Here are the key points I gathered from our discussion: - There have been significant changes in early childhood education at the government level including increased recognition of the importance of the early years, national curriculum and standards, and greater accountability requirements. - Contemporary perspectives that influence practice include sociocultural theory, postmodernism, poststructuralism, the sociology of childhood, and the reconceptualist movement. Effective educators apply these theories through reflective practice, meaningful curriculum, partnerships, and documenting learning. - While change can be difficult, frameworks like ADKAR can provide structure. Organizational culture and engaging staff are important for successful change implementation. Ongoing reflection is also key to evaluating and modifying change. -

2. Children are miracles. Believing that every child is a
miracle
can transform the way we design for children's care.
When we invite a miracle into our lives
we prepare ourselves and the environment around us.
We may set out flowers or special offerings. We may
cleanse ourselves, the space,
or our thoughts of everything but the love inside us. We
make it our job to create,
with reverence and gratitude,
a space that is worthy of a miracle! Action follows
thought. We can choose to change. We can choose to
design spaces for miracles,
not minimums.
This poem was written by Anita Olds. She was a very passionate early childhood educator
in North America in designing rich learning environments for spirits to flourish.

3. Housekeeping
Please make sure you have printed a copy of the unit
outline. Record key dates in your diary and pay particular
attention to:
Weekly readings (essential textbooks and online
resources);
Assessments; and
Field Experience dates.

4. Expectations…
You must be committed to your profession and this will be
evident when you…
 attend class every week;
complete the unit readings;
study outside of class time (at least 8-10 hours per unit);
and
access Blackboard each week.

5. Class Attendance
You must be punctual and on time each week;
100% attendance is expected – even when an
assessment is due in this or any other class;
If an absence is unavoidable (due to illness) please email
your tutor prior to the class; and
Mobile phones are NOT to be used in class.

6. Assessment Submission
It is your responsibility to know the assessment
submission due dates and times and prepare to submit
them before the final hour.
Penalties will apply if the submission time is missed.
Blackboard will automatically close the submission portal
at the designated time.
Please check the unit outline for the policy and
procedures that apply for requesting an assessment
extension. No exceptions will be made regarding correct
documentation and evidence required.

7. Assessments across the units
The Unit Coordinators have met regularly in the past
months to ensure your units are well connected.
Where possible we have spread the assessments across
the semester however there is a build up of large
assessments due at the end of the semester which has
been unavoidable.
Please be aware that you will need to manage your time
and effort to submit these on time.

8. Assessment 1: Exercise
10%
Due Week 4 - Monday 24 March 2014 BEFORE 11:59pm (WST)
The purpose of this assessment is to explore the role of authentic documentation within the early
childhood setting through an observation schedule and learning story. Both forms of
documentation will use a video illustration from the Australian Professional Standards for Teachers
(AITSL) website. The focus illustration is entitled, ‘A creative space’ and can be downloaded from
http://www.teacherstandards.aitsl.edu.au/Illustrations/Details/IOP00354
Observation Schedule (5 marks):
Learning Story (5 marks):
You will need to use the observation schedule from the
Professional Practice Handbook (p. 29) to document your
observations of the early childhood classroom in the focus video
illustration. When documenting your observations, you will need to
look for evidence of the 7 quality areas covered by the National
Quality Standard (NQS). The 7 quality areas include:
Next, you will need to write a
learning story of approximately
150 words to record a snapshot
of the children’s learning within
the aforementioned video
illumination. You can write the
learning story in first person by
assuming the role of the early
childhood educator who featured
in the video. Given the word
limitation, you may prefer to
choose only one section of this
video to document in your
learning story. A selection of
photographs can be downloaded
from the ‘Assessment
Information’ tab in Blackboard to
accompany your learning story.






Quality Area 1: Educational program and practice
Quality Area 2: Children’s health and safety
Quality Area 3: Physical environment
Quality Area 4: Staffing arrangements
Quality Area 5: Relationships with children
Quality Area 6: Collaborative partnerships with families and
communities
 Quality Area 7: Leadership and service management

9. Assessment 2: Case Study
40%
Due Week 8 - Monday 21 April 2014 BEFORE 11:59pm (WST)
Compile a case study report that examines evidence of the Early Years Learning Framework (EYLF) within an
early childhood setting. Observational notes and annotated photographs of this early childhood setting will
be provided for you within the ‘Assessment Notes’ tab of Blackboard. For this assessment, you will need to
write your case study report and include the following sub-headings:
1.0 Introduction/Synopsis:
2.0 Methodology:
3.0 Findings/Discussion:
3.1 EYLF Outcome 1: Children have a strong sense of identity.
3.2 EYLF Outcome 2: Children are connected with and contribute to their world.
3.3 EYLF Outcome 3: Children have a strong sense of wellbeing.
3.4 EYLF Outcome 4: Children are confident and involved learners.
3.5: EYLF Outcome 5: Children are effective communicators.
4.0 Conclusion:
5.0 Recommendations:
6.0 APA (v.6) Reference List:
7.0 Appendices:
The word limit for this assessment is 1200 words. In terms of overall structure, marks will also be awarded for
correct use of English, spelling, punctuation, grammar, academic writing style and APA (v.6) referencing.

10. Assessment 3: Report 50%
Due Week 14 – Monday 2 June 2014 BEFORE 11:59pm (WST)
The Early Years Learning Framework (EYLF) and National Quality Standard (NQS) invite educators to embed
sustainability into their practice. This involves reducing waste, minimising consumption, caring for the
environment and contributing to a sustainable future. In preparation for your upcoming field experience
placement in a junior primary (6-8 years) classroom, you need to:
Report:
Write a 1000 word report with reference to academic literature, contemporary theories and curriculum
documents that addresses the importance of embedding sustainable practices into our early childhood
programs. Make sure you use the APA (v.6) referencing format to indicate all sources of your ideas
throughout the report. Consistent in-text references are needed to demonstrate clear links to theory.
Reference to dictionary definitions, Wikipedia and Google Internet sites is not accepted at a University level.
Instead, source all academic literature via the Curtin Library database, research-based journal articles and
academic textbooks.
Artefacts:
Create 3 artefacts for your resource file that honour sustainability by using mostly natural, found or recycled
materials where possible.
 Artefact 1: A classroom organisational tool such as a class calendar, weather or birthday chart;
 Artefact 2: Props or a puppet to accompany a storybook of your choice; and
 Artefact 3: A storage item to use during a mat session. For example a story box, story bag, treasure chest or puppet
theatre (made from a shoe, refrigerator or washing machine cardboard box).
Lesson Plan:
Prepare one lesson/experience plan that showcases how you will use at least 2 of the artefacts that you have
created with a junior primary (6-8 years) class. Please use the experience plan template provided within the
Professional Practice Handbook (p. 30).

11. Brainstorming Compass…
N – What do you NEED to
know?
E – What are you EXCITED
about?
S – Any SUGGESTIONS for
the unit?
W – Any WORRIES?

12. North…
Need to know about the unit?

13. East…
Excited about?

14. South…
Any suggestions?

15. West…
Any worries?

16. Topic 1: School contexts, changes
and contemporary perspectives
Upon completion of this topic, you will have investigated:
Changes within early childhood education;
Contemporary theories of children’s learning that
honour social and cultural contexts; and
National teaching, learning and curriculum documents
[EYLF, ACARA, NQS, MCEETYA].

17. Recognition of
the
importance of
the early years
National
learning and
curriculum
Share your
knowledge of
recent changes
at a
Government
level…
Accountability
requirements
Focus on
equality and
social justice
Increased
requirements
for quality staff

18. Changes at a Government
level
 Increased recognition of the importance
of the early years
 National early childhood agenda
 Australian Early Development Index
[AEDI]
 Importance of support for families
 Increased requirements for qualified staff
in prior to school settings. Pay disparities
between childcare and school ECE staff can
lead to high turnover rates
 A focus on equity and social justice in
education
 Aim is high quality education and care
for all
 Still inequalities for children in low
socio-economic communities and
remote and Indigenous communities
 Accountability requirements
 National standards support equity and
social justice but can enforce
standardised practices, predictability
and control, and imply that there is one
set of ‘best practices’ and one way of
measuring outcomes – has the
potential to de-professionalise teaching
practice
 Importance of contextually responsive
practices and ethic of care
 Issues around what counts as evidence
of children’s learning – need for wide
range of assessment

19. Changes at a Government
leveldocuments
National learning and curriculum
EYLF
ACARA
NQS
MCEETYA
Discussion - Do you think these changes will promote a
push-down of school curriculum or potential for push-up of
early years focus?

20. Changing worlds & childhoods
•
•
•
•
Technologies are a part of children’s everyday worlds. Increased use of technologies – computers,
mobile phones, digital cameras, Internet, iPods, iPads.
Technologies and globalisation make popular media culture increasingly accessible to children.
Popular media culture provides a shared frame of reference for play.
Children’s agency in their own learning. They are competent users of technology and active agents in
their own learning.

21. Contemporary
perspectives of
children’s learning
Use your textbook and the Internet to research the following…
(1) Sociocultural theory
(2) Postmodernism perspective
(3) Poststructuralism perspective
(4) Sociology of childhood
(5) Reconceptualising early childhood movement

22. Contemporary
perspectives of
children’s learning
(1) Sociocultural theory
Sociocultural theory:
• Recognises that children learn as they participate in everyday
life within their families and communities; and
• Suggests that learning follows different patterns within
different families and communities.

23. Contemporary
perspectives of
children’s learning
(2) Postmodernism perspective
Postmodernism:
 Argues that the world is complex and there are no universal
ways of being or doing; and
 Examines issues of power and social justice, including issues
of cultural and linguistic capital and dominant discourses.

24. Contemporary
perspectives of
children’s learning
(3) Poststructuralism perspective
Poststructuralism:
 Argues that we are not only shaped by our environment but
also shape our own identities – that is, people have agency in
their own lives; and
 Analyses the power relationships between discourses.

25. Contemporary perspectives of
children’s learning
(4) Sociology of childhood
The sociology of childhood:
 Values each child’s current experiences and their ‘being’;
 Focuses on children’s competencies and agency; and
 Listens to children’s voices and respects their views –
advocates researching with rather than on children.

26. Contemporary
perspectives of
children’s learning
(5) Reconceptualising early childhood movement
Reconceptualising early childhood:
 Challenges dominant knowledge and practices such as
developmentalist perspectives;
 Critiques images of the child as ‘innocent’ or ‘evil’; and
 Highlights the significance of diversity and difference in
children’s experiences.

27. Discussion…

28. Reflection…

29. Effective educators who apply
contemporary theories tend to…
engage in reflective practice,
focus on dispositions and
processes of learning.
critical action and change. They
provide meaningful curriculum
understand the importance of
that connects to children’s social
cultural contexts in children’s
worlds and extends learning.
learning.
engage in intentional teaching,
respect diversity and focus on
drawing on a repertoire of
equity and social justice.
pedagogies.
build effective partnerships with
families, children and communities. document children’s learning in
ways that acknowledge children’s
enhance relationships and
strengths and respond to
collaborative learning
children’s questions.
environments.
We will explore these key points in depth throughout this unit!

30. But it requires change…
The nature of change itself is changing. Dealing with
change is becoming an essential competence for survival
not a periodic or one-off program (Deering, 2006, p. 40).
Past experiences strongly influence our attitude to change
and naturally evoke varied responses from educators,
children, families and organisations.
Each educator’s journey is unique and reflective of the
diversity within the early childhood profession.
Change can be…
a well managed strategic process
• Positive change – voluntary, shared
decision making, resourced and
supported.
a difficult, poorly planned and underresourced process
• Negative change – externally driven,
minimal consultation, penalties,
minimal resource and support.

31. Organisational culture and
change
The MCEETYA, NQS, ACARA and EYLF documents have brought about
many changes in the early childhood sector. It is a school’s ability to
articulate their shared culture of basic assumptions, their shared
beliefs, and orientations that unite staff members and influence how
they will respond to change (Shein, 2004, cited in Arthur, Beecher, Death, Dockett & Farmer, 2012, p. 153).
Challenging current
Different thinking
practice
Key factors in the
development of a
shared vision…
(Deering, 2006)
Building teams
Creating a safe
environment

32. Frameworks for change management
These 5 ADKAR building blocks of change provide a positive and
easily shared framework for ECE educators and organisations to
continue to implement change.

33. Faces of change
Can
be…
Incremental
Induced
Routine
Crisis
Innovative
Transformational
No two individuals experience change in the same way.
Phases individuals may move through are:
1. denial
2. resistance
3. exploration
4. commitment
(Rodd, 2006)

34. Faces of change
Critical elements of management practice for
successful change:
1.
2.
3.
Engagement
Development
Performance management
‘While key individuals may play leading parts, effective
change means change in the collective attitudes,
behaviours and skills of the many.’
(Turner & Crawford, 1998)

35. Evaluating and modifying
change
Principle Five, ‘ongoing learning and reflective practice’
within the Early Years Learning Framework [EYLF] provokes
educators to be reflective in their practice as it is:
‘a form of ongoing learning that involves engaging with
questions of philosophy, ethics and practice. Its intention is
to gather information and gain insights that support,
inform and enrich decision-making about children’s
learning. As professionals, early childhood educators
examine what happens in their settings and reflect on what
they might change’ (Australian Government Department of Education, Employment and Workplace
Relations [DEEWR], 2009).

36. References
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2012). Programming &
planning in early childhood settings (5th ed.). South Melbourne, Australia: Cengage
Learning Australia Pty Limited.
Australian Government Department of Education, Employment and Workplace
Relations [DEEWR]. (2009). Belonging, being & becoming: The early years learning
framework for Australia. Retrieved from http://education.gov.au/early-yearslearning-framework
Deering, A. (2006). Managing organisational change. Movement Today, Nov/Dec,
AIM. Sydney: Textpacific Publishing.
Rodd, J. (2006). Leadership in early childhood (3rd ed.). Sydney: Allen & Unwin.
Turner, D. & Crawford, M. (1998). Change power. Business and Professional
Publishing: Australia.