Overview

This topic presents a comprehensive picture of the lives of young children, and in particular how these lives are embedded within a social and emotional context. Students will be expected to become familiar with different constructions of the child, drawing on theoretical perspectives from sociology, psychology and childhood studies. Critically … For more content click the Read More button below. Drawing on their own research and inquiry processes, students will develop a complex understanding of what motivates children's learning, their rights and needs, and also their reactions to that learning, such as difficult behaviours. The topic draws on historical and geographical knowledge to examine key theoretical ideas of place, space, time, continuity and change that underpin curriculum documents. The topic develops a sense of professional autonomy in pre-service teachers, challenging them to find creative and novel ways to support young children in their participation in their social worlds, within and beyond the classroom. 

Topic availabilities

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Tuition pattern

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Aims

This topic aims to:

  • Provide students with opportunities to synthesise their knowledge and understanding of the history, cultures and social relationships within which infants, toddlers and young children live and learn
  • Enable students to question concepts of childhood and common pedagogical strategies which will deepen their understanding of the particular social and emotional rights and needs of infants, toddlers and young children
  • Challenge students to become critically aware of their own social and cultural background, and how this may shape their role and actions as an educator
  • Provide students with the skills and expertise to evaluate available resources and approaches designed to maximise children's engagement as learners, and to use this expertise to create responsive and effective teaching and learning environments

Learning outcomes

On completion of this topic you will be expected to be able to:
1.
Reflect upon the historical and cultural construction of childhood, and develop a sophisticated understanding of how this shapes the theoretical and practical work of early childhood educators in a global and diverse world
2.
Articulate a complex account of children's engagement and motivation, using theoretical knowledge and understandings of class, gender and culture to explain the divergent dispositions and behaviours of young children
3.
Analyse and justify their role, as educators, in young children's social and emotional learning, and evaluate how best to respond to the different needs and responses they encounter
4.
Demonstrate the ability to form authentic relationships with children and their families and communicate effectively about social and emotional development, and sensitive issues
5.
Use a repertoire of theoretically-justifiable and equitable planning and evaluation tools which can engage, enhance, and evaluate young children's learning in regard to social and environmental change and ethical dilemmas

Assessments

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Requisites information

Pre-requisites: