching young children.to receive a passing grade for your fieldwork.
These are presented in the Appendices section of this booklet.

Readings
There is currently a wide range of excellent texts that can enhance your learning in this
unit. In addition to your EDN237 text, three other texts are identified as highly
recommended for purchase from the Murdoch University Bookshop. The EDN237
Learning Guide is also available on LMS. Please use the learning objectives and topic
tasks to guide your reading of the texts. It is appropriate to skim some passages, but make
sure you can follow the author’s main points. On the front of each reading or on a
separate sheet write down a few points to revise.

Standard Australian English Expectations

A high standard of Standard Australian English (SAE) is considered essential for all
teachers to enable them to engage fully with the complex intellectual demands of the
profession. Furthermore, as a future ECE teacher it is important that you become familiar
with the need to ensure that anything you write for public scrutiny is presented in a
professional manner. With this in mind, your EDN237 writing must be presented in a
professional manner. Assignment writing deemed unsatisfactory in Standard Australian
English will be returned to the student unmarked. If, after a second submission, the
writing remains unsatisfactory an assignment mark of zero is recorded.

11
Study Schedule
This timetable will help you to plan your study over the semester

Date Lecture & Worksop Topics Key readings Assessment

Items
Topic 1: Introduction- ➢ Department of Education
Week 1 Who Says What is Quality? and Training (2019).
28/2
Belonging, being and
APST: Historical perspectives, theoretical becoming: The early years
1.1, 1.2 perspectives, international research, learning framework for
curriculum and policy documents Australia
Establishing a sense of belonging, becoming https://docs.education.gov.au
familiar with curriculum documents, /node/2632
exploring theorists in terms of children aged
➢ WHAT IS HIGH-
0-3, importance of relationships
QUALITY CHILD
CARE?
https://www.careforkids.com
.au/child-care-
articles/article/143/what-is-
high-quality-child-care
➢ Why is learning in the first
three years significant?
“Learning About Me”:
https://vimeo.com/10614968
5
Week 2 Topic 2: Image of the Child ➢ Malaguzzi, L. (1993).
7/3 https://www.reggioalliance.o
Cultural perspectives of childhood, rg/downloads/malaguzzi:ccie
APST: contemporary perspectives of childhood, :1994.pdf
1.1,1.2 developmentally appropriate practice, ➢ Nixon & Gould: Chapter 1
children’s rights, Early Years Learning ➢ Kearns (2021) Chapter 1
Framework. Introduction to Reggio Emilia
pedagogy and Malaguzzi, image of child,
NQS, Code of ethics, Rights of the child,
curriculum documents (EYLF), planning for
learning

Week 3 Topic 3: Observing and Documenting ➢ ACECQA (2014).

14/3 Learning Guidelines for documenting
children’s learning:
APST: Methods of observation, methods of ➢ https://www.acecqa.gov.au/sit
5.1,5.2, documentation, relationship between es/default/files/2018-
5.4 assessment and planning, observation 01/GuidelinesForDocumentin
schedules. Understanding, practicing and gChildrensLearning%20.pdf
choosing methods of observations, creating a ➢ Nixon & Gould (1999)
child development summary profile. Planning Chapter 9 & 10
for learning ➢ Sims & Hutchins (2011)
Chapter 4 (pages 119-127)
➢ Kearns (2021) Chapter 3

Weeks 4 Two Week EDN237 Practicum

and 5 21st March- 1st April (complete your observations for Assignment 1)
Week 6 Topic 4: The First Year of Life ➢ ACECQA (2014)
4/4 Developmental milestones:
Developmental needs of infants 1-12 months,
APST: quality education and care for infants 1-12 ➢ https://www.acecqa.gov.au/s
1.1, 1.2, months, primary caregiving, attachment, ites/default/files/2018-
6.3, 7.2 cultural considerations 02/DevelopmentalMilestone
Observing videos of children in the first year sEYLFandNQS.pdf
of life highlighting key developmental ➢ Kearns (2010) Chapter 6
milestones, separation anxiety, attachment ➢ Nixon & Gould Chapter 3
theory, domains of development.

Week 7 Topic 6: The Second Year of Life ➢

11/4
APST: Developmental understanding of toddlers
1.1, 1.2 from 12-24 months, quality education and
care for toddlers 12-24 months., self-
regulation, developmentally appropriate
environments.

Observing videos of children in the second-

year of life highlighting key developmental
milestones, understanding resources and
provocations to enhance learning and
development, developmental domains, self-
regulation, separation anxiety, circle of
security.

Week 8 Topic 5: Language Development ➢ Kearns (2021) Chapter 2 Participation

18/4 ➢ Nixon & Gould (1999) Discussion
The development of language, language Chapter 4 Topic 1:
APST: difficulties, scaffolding language Freire
1.1, 1.2, development, verbal and non-verbal
2.5 communication, Sequence of serve and return
for language development, reflecting on
video’s demonstrating young children’s
language development, implications for
teaching practice, enhancing language
development with resources, language rich
environments, reading the world
Week 9 Education Break Assignment 1
25/4 Non-Contact Week due 29/4
5.00pm
Week 10 Topic 7: Play, Child Development, and ➢ Nixon & Gould (1999) Participation
2/5 Program Considerations Chapter 6 Discussion
➢ Kearns (2021) Chapter 11 Topic 2:
APST: The value of play for learning for children 1- Bandura
1.1, 1.2, 47 months, theoretical perspectives of play,
2.2, 3.4, play schemas, resources and best practice
3.2 environments. Examination and reflection on
different types of planning/programming
documents, identifying play schemas, the
value of play to learning, wellbeing and
development. Practical experience debriefing
including expectations, seeking and applying
feedback, practicum file, legislative,
administrative and organisational
requirements.

13
Week 11 Topic 8: The Third Year of Life ➢ Nixon & Gould (1999) Ch. 7 Participation
9/5 ➢ Kearns (2021) Chapter 7 Discussion
Developmental understanding of toddlers Topic 3:
APST: from 24-36 months, quality education and Montessori
1.1, 1.2 care for toddlers 24-36 months, positive
guidance techniques. Observing videos of
children in the second-year life highlighting
key developmental milestones, educator role
in enhancing emotional, social and cognitive
development, reflection on learning from
child development summary profile
(Assignment 1). Program Considerations
(Assignment 2)

Week 12 Topic 9: Early Intervention, Diversity and ➢ Nixon & Gould Ch 8 Participation
16/5 Inclusion ➢ ACECQA: Cultural Discussion
Competence Topic 4:
APST: Early intervention, inclusion, best practice https://wehearyou.acecqa.go Malaguzzi
4.1 models, teaching strategies, developmental v.au/2014/07/10/what-does-
delay, social inclusion. Anti-bias curriculum, it-mean-to-be-culturally-
terminology associated with inclusion, competent/
practical activities relating to perspective and ➢ Kearns (2021) Chapter 6
stereotyping, inclusive environments, cultural
competence, the third environment

Week 13 Topic 10: Resources for Infant Educarers ➢ Chapter 5: Authentic Participation
23/5 (RIE) - An approach to caring for young Relationships in Group Discussion
children by Gerber, M and Piklar, E. Care for Infants and Topic 5:
APST: Toddlers - Resources for Canella
1.1, 1.2, Works of Emmi Piklar and Magda Gerber, Infant Educarers (RIE)
4.1 respect for infants, toddlers and children, five Principles into Practice
principles of the RIE approach encompassing (uploaded to LMS).
independent activity, forming a relationship ➢ Janel Lansbury
with an adult, environments, good health, and http://www.janetlansbury.co
partnership with parents. Reflecting on videos m/2013/12/rie-parenting-
and discussing the RIE approach. Reflection basics-9-ways-to-put-
of correlations between RIE and what respect-into-action/
constitutes quality education and care, care
routines, relationships.

Week 14 Topic 11: Children, Families and ➢ Kearns (2021) Chapter 8 Assignment 2
30/5 Communities ➢ Child Protection due 3/6
Child protection and family 5.00pm
APST: Ecological systems theory, partnership with support
1.2, 4.1 families, partnership with wider communities, https://www.dcp.wa.gov.au/
sharing of information, code of ethics, Pages/Home.aspx
mandatory reporting procedures, including ➢ ACECQA National Quality
culture and diversity. Standard: Quality Area 6
https://www.acecqa.gov.au/sites/d
Bronfenbrenner’s ecological systems model, efault/files/acecqa/files/QualityIn
formationSheets/QualityArea6/Q
relationships, understanding family values
ualityArea6BuildingPartnerships
and the implications of incorporating these in WithFamilies.pdf
a childcare environment.
Week Non-Contact Study Week
15
Weeks Exam
UNIVERSITY EXAMS
16 & 17 TBA
 TWO
Resources for the unit
Unit materials
To undertake study in this unit, you will need access to the following resources

Essential • Kearns, K. (2021). Frameworks for Learning & Development: Cengage

Textbooks Learning Australia.
• Nixon, D. & Gould, K. (1999). Emerging: Child development in the first three
years. South Melbourne: Cengage Learning Australia.
• Nolan, A. (2015). Theories into Practice: Teaching Solutions

Essential • ACECQA (2014), Developmental milestones:

Readings https://www.acecqa.gov.au/sites/default/files/2018-
02/DevelopmentalMilestonesEYLFandNQS.pdf
• ACECQA (2014). Guidelines for documenting children’s learning:
http://files.acecqa.gov.au/files/Information%20sheets/Information%20sheet%2
0-%20Guidelines%20for%20documenting%20children's%20learning.pdf
• Australian Government Department of Education and Training. for the
Council of Australian Governments (2018) Belonging, being & becoming: The early
years learning framework for Australia. Canberra: Australian Government Department
of Education, Employment and Workforce (available online):
https://www.acecqa.gov.au/sites/default/files/2018-
02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

Highly • Brock, L. & Siraj-Blatchford, J. (2019). SchemaPlay Activity Ideas: Supporting

recommended learning outcomes in free-flow play
readings • Louis, S (2016). Schemas for parents. Suffolk: Suffolk County Council
• Sims, M. & Hutchins, T. (2011). Program planning for infants and toddlers: In
search of relationships. Castle Hill: Pademelon Press.
•
Online Your Online Unit and Lecture recordings can be accessed from your MyUnits page.
resources The Learning Management System (LMS) is used in this Unit to –
• Communicate with students via weekly announcements
• Provide a discussion forum
• Provide extra resources and information
On LMS you will find resources such as -
• Lecture capture
• Weekly power points
• Weekly tasks and activities
• Extra resources and information

Additional readings can be found on Reserve and Electronic Course Materials (THE
Library ELECTRONIC RESERVE SYSTEM)
resources http://library.murdoch.edu.au/Find-information/Reserve/
Library resources for student with individual learning needs can be found at:
http://library.murdoch.edu.au/Students/Students-with-a-disability/

15
 THREE
Assessment
Assessment

University policy on assessment

The version of the Assessment Policy applicable for this Unit can be found at
https://policy.murdoch.edu.au/dotNet/documents/?docid=2033

Assessment details

To pass EDN237 all assessment components must be submitted for assessment.

Carefully read the assessment criteria detailed on the assignment marking sheets
located on LMS . Please note that if a marking sheet is not attached to your
assignment, then the marking sheet is unable to be completed by the marker.

Assignment Description Value Due APST

Standards

AITSL These are completed and Pass/ The last day of 1.1. 1.2, 2.2,
Standards on submitted by the mentor teacher. fail the practicum 2.5, 3.1,3.2,
Professional 3.4, 4.1, 5.1,
Experience. A practicum file is required and 5.2, 6.3, 7.2
must be cited by the mentor
educator/ teacher.

Attendance 80% participation required for Pass At the end of 1.1. 1.2, 2.2,
requirements internal students (including /fail each topic week 2.5, 3.1, 3.2,
leading a discussion) 3.4, 4.1, 5.1,
5.2, 6.3, 7.2
80% participation requirement for
external students on LMS
discussion forums (including
stimulating discussion)
Assessment 1 35 29/4 1.1, 1.2, 4.1,
Child Study Report 5.1,5.2, 5.4

Assessment 2 35 1.1, 1.2, 2.2,

A Program Design 2.5, 3.1, 3.2,
3/6
3.4, 4.1, 5.1,
5.4.6.3, 7.2
Assessment 3 1.1, 1.2, 4.1,
Essay 30 TBA
7.2
To pass EDN237 all assessment components must be submitted for assessment.
All assessment components are aligned to the AITSL standards which are required for
accreditation and teacher registration. Carefully read the assessment criteria detailed on the
assignment marking sheets located on LMS.
Please note that if you do not attach the marking sheet to your assignment then the marker
is unable to complete the marking sheet. Only the assignment result will then be provided.

You will be assessed on the basis of:

• Evidence of understanding of the Unit content
• Evidence of wide reading and research
• Level of synthesis reflecting engagement with material and critical analysis
• Use of non-discriminatory language
• Use of correct spelling, grammar, and punctuation
• Clarity of expression and logical structure of written work
• Citation of recent references to support your written work
• Inclusion of a reference list in any work you submit
• Correct and consistent use of APA referencing system
• Overall presentation

Literacy Standards
As a future teacher or as a professional familiar with education and educational research you
will be expected to communicate your ideas clearly in writing and orally. The AITSL document
(MCEECDYA, 2011) states that:

3.1 All entrants to initial teacher education will successfully demonstrate their
capacity to engage effectively with a rigorous higher education program and to
carry out the intellectual demands of teaching itself. To achieve this, it is
expected that applicants’ levels of personal literacy and numeracy should be
broadly equivalent to those of the top 30 per cent of the population (p.13).

We will, therefore, have these standards in mind when marking your work (with a focus on
correct spelling, grammar, punctuation, appropriate referencing and citation using APA style,
clarity of expression, and question focus).

Should you think you may need assistance in meeting this expectation, please contact your
tutor for support earlier, rather than later.

Assessment Details

Practicum AITSL Standards (pass/fail)

While completing your ten-day work experience (70 hours in total including meal breaks)
at an Early Learning Development Centre (ELDC) you must demonstrate several AITSL
standards. Please see the Appendices section (at the end of this booklet that lists the
required standards. Your attendance is to be completed daily on SONIA and then
submitted for approval. An electronic link is sent to the centre listing the educator
competencies which the centre completes. This is automatically recorded on SONIA.

17
 Assignment 1: A Child Study Report (Part A & Part B)
A Maximum Total of 2000 words (35 marks)
APSTs: 1.1,1.2,4.1, 5.2, 5.4, 6.3

Due Date: Friday 29th April (5.00pm)

PART A (Discussion and Critical Reflections): A Maximum Total of 2000 words

This is a major assignment so begin preparing for the assignment very early in the
semester. You will be assigned to an Early Learning and Development Centre by the
Murdoch University Professional Experience Team to complete a two-week block
practicum (70 hours in total). Once you have been given the centre details you should
contact the centre director, arrange an initial meeting time to discuss your assignment
requirements and request permission to observe one child aged 2-3 years for
Assignment 1 purposes. Parental/guardian permission must be obtained (introductory
letter and permission forms are provided in the Appendices section of this booklet) before
your observations and documentation commence. The child’s age (in months only) must
be entered on the permission form and the permission form MUST be attached to your
assignment otherwise your assignment will not be marked. Check the child’s age
carefully to avoid failing the assignment.

During the work experience days, you should observe the focus child in different contexts
at the ELDC. You need to gather enough information to create future learning
opportunities and design a one-week education and care program for the focus child
(required for Assignment 2). Study the child’s routines and learning activities, their
interests, aspirations, strengths, and play schemas. This should include observing over
their six developmental domains: cognitive, language, emotional, social, physical (fine
and gross skills), and creativity.

A broad aim of your practicum is also to become familiar with the ‘day-to-day’
routines/practices of the ELDC and to further develop your knowledge of how young
children learn. In this assignment you will have an opportunity to reflect on the topics of
this unit studied thus far and demonstrate your understanding of these. A specific
objective for this assignment is for you to identify how children learn and present this in a
profile in relation to your Assignment 1 focus child. The child must remain anonymous in
your report so ensure you use pseudonyms. Please do not interview the parents or people
at the centre– you do not have Murdoch University ethics clearance for this type of
research. Your report should have the following components:

• Assignment Marking Sheet (located on LMS)

• A Contents Page (showing headings and corresponding page numbers)
• Part A (Discussion and Critical Reflections)

a) Introduction (provide a general description of the ELDC, the adult/child ratios in

different rooms, and other relevant information that provides insight to the centre’s
philosophy and unique location i.e., ****AEDC data: http://www.aedc.gov.au/data)
b) Discussion of your fieldwork observations of the focus child in relation to their
developmental domains. Please avoid adjectives such as ‘good’, ‘bad’, ‘nicely, ‘great’
 etc. Ensure that you use descriptive language that is not value-laden – be positive,
objective and specific. Include the ACECQA’s developmental milestone document in
your writing: https://www.acecqa.gov.au/sites/default/files/2018-
02/DevelopmentalMilestonesEYLFandNQS.pdf and Chapters 4 &7 of Nixon & Gould)
c) Critical Reflections making strong links to the literature (include reference to the
EDN237 essential and recommended texts). For example, how did the young child
acquire knowledge, skills and attitudes towards learning. Consider play schemas in your
discussion. What does the literature say about the different developmental domains of
this age group? Make links to your observations through this theoretical analysis.
Consider how (or how could) socially inclusive practices be accommodated in the ‘day-
to-day’ routines/practices in relation to the focus child? What is the role of colleagues
to improve your teaching practice when working with very young children? Ensure that
you include reference to relevant literature.
d) Early Years Learning Framework Outcomes. Discuss the EYLF outcomes that you
observed making links to your observations of the focus child (refer to your child
development summary profile).
e) Conclusion… What is your image of the focus child? How did you provide feedback to
the focus child about their learning? (Refer to Topic 2).
f) Reference List: Attach an APA reference list. There should be a minimum of eight
references that include the EDN237 texts.

****Useful Tips About Accessing AEDC Data

When looking at the AEDC website go to Data Explorer https://www.aedc.gov.au/data/data-explorer and type
in the broad community name i.e., it won’t accept Bicton but will permit Melville (as this is the city council
area). Again, type in the location and write one or two sentences maximum that make connections about
children’s development residing in the selected community. Write 1-2 sentences maximum.

• PART B (raw and summarised data): No Word Count

g) A Child Development Summary Profile (present as a one-page Table- see LMS for
recommended format) that summarises information (in brief bullet points) that you have
learnt about the focus child in relation to their play schemes and schemas, strengths,
cultural diversity, interests and abilities in each developmental domain.
h) Supporting Documentation. Include the range of five observation tools used to gather
your data. These must include: a participation chart (a type of visual diary), a
developmental checklist, one running record, one day observation schedule (over a
7 hour period), one language transcript. It is important to record the date when you
use each of these observation tools.
• If centre and parent permission is granted, photographs can be included in your
assignment. Each photograph should have an accompanying self-explanatory title.
• Please ensure the centre name is not disclosed and that the child’s identity is protected.
• A reminder that words in the contents page and reference list are not included in the
total word count

Successful completion of this assignment will contribute towards meeting the

following Learning Outcomes and Australian Professional Standards for Teachers
(APST):
Learning Outcomes: 1, 2, and 3
APST Standards: 1.1, 1.2, 5.1, 5.2, 5.4, 6.3

19
 Assessment 2: A Program Design (Part A & Part B)
A Maximum Total of 2000 words (35 marks)
APSTs: 1.1, 1.2, 2.2, 2.5, 3.1, 3.2, 3.4,4.1, 5.1, 5.4

Due Date: Friday 3rd June (5.00pm)

In this major assignment you have the opportunity to reflect on your Assignment 1 findings and
draw on your learning from EDN237 and EDN239 to design a one-week early childhood
education and care integrated program for the centre that includes the assignment 1 focus child.
It is also an opportunity for you to connect theory with practice and employ your critical and
creative thinking. The assignment consists of three parts:

Part A (Program Rationale): A Maximum Total of 2000 words

To contextualise your program, you need to write a rationale for your program.

A rationale (requiring the reasons or logic behind your decisions), is not a description.
Don't just say what you've done – explain why you've done it, referring back to the
creative brief, the audience, your research, and the information that is to be
communicated. There should be a connection with theory and literature.

Your program rationale will provide:

• Summary of the focus child’s prior knowledge, skills and attitudes to learning (learning
and development), strength and interests as presented in your Assignment 1 (your child
development summary profile).
• What EYLF outcomes are being addressed in this plan.
• Identification and rationale of the routine schedule explaining why these are important
and how the planning of educational outcomes needs to be integrated with routines.
• Identification of provocations, and activities that will assist in the learning process,
considering the previous information. Consider what constitutes a ‘quality ECE
program’. This is a chance to include your unit readings. How will the foundations for
early literacy and numeracy will be provided for? What adaptations will need to be made
for a child who has English as an additional language?
• Identification and rationale of the resources required to implement your program- how do
these resources relate to the child’s interests, play schemas, cultural diversity and support
their learning and development?
• Identify how your program could support a child who speaks languages other than, or in
addition to, English; and be socially inclusive.
• How / why would you allow for emergent curriculum in a childcare setting?

Part B (The Program): No Word Count

Design a quality child-centred centre program that supports the learning and development
of all children including the Assignment 1 focus child though play based learning (please
use a pseudonym).
 • This program will include a structure that considers the planning of routines on a daily
basis.
• This program will include developmentally appropriate learning activities such as
provocations, activities and resources that support early literacy and numeracy learning
and connect to the child’s interests (as highlighted in assignment 1).
• The program will demonstrate that you have considered the six developmental domains
(as highlighted in Assignment 1).
• Consider providing continuity of learning as well as novel experiences that build on past
experiences.
• Consider constant positives and seeding the environment for play schemes
• The program should integrate the EYLF outcomes.
• The rationale for the program has been previously presented in Part A
• Consider your lectures, texts and unit readings on what constitutes a quality ECE
program.
• The program can be typed in 10-point font and is to be presented on two A4 pages.
• There are many programs that allow you to construct a program online.
.

You can use an existing ELDC program (adopting its ‘flow of the day’) as a template for your
program design, however, DO NOT use commercially produced program templates. You may
want to discuss your draft program with your mentor educator during Assignment 1 fieldwork
for critical feedback and creative suggestions. The use of different colour coding or legend
codes is recommended. It is essential that your program is professionally presented.
Remember, you are the designer, this is a chance to be creative, so feel free to discuss and share
ideas with your colleagues.

Part C (the Appendices section)

• Appendix 1: attach your Assignment 1 Child Developmental Summary

Profile (highlighting excerpts in the summary profile table to include in your
rationale’s discussion and to validate aspects of your program design)
• Attach other supporting evidence such as the draft program template
(uploaded to LMS) where you have ‘brain-dumped your initial ideas.

When Summitting:

✓ Ensure you attach an Assignment Marking Sheet (located on LMS)

✓ Attach a Reference List: There should be a minimum of eight references that
include EDN237 texts.
✓ Please note that successful completion of this assignment will contribute towards
meeting the following Learning Outcomes and Australian Professional Standards
for Teachers (APST):

Learning Outcomes: 1, 2, 3, and 4

APST Standards: 1.1, 1.2, 2.2, 2.5, 3.1, 3.2, 3.4, 4.1, 5.1, 5.4

21
 Assessment 3: An Analytical Essay (exam)
(30 marks)

APST: 1.1, 1.2, 4.1 and 7.2

Due Date: TBA

In this examination essay you have the opportunity to reflect on your Assignment 1 and 2
findings and draw on your learning from EDN237 and EDN239 practicums to write an
analytical essay (see Table 1 on the next page for recommended essay structure) that
synthesises your understanding of your independent research, EDN237 readings and your
critical reflections of your ELDC fieldwork experience.

Your essay will present a well-delivered argument based on your critical reflections of
what you have read, observed, discussed and learnt during the semester. It is not
sufficient to simply repeat what other people have said or written about the unit topics.
You must provide your own twist, your own argument when discussing the main
concepts and issues, and when analysing the relationship between ECE theories and
practice.

The Essay Focus (not the exam question)

Throughout this unit different theorists (historical and contemporary) have been
discussed. In the exam essay you will demonstrate your knowledge and understanding of
the following five key theorists who have influenced society’s understanding of how
babies and toddlers grow and learn:
1. Paulo Friere
2. Albert Bandura
3. Maria Montessori
4. Lois Malaguzzi
5. Gaile Canella
In your exam you will need to consider how their theories and their pedagogical
considerations are visible in contemporary ECEC environments. You will need to provide
examples from your EDN237 and EDN239 practicums/fieldwork to support your
discussion and your personal point of view.
A successful essay will be tightly focused, persuasive, well organised and written.
Correct APA in-text referencing is required. A reference list is not required.

Successful completion of this assessment item will contribute towards meeting the
following Learning Outcomes and Australian Professional Standards for Teachers
(APST):
Learning Outcomes: 1 and 5
APST Standards: 1.1, 1.2 and 4.1
 Analytical Essay Structure
Below is the most common structure which is used to discuss, analyse, investigate, explore,
or review a topic. In an analytical structure you are required to break the topic into its
different components and discuss these in separate paragraphs or sections, demonstrating
balance where possible.
• Introduction
o Background information on topic
o Overall point of view of the topic
o Overview of components to be discussed
• Body paragraphs
o paragraph 1
▪ Topic sentence outlining your first point
▪ Sentences giving explanations and providing evidence to support the
first topic sentence
▪ Concluding sentence – link to next paragraph
o paragraph 2
▪ Topic sentence outlining your second point
▪ Sentences giving explanations and providing evidence to support
your second topic sentence
▪ Concluding sentence – link to next paragraph
o Following body paragraphs
▪ These follow the same structure as paragraphs 1 and 2 for as many
components as you need to outline
▪

• Conclusion
o Summary of the main points of view derived from your body paragraphs
o Restatement of the overall point of view
o Justification/evaluation of the overall point of view

23
General Information

General information relevant for this unit can be found at:

http://our.murdoch.edu.au/Educational-technologies/What-you-need-to-know/

Assignment submission

• Assignments are submitted online through LMS. Ask you tutor the format they
want for assignment presentation i.e., as a word document or as a PDF.
• Save a backup copy of your completed assignment. Assignments occasionally get
lost! It is advisable to make a hardcopy of your assignments.
• Identify your tutor’s name on each of your assignments.
• An assignment marking sheet must be attached to each assignment
• The marking of assignments can take two-three weeks to complete.
• 12-point font Times New Roman and double spacing is required for both
assignments (except in the case of the Appendices where 10-point font Times
New Roman and single spacing is recommended).
• There is no 10% (+ or -) waiver on the total word count for the assignments.
The tutor/marker will stop reading once over the word or page limit and the
surplus writing will not be assessed.

Late enrolment
If a student enrols late in this unit (after the census late) it is the student’s responsibility to
contact the Unit Coordinator to confirm their enrolment in the unit.

Late submission

Assignments received late (after 5.00pm on the due date) without prior arrangement and
agreement from the Unit Coordinator will be penalised 2 marks for each day that it is late
(this includes weekend days).

Determination of the final grade

The final grades for this unit are determined through students’ achievement with regard to
each of the three assessable components.
 This unit uses the university’s standard grading system

Notation Grade Percentage Range

HD High Distinction 80 – 100
D Distinction 70 – 79
C Credit 60 – 69
P Pass 50 – 59
N Fail Below 50
DNS Fail Fail, the student failed to participate in assessment
components that had a combined weighting of 50% or
more of the final mark.
SA Supplementar 40 – 49*
y Assignment
SX Supplementar 40 – 49*
y Exam
*The award of the grade of SA or SX shall be at the discretion of the Unit Coordinator

In order to pass EDN237 students must:

• Submit Assessments 1 and 2 and the Examination essay

• 80% participation in workshops or LMS discussions in the relevant topic week
(failure to do so will exclude you from sitting the EDN237 examination)
• Pass all identified AITSL standards during EDN237 professional experience
• Achieve a total mark of 50 or more in the unit

Assignment Extensions

Extensions will be granted only in exceptional circumstances and need to be accompanied by

appropriate medical or other documentation. Extensions may not be appropriate if your
submission is delayed by continuing off-campus work commitments, continuing academic
commitments or continuing events in your private life.

Given your future career as a teacher, it is especially important that you are able to manage
time effectively and meet deadlines even when minor unforeseen events arise. Especially in the
case of this unit where substantial prior notice of assignment due dates is given, extensions will
only be considered in extreme and unexpected situations. Should your circumstances reflect
those outlined above in bold, you should email the unit Coordinator
(S.Hesterman@murdoch.edu.au) at least 24 hrs before the due date and clearly explain the
reason(s) why an extension is required. Supporting documentation should be included with
your assignment and the Unit Coordinator via email.

25
Other Important Unit Information

Non-Discriminatory Language
Please refer to http://our.murdoch.edu.au/Student-life/Rights-and-
responsibilities/Your-responsibilities/Non- discriminatory-language-guidelines/

Student Appeals
Murdoch University encourages students to resolve issues initially through their
Unit Coordinator. In cases where this is not possible, the University has in place
a Student Appeals process. Please refer to Information on the Student Appeals
process: http://www.murdoch.edu.au/vco/secretariat/appeals/appeals.html

Student complaints
Please refer to http://www.murdoch.edu.au/vco/secretariat/complaints/

Deferred assessment
Please refer to: http://our.murdoch.edu.au/Student-life/Get-organised/About-
exams/Deferred- assessment/

Special considerations/ regulations

Please refer to:
http://print.handbook.murdoch.edu.au/study/index.php?section=1c_support#equit
 A reminder about Literacy and Numeracy Tests
for Initial Teacher Education (LANTITE)

What do you need to do?

Students commencing their initial teacher education course from 2017 onwards must
successfully complete the Literacy and Numeracy Tests for Initial Teacher Education
(LANTITE) in order to graduate from their course. There are two tests: Literacy, and
Numeracy. These tests are conducted by the Australian Council for Educational Research
(ACER) on behalf of the Australian Institute of Teaching and School Leadership (AITSL).

When you should sit the test/s?

We recommend you complete the testing as early as possible. Test results are not available
immediately, so you should sit your tests as soon as possible to ensure your graduation is not
impeded. For undergraduate students we recommend completing the test/s towards the end of
second year. For postgraduate students we recommend completing the test/s as soon as you can.
Results for those who undertake testing in Window 4 will not be received by the University for
publishing until the following year.

How do you arrange to sit the test/s?

There is a cost to sit the tests with ACER. Full information and booking details are available at
https://teacheredtest.acer.edu.au/ You may like to prepare for the tests by completing the
sample and practice material available on the ACER website.

What happens after you sit the test?

After you have completed the tests, ACER will advise you of your results and will also forward
all results to the University. When the University receives the results from ACER, outcomes
will be recorded in students records against zero-point units: EDN298 LANTITE - Literacy and
EDN299 LANTITE - Numeracy. If you pass both tests you do not need to do anything more.
Please note that there are no units to enrol in, as we automatically record the results for your
LANTITE against these two unit codes.

What happens if you sit but do not pass a test?

You must pass both LANTITE tests to graduate your course. Students have up to three
opportunities to sit the literacy test, and up to three opportunities to sit the numeracy test. If
you do not pass the test on your first and second attempts, please contact the Discipline of
Education LANTITE Progression Coordinator – Alison Hilton, on A.Hilton@murdoch.edu.au.

27
 Further Assessment Information

Please note the following assessment conditions will apply:

❖ 2 marks will be deducted if there is no word count.

❖ 2 marks will be deducted if the assignment is not presented in the required format
requested by your tutor.

Picture Compression
If you submit pictures/ photographs for an assignment it is essential that you compress the
images. Picture compression can be found in the picture tools tab on you ribbon. Remember to
give each picture a title.
 Appendices

• Appendix 1: Letter and Consent form to Parent of the Focus Child

(to be studied) and to the Centre Director

• Appendix 2: EDN237 Mentor Information

• Appendix 3: EDN237 Professional Experience Information

• Appendix 4 - EDN237 AITSL Standards for Graduate Teachers

• Appendix 5: Learning Experience Template (consists of 4 parts A-D)

• Appendix 6: PST’s Self-Evaluation of the Learning Experience

• Appendix 7: Mentor Feedback Form on the Learning Experience

• Appendix 8: Handwashing Songs etc.

29
Dr Sandra Hesterman
Senior Lecturer
Director Early Childhood Education
College of Science, Health, Engineering and
Education
Murdoch University
Western Australia 6150
s.hesterman@murdoch.edu.au

1st February 2022

Dear Parent/Caregiver,

This letter is to introduce who is a student presently

undertaking Early Childhood Education and Care studies at Murdoch University.

As part of their study of Babies and Toddlers Growing and Learning the student is required
to undertake a child study (with a child aged 2-3 years). The purpose of this task is to facilitate
the student’s understanding of the nature and complexity of educators’ work in early childhood
and care centres, and to undertake observations of children’s development.

The student bearing this letter is seeking your consent to allow them to undertake
observations of your child, and if age-appropriate, initiate a conversation with your child about
their interests and play activities as observed. The student will also obtain consent from the
principal/director of the centre in which your child participates. You may withdraw your consent
at any time. All students have a current Working with Children Check.

The data that the student records about your child will be used only for an assignment
assessment and your child’s name will not appear in any of their assignment work, a
pseudonym will be used to ensure your child’s confidentiality and the centre’s confidentiality.

The student has been asked to provide you with details of their assignment requirements, as
per their EDN237 Unit Information Guide. I would welcome any questions you have regarding
this assignment so feel free to email me at the address below.

Thank you in anticipation of your support.

Dr Sandra Hesterman
Senior Lecturer
Director Early Childhood Education
s.hesterman@murdoch.edu.au

Students, please copy the consent and information letter for parents/legal guardians
before submitting the original forms which must be stapled to your assignment.
 Parent/Legal Guardian Consent Form

I ………………………………………….………………. the parent/legal guardian of the child

……………………………………….…, aged……. months, give my consent for the Murdoch
University student…………………………………………………… (name and student number)
to observe the child identified above and talk to the child about their play activities for private
study.

These observations will be presented in a written assignment for university assessment. I

understand that the child and his/her family will not be identified by their real names in this
written work. The student has a current Working with Children Check.

I understand that the information collected, and all other aspects of this assignment, may not
be used for any purpose apart from the student’s private study in this study unit; nor may the
information be used in any other context. Any questions about this research have been
answered to my satisfaction. A copy of this signed consent form has been provided to me.
The original signed consent form will be stored by the unit co-ordinator and then destroyed
when the unit is completed at the end of this semester.

I have read the information provided and any questions I have asked in relation to this
assignment assessment have been answered to my satisfaction. I reserve the right to
withdraw this consent (by contacting the unit coordinator).

Parent or legal guardian’s signature …………………………………………………

Please supply me with a copy of my child’s observations  (please tick the box if you would
like a copy posted to you)

____________________________________ Parent’s date of signature

___________________________________________Student’s signature

____________________________________ Student’s date of signature

31
Dr Sandra Hesterman
Senior Lecturer
Director Early Childhood Education
College of Science, Health, Engineering and
Education
Murdoch University

1st February 2022

Dear Centre Director,

As part of the Murdoch University School of Education study of Babies and Toddlers
Growing and Learning, students are required to undertake fieldwork in a long-day childcare
centre. The purpose of this task is to facilitate students’ understanding of the nature and
complexity of educators’ work in LDC and to undertake observations of very young children in
routine activities and consider learning programs that can support children’s individual
development.

The student bearing this letter is seeking your approval to undertake observations of one child
at your centre aged 2-3 years. The student will obtain written consent from parents/legal
guardians of the children observed.

The student has been asked to provide you with details of their assignment assessment
requirements, as per their Unit Information Guide. The student has a current Working with
Children Check.

I would welcome any questions you have regarding this assignment. Feel free to email me at
the address below.

Thank you in anticipation of your support.

Yours sincerely

Dr Sandra Hesterman

Senior Lecturer
Director Early Childhood Education
College of Science, Health, Engineering and Education
Murdoch University
Western Australia 6150
s.hesterman@murdoch.edu.au
 Appendix 2: EDN237 Mentor Information

Verbal and Written Feedback

The Pre Service Teacher (PST) should be given both verbal and written feedback on
their progress throughout the professional experience. The PST’s practicum file should
be checked for professional presentation and their daily reflections read by the Mentor
and/or ECE teacher. There will be evidence in the file of the PST-led learning
experiences for children aged 2-3 years.

Mentors please notify the Unit Coordinator if a student is identified at risk of failing the
unit and is requiring further support. An External Moderator will then be assigned
immediatety to provide additional support for a specified time if this is deemed
necessary.

Formative and Final Evaluation Form:

The Mentor should discuss the Formative (mid-way) and the Final Evaluation form
with the PST. All the ‘Comment’ sections on both report forms must be completed by
the Mentor to provide feedback to both the PST and the Unit Coordinator. A university
qualified early childhood teacher must sign both report forms.

Both the PST and Mentor need to ensure they save or print a copy of the
Evaluation Form. The PST needs to achieve all the required teaching standards
to pass this professional experience.

Please note:

All components of the practicum file must be completed to gain a pass in this
unit as all components are aligned to the AITSL standards and ACECQA
curriculum requirements that are mandated for ACECQA accreditation and
teacher registration.

33
 Appendix 3 : EDN237 Professional Experience Information

Early Childhood Education (ECE) pedagogy

While we all learn in different ways and in different contexts, it is important that PSTs
implement pedagogies consistent with the EYLF while on the EDN237 placement. With the
support of the Mentor, students should be encouraged to be appropriately creative in the
approaches they use to explain content or skills to children and to use playful, age-
appropriate, hands-on, sensory, discovery and concrete experiences to assist
children’s learning.
Murdoch University School of Education strongly emphasises the use of child-centred
approaches to learning and the use of varying dynamics to promote the growth and learning
of all children (e.g., pair activity, small group activity, individual activity). Mentors can play
an important role in encouraging student teachers to plan play-based programmes and
focus on child-centred pedagogies. It is expected that all student teachers will reflect on the
innovative strategies they use and be able to articulate ways that they can improve their
practice in the daily reflections and to their Mentor.

Placement Tasks (prior and during)

The PST is required to complete the following tasks:

• Contact the centre as early as possible
• Organise a tentative timetable/schedule with your Mentor to ensure that times for
implementing the learning experiences in the second week (PSTs will be actively
assisting the Mentor will all other learning and care experiences)
• Organise a practicum file (PF) that is easily accessible and reflects the placement
requirements
• Observe and discuss practical positive guidance strategies with their Mentor and the
ECE teacher appointed to the centre
• Plan and implement strategies to facilitate positive relationships with children
Incorporate a range of behaviour guidance strategies into their practice. Here is an
excellent link to Guiding Children’s Behaviour – Regulation, Respect and
Relationships free webinars http://www.earlychildhoodaustralia.org.au/events/guiding-
childrens-behaviour/
• Be creative in the way that they plan and deliver learning experiences to connect with
children’s free flow play, incorporating differentiation and inclusive practices
• Reflect on their practice using the AITSL Professional Standards relevant to EDN237

First Visit

Visit the centre at least once before commencing your placement. Introduce yourself to
the Centre Director, your Mentor, the ECE teacher and other staff. If permitted by the
Director, prepare a small sign for the front door of the room for parents/carers to explain
who you are, where you are from and why you are there. At the initial meeting with your
Mentor obtain a list of the children who will be in your care (first name is sufficient) and
make a copy of the children’s daily care and learning routine schedule. Talk to the
Mentor about the learning programme, the children and the types of things you might do
during your placement. It is critical that you establish your educator role early, both in
relation to day-to-day responsibilities as well as providing educational and care support.
Clarify to the Mentor your assessment requirements: both initially and in an ongoing way.
Specific tasks working with children aged 2-3 years

• Begin by making detailed notes about the daily routines, care activities and
intentional learning strategies used in the room where you are assigned.
• Keep records of your observations using the repertoire of strategies for record
keeping (for EDN237 Assignment 1 purposes) and analyse these as soon as
possible after they are taken. Ensure that you complete a SchemaPlay learning
journey and put this in your Practicum File. Also, record a copy of the daily care
routines and weekly learning programme used with the children with whom you
are working (this is will be useful for EDN237 Assignment 2 purposes).
• Discuss your preparation, implementing and evaluation of SchemaPlay
Learning Journey (consisting of 5 play learning experiences and seeding
the play environment) with your Mentor. Bear in mind, safety and duty of care
as you implement your provocations; you need to be able to see all the children
even when you are working with an individual child.
• Write a daily reflection on this cycle of observation, planning, and your
developing skills as an ECE teacher as well as your goals for the next day both
for yourself and for the children in your care. Daily reflections should be
presented in your Practicum File. The daily reflections should include aspects of
the placement that are contributing to personal development of the PST’s
professional identity as an ECE teacher.

Week 1 of the Placement

Plan to implement the following general activities early in your placement. Remember,
these experiences should link with children’s interests based on your observations
during the first couple of days. Naturally, if spontaneous opportunities arise, you
should feel free to take the initiative to facilitate any learning experiences relevant to
the context:
✓ Read/ sing to a child, pair or small group of children
✓ Assist with transition time
✓ Assist with setting up indoor/outdoor area
✓ Assist with mealtimes
✓ Introduce child/ren to a Finger Play/Rhyme/Song
✓ Provide provocations for play activity and learning enrichment
✓ Scaffold a child’s learning while they play with a toy or other item
✓ At all times show (through your verbal and non-verbal communications) that you are
actively interested and approachable to the children and your Mentor
✓ Observe your focus child

Practicum File (PF) Contents

PSTs are required to gather the following information about the centre before and during the
placement and present this information on the first few pages of their PF:
• An attractive Cover Page and Contents Page
• Description of the socio-economic hinterland of the ELDC centre
• Summary of the centre’s stated philosophy or centre priorities (you will need to do
research on this)
• Information collated on daily routines/ schedules/ activities
• Observations collated on one focus child (see Assignment 1 requirements).
• An outline of the learning and care programs – this will assist you with Assignment 2.
• A list of key learning resources you used during the two-week placement

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 • Your self-reflections and written feedback from the Mentor (use forms)on each of your
four play provocations/learning experiences.
• A hardcopy of the EYLF outcomes: https://www.acecqa.gov.au/sites/default/files/2018-
02/belonging_being_and_becoming_the_early_years_learning_framework_for_australi
a.pdf
• A hardcopy of the ACECQA developmental milestones for children aged 3 years:
https://www.acecqa.gov.au/sites/default/files/2018-
02/DevelopmentalMilestonesEYLFandNQS.pdf
• A section for listing transition songs/ activities/ games/ rhymes
• A section for your daily reflections
• A section for your SchemaPlay learning journey, self-reflections and your Mentor
feedback forms

After the First Week

This placement is an opportunity to observe and gather a range of ELDC education and
care strategies and resources. Observe and take notes of ELDC policies and practices,
and any useful ideas. Remember that your placement will be more worthwhile if you can
maximise opportunities to practise your teaching and care strategies; it is a good idea to
clarify your ideas and your role in the ELDC early and to seek ongoing feedback from
your Mentor about the experiences you want to initiate and develop. It is important that
you also actively seek feedback from the ECE teacher employed at the centre as they
are responsible for signing your practicum report (in consultation with your Mentor).
In the second week focus on the development of your SchemaPlay learning journey and
the planning, implementation, and evaluation of your 5 play stimulus/learning
experiences; also, the professional presentation of your PF and your demonstration of
the APSTs relevant to this unit: the APSTs that you must demonstrate to pass this unit.

On-going Reflective Practices

Reflective practice is one of the ways in which teachers continue their learning. The School
of Education places a strong emphasis on developing students’ awareness of and facility
with a range of reflective practices, including journal writing, written evaluations after each
learning activity and discussions with others about ways to improve practices. Effective
reflective practice is frequent and regular and student teachers should always keep an open
mind about ways to improve. Reflective practices should become a natural part of a PST’s
professional learning.
PSTs are reminded that reflective practices and the discipline required to maintain this
practice, can appear onerous. This is not the intention and students should consider a
range of ways to complete reflection that works for them. It is important that this reflective
practice is daily and meaningful. Mentor Educators are requested to read and discuss
student’s reflections on a regular basis. The Mentor Educator may also ask to see this
documentation as evidence of student’s reflective practices. Daily writing of reflective
practice must be evident in your PF.

Resilience
Student teachers are reminded that it is in their best interest to ensure that any criticisms
are accepted in a professional rather than personal way and any negative experiences are
used to constructively examine ways in which improvements to performance can be made.
It is important that all times students behave in a professional manner towards adults and
children. It is also important that students develop resilience and responsibility for the
experiences they have during the placement.
 Appendix 4 - EDN237 AITSL Standards for Graduate Teachers

The standards below form the basis for assessment for EDN237 Pre-Service Teachers.
Students can use the tool below to inform their personal development over time with
the ability to reflect on and monitor their progress with personal goals for grades.

PROFESSIONAL KNOWLEDGE YES Evident

Standard 1: Know children and how they learn OR
NO Not
Evident
1.1 Physical, social & intellectual development & characteristics of
children: Demonstrate knowledge and understanding of physical, social
and intellectual development and characteristics of children and how these
may affect learning. Examples of this may include developmentally
appropriate learning experiences, working within a child’s zone of proximal
development, understanding the unique needs of this age group. What is
your example?
1.2 Understand how children learn:
Demonstrate knowledge and understanding of research into how children
learn and the implications for teaching. Examples of this may include
providing experiences that are developmentally appropriate, understand and
implement a ‘learning through play’ pedagogy, ensuring that learning
experiences are creative, open ended, take children’s interests into
consideration and plan for diversity. What is your example?
PROFESSIONAL KNOWLEDGE YES NO
Standard 2: Know the content and how to teach it
2.2 Content selection and organisation:
Organise content into an effective learning and teaching sequence.
Examples of this may include implementing creative and interesting learning
experiences based on children’s interests and abilities.
2.5 Literacy and numeracy strategies
Know and understand literacy and numeracy teaching strategies and their
application in teaching areas. Examples of this may include teaching and
learning programs and/or activity/lesson plans with a variety of intentional
teaching and child-centred learning activities (for example play-based
learning, multisensory learning, experiential learning, collaborative learning,
ICT, higher order thinking) What is your example?
PROFESSIONAL PRACTICE YES NO
Standard 3: Plan for and implement effective teaching and learning

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3.1 Establish challenging learning goals
Set learning goals that provide achievable challenges for students of varying
abilities and characteristics. Examples of this may include activity/lesson
observation notes and/or discussion where the PST articulates
developmentally appropriate and realistic goals to children, so children
understand the direction of the activity/lesson and expectations;
activity/lesson evaluation notes where the PST evaluates the activity/lesson
based on children’s achievement of specific and measurable learning goals
What is your example?
3.2 Plan, structure and sequence learning programs: Plan lesson
sequences using knowledge of child centred learning, content and effective
teaching sequences. Examples of this include including experiences that
build on one another, adding complexity to an experience, providing an
experience that has evolved from a child’s interest, writing a SchemaPlay
learning journey What is your example?
3.4 Establish challenging learning goals: Demonstrate knowledge of a range
of a range of resources including ICT, that engage children and their
learning. Examples may include: selecting a range of open ended, natural,
developmentally appropriate resources, using a camera, ICT to extend
learning experiences. Setting up environments both inside and outside in a
way that is deliberate, thoughtful and creative. What is your example?
PROFESSIONAL PRACTICE YES NO
Standard 4: Create and maintain supportive and safe learning environments
4.1 Support children’s participation: Identify strategies to support inclusive
children participation and engagement in classroom activities. Examples
may include thought into how to provide experiences that include
differentiation and allowances for a variety of needs, variation of experiences
to include a range of children, variation of resources to include a range of
children. What is your example?
PROFESSIONAL PRACTICE YES No
Standard 5: Assess, provide feedback and report on student learning
5.1 Assess student learning: Demonstrate understanding of assessment
strategies, including informal and formal, diagnostic, formative and
summative approaches to assess student learning. Examples may include:
using and obtaining feedback on a range of assessment and observational
techniques and trialling a range of assessment methods. This is part of
assignment 1 requirements and should be included in the practicum file.
Students may also discuss with the mentor current centre practices
surrounding assessment. What is your example?
5.2 Provide feedback to students on their learning: Demonstrate an
understanding of the purpose of providing timely and appropriate feedback to
students about their learning. Examples may include giving positive
feedback to children, use language to encourage and support learning,
talking to children appropriately. What is your example?
5.4 Interpret student data: Demonstrate the capacity to interpret student
assessment data to evaluate student learning and modify teaching practice.
Examples may include: providing experiences that build on children’s
interests and abilities, being aware of developmental milestones and
expectations for each age group, completing a SchemaPlay learning journey
where the playful learning is analysed. What is your example?
PROFFESSIONAL PRACTICE Standard 6, Engage in professional learning YES NO
6.3 Engage with colleagues and improve practice: Seek and apply
constructive feedback from supervisors and teachers to improve teaching
practices. Examples may include regularly meeting and discussing practice
with the mentor, understanding and applying feedback, having lesson
critique forms in the practicum folder. What is your example?
PROFFESSIONAL PRACTICE Standard 7 YES NO
7.2 Comply with legislative, administrative and organisational
requirements: Understand the relevant legislative, administrative and
organisational policies and processes required for teachers according to
school stage. Examples may include: Having the EYLF outcomes and the
ACECQA guidelines in the practicum folder and ensuring that teaching
meets these requirements, reading centre policies, practicing safe and
appropriate practices according to these requirements. What is your
example?
MURDOCH ATTRIBUTES: Communication - Uses acceptable standards of spoken & written
language in ELDC / centre / learning context; Critical and creative thinking - Presents creative,
innovative learning experiences; Social Interaction- Relates to and collaborates effectively with
others; Independent learner - Self-directed and shows initiative; Ethical behaviour- Demonstrates
personal, social and professional ethics while on practicum

TEACHING PRACTICUM FILE YES NO

Organisational skills - Presents a file that is easily accessed, organised and contains:
centre profile, daily care routines, learning experiences, plans and evaluation, learning
experiences feedback forms and self-evaluations, reflections- that include aspects of the
placement that have contributed to the personal development of the PST’s professional
identity as an ECE teacher. The file is professionally presented with well organised
information and was available for the daily perusal of the Mentor and ECE teacher
(and the External Moderator if appointed).

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 SCHOOL OF EDUCATION

Appendix 5: Learning Experience Template (consists of 4 parts A-D)

See LMS for Example focused on toddler named Ivy (pseudonym)

Part A: Documented Observation of the Focus Child during Free Flow Play

Part B: Scheme/s Identified

Part C: Your Response: How you are going to ‘Seed’ the Environment to Enrich the Child’s
Playful Self-Directed Learning

Part D: Write Your Reflections on the Child’s Responses (verbal and non-verbal) during /after
your ‘Seeding’ of the Environment. Ensure that you include the child’s voice and your
voice. Be mindful -‘seeding the environment’ is not task -orientated it is about enriching
the play environment and supporting the child’s interest/s and self-directed learning.

(see LMS to review the range of resources that can be used to seed the play environment)
 SCHOOL OF EDUCATION

Appendix 6: PST Self-Evaluation Form

(to be completed by the PST and placed in their Practicum File)

Learning Experience/Activity: Child: Date:

EYLF Outcomes:

1. What I intended the focus child to learn as a result of your provocation

2. Changes I made to the learning environment during the activity and why

3. How did the child respond to the environment/ play provocation

4. What I think the child learned from the ‘seeded’ environment/ play provocation and how
I know

5. What I could have done differently to improve the learning outcomes for the child

6. What I learned about the child from this learning experience/activity/provocation

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 SCHOOL OF EDUCATION
Appendix 7: Mentor Feedback Form
(to be completed by the Mentor or the ECE teacher and placed in the PST’s Practicum File)

PST Student Name: Date:

Learning Focus

Child: Age:

Name of Educator Mentor and/or ECE Teacher:

Commendations:

Recommendations:

Overall Impression:

Signature of Educator Mentor and/or the ECE Teacher:

 Appendix 8: Handwashing Songs

Wash, Wash, Wash Your Hands

(To the tune of Row, Row, Row Your Boat):

Wash, wash,
Wash your hands
Wash them nice and clean.
Scrub them here (with hand motion scrubbing together) Scrub them there
(with hand motion scrubbing tops of hands)
And scrub them in between (with hand motion scrubbing between fingers).

This is the Way We Wash Our Hands

(To the tune of Mulberry Bush):

This is the way we wash our hands

Wash our hands
Wash our hands
This is the way we wash our hands
Before we eat our food/ After we use our potty (the toilet)/ Before we go to sleep
etc.

Names of Other Songs or Poems or Rhymes or Simple Games…

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