EDUC2331 Pedagogies of Belonging - Flinders University

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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. Pre‐ service teachers will be expected to become familiar with different constructions of the child, drawing on theoretical perspectives from sociology, psychology and childhood … For more content click the Read More button below. Drawing on their own research and inquiry processes, pre‐service teachers 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. Based on this expertise, they will evaluate how best to plan, assess and document children’s activities, and manage children’s behaviour with respect, compassion and thoughtfulness.

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. Pre‐ service teachers will be expected to become familiar with different constructions of the child, drawing on theoretical perspectives from sociology, psychology and childhood studies. Critically analysing this material, they will learn how to guide young children’s learning, from infancy through to middle childhood, and do so with sensitivity to the familial, cultural and linguistic context which shapes such learning.

Drawing on their own research and inquiry processes, pre‐service teachers 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. Based on this expertise, they will evaluate how best to plan, assess and document children’s activities, and manage children’s behaviour with respect, compassion and thoughtfulness.

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Tuition pattern

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Aims

The topic aims to:

Provide pre‐service teachers with opportunities to expand their knowledge and understanding of the history, cultures and social relationships within which infants, toddlers and young children live and learn
Enable pre‐service teachers to question dominant discourses of childhood (including common pedagogical strategies) in order to deepen their understanding of the particular social and emotional rights and needs of infants, toddlers and young children
Challenge pre‐service teachers to become critically aware of their own social and cultural background, and how this will shape their role and actions as an educator
Provide pre‐service teachers 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:

Reflect upon the historical and cultural construction of childhood, and develop a sophisticated understanding of how the theoretical and practical work of early childhood educators is shaped accordingly

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

Determine your role, as an educator, in young children's social and emotional learning, including how best to respond to different needs and responses

Identify the many changes in children's most significant relationships (both within and beyond the family) during the early years, and how to creatively and appropriately respond to these changes in the planning and evaluation process

Assessments

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Requisites information

Pre-requisites:

Anti-requisites:

Handbook

Pedagogies of Belonging

EDUC2331