EDUC2334 Relational Pedagogies in Learning Spaces and Places of Early Childhood

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Overview

This topic examines the historical, cultural and political discourses producing contemporary conceptions of early childhood leadership, curriculum and pedagogy. Differences between conceptions of curriculum and pedagogy across the different sectors of early childhood education are interrogated and the impact of these differences on early childhood teacher/leader identities is explored. Implications … For more content click the Read More button below.

This topic examines the historical, cultural and political discourses producing contemporary conceptions of early childhood leadership, curriculum and pedagogy. Differences between conceptions of curriculum and pedagogy across the different sectors of early childhood education are interrogated and the impact of these differences on early childhood teacher/leader identities is explored. Implications for the development of socially just and equitable early childhood education are investigated.

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Aims

The topic aims to:

Provide pre-service teachers with a theoretical framework and a set of conceptual tools for thinking about and analysing early childhood curriculum and pedagogy
Assist pre-service teachers in understanding the differences between curriculum and pedagogy across the different sectors of early childhood education
Help pre-service teachers to understand the interrelationship between discourses of curriculum and pedagogy, leadership, teacher identities and social justice and equity
Develop the understanding of pre-service teachers in how intentionality in the design of learning environments and the choice of teaching techniques promote engagement and participation of young children

Learning outcomes

On completion of this topic you will be expected to be able to:

Identify ways in which identities as early childhood educators and leaders are linked to particular discourses of curriculum and pedagogy

Discuss the relationship between discourses of curriculum and pedagogy, leadership, teacher identity and early childhood education in ways which are socially just and equitable

Articulate how intentionality in how learning environments are set up with children can promote engagement and participation of all children

Evaluate strategies for how they promote and support the participation, engagement and agency of all children in the learning setting

Demonstrate reflexivity in the organisation of learning experiences

Evaluate practical approaches which promote personal responsibility and address challenging behaviour in positive way

Assessments

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Requisites information

Pre-requisites:

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Handbook

Relational Pedagogies in Learning Spaces and Places of Early Childhood

EDUC2334