Social Justice and Agency in ECE settings

Unit Outline (Higher Education)

Level of Unit in Course

AQF Level(s) of Course

Level of Unit in Course

Introductory

Intermediate

Effective Term:

2025/05

Institute / School :

Institute of Education, Arts & Community

Unit Title:

Social Justice and Agency in ECE settings

Unit ID:

ECCEL3712

Credit Points:

15.00

Prerequisite(s):

Nil

Co-requisite(s):

Nil

Exclusion(s):

(EDECE4004 and EEZED3712)

ASCED:

070101

Other Change:

Brief description of the Unit

Children’s agency is centred on the beliefs that children have a right to participate in decisions that affect them, are capable of making choices and decisions, and can initiate and lead their own learning. In this unit, Pre-Service Teachers (PSTs) consider the frameworks and models of children’s participation in which the concept of agency can be considered and theorised. Social justice and children’s rights are considered as important interrelated concepts. PSTs identify and discuss children’s agency and how it can be supported or inhibited. Ways of listening to children and ensuring their authentic participation, particularly with regard to their learning, are considered. PSTs design a learning program, within an open-ended learning environment, that acknowledges and supports their agency and builds on children’s culture, strengths, interests and knowledge.This unit will also expand Pre-Service Teachers' competencies as professional teachers, through a ten day supervised teaching experience in an educational setting or educational program. It is designed to encourage, inspire and challenge PSTs to explore alternative learning settings in which high quality educational practice occurs. The placement is underpinned by the intention to extend the PSTs’ perceptions of teaching and learning beyond the traditional and familiar educational environment. PSTs are required to complete the activities outlined in Professional Experience Assessment Report (Form A). This will take place in collaboration with their Mentor Teacher in the education setting in which the placement occurs. The students will also document their professional learning in the Professional Experience Pre Service Teacher Learning Log (Form B) supported by their assigned University Mentor.

Grade Scheme:

Graded (HD, D, C, P, MF, F, XF)

Work Experience Indicator:

Student is undertaking work experience in industry where learning and performance is not directed by the provider, but support is received from the provider. Fees (provider may charge a student contribution amount or tuition fee).

Placement Component:

Supplementary Assessment:No

Supplementary assessment is not available to students who gain a fail in this Unit.

Course Level:

Learning Outcomes:

Knowledge:

K1.	Examine the concept of children’s agency, and the implications for children’s learning and development.

K2.	Examine and consider children’s rights and the implications for professional practice with children.

K3.	Critically reflect on agency from a social justice, equity and diversity perspective.

K4.	Develop strategies that enable each child to be listened to, heard and takes into account their views and feelings of each child.

K5.	Consider social justice and agency in learning from different cultural perspectives, including children with diagnosed impairments or health conditions, children from ATSI backgrounds and children from NESB backgrounds.

Skills:

S1.	Plan learning experiences for children that acknowledge and support their agency.

S2.	Observe children and analyse and discuss observations from a sociology of childhood perspective.

Application of knowledge and skills:

A1.	Design a learning program, within an open-ended environment for children that acknowledges and supports their agency and builds on children’s culture, strengths, interests and knowledge.

A2.	Identify and discuss children’s agency and how it can be supported or inhibited.

Unit Content:

Topics will be drawn from:
• United Nations Convention on the Rights of the Child
• Sociology of Childhood
• Models of children’s participation
• Using information, gathered from the views and perspectives of children to inform practice
• Agency, social justice and the Early Years Learning Framework
• Children as agents in Early Childhood education
• Co-construction of curriculum with children
• Identifying and enabling children’s agency
• Listening to children
• Planning and designing open ended learning environments and learning experiences

Graduate Attributes:

	Learning Outcomes Assessed	Assessment Tasks	Assessment Type	Weighting
1.	K1, K2, K3, K4, K5, S1, A1 APST 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 3.2, 3.3, 3.6, 4.1,	Design an open-ended learning environment with planned learning experiences for a diverse group of children in an Early Childhood Centre, describing opportunities for children’s participation and how children’s agency is supported.	Learning plan	40-60%
2.	K1; K2; K3; K5; S2; A2 APST 1.1, 1.2, 2.1, 3.6, 4.1	Using a Childhood Studies or Social Justice lens, critically analyse vignettes to discuss children’s agency and rights within everyday experiences in early childhood education.	Critical analysis	40-60%
3.	APST: 1.0, 2.0, 3.0, 4.0, 5.0, 6.0, 7.0	Complete Professional Experience Assessment Report (Form A) in collaboration with mentor teacher	Hurdle	S/UN
4.	APST: 1.0, 2.0, 3.0, 4.0, 5.0, 6.0, 7.0	Establish, reflect and evaluate learning goals and professional learning against the Australian Professional Standards for Teachers in the Pre-Service Teacher Learning Log (Form B)	Hurdle	S/UN
5.	APST: 1.0, 2.0, 3.0, 4.0, 5.0, 6.0, 7.0	Completion of ten days of placement in a diverse education setting.	Hurdle	S/UN

Adopted Reference Style:

APA ()

Professional Standards / Competencies:

Standard / Competency