| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Infants and Toddlers |
| Unit ID: | EDMAS6031 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | (EDMAS6062) |
| Exclusion(s): | Nil |
| ASCED: | 070101 |
| Other Change: | |
| Brief description of the Unit |
This unit is designed to introduce the Pre-Service Teacher (PST) to the learning, development and care of babies and toddlers, particularly social and emotional development and attachment. PSTs will examine historical and contemporary perspectives and approaches, including play-based approaches and their impact of child health, safety and wellbeing as children undergo transitions. Using their knowledge of child development, current curricula, regulatory frameworks and engaging and inclusive teaching strategies, PSTs will plan for babies and toddlers. Reflection on teaching methods, learning environments and relationships with families and communities and the diverse needs of young children will enable PSTs to begin to develop their professional identity and ethical practice and advocate for positive learning environments for babies and toddlers |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | |  | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Examine and review historical and current teaching approaches for teaching infants and toddlers |
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| K2. | Research theoretical and cultural approaches in young children's development, care and education |
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| K3. | Understand the needs of young children and their families |
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| K4. | Explore how children's positive environments can promote learning, development and wellbeing |
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| Skills: |
| S1. | Share information with families on children's learning and development |
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| S2. | Articulate personal beliefs and professional understanding of teaching young children |
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| S3. | Use caregiving routines as learning opportunies for infants and toddlers |
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| S4. | Design play-based learning experiences for infants and toddlers |
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| S5. | Communicate with parents/carers in relation to learning experiences in the early childhood education setting |
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| Application of knowledge and skills: |
| A1. | Create an early childhood policy document |
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| A2. | Explore, analyse and reflect on teaching approaches for teaching infants and toddlers |
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| A3. | Plan, implement and evaluate learning experiences that meet the social, physical and learning needs of young children |
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| A4. | Articulate and advocate for the importance of a positive play-based learning environment for infants and toddlers |
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| Unit Content: |
Topics to be covered may include:
• Historical and current teaching practices in infant and toddler care and education
• Physical and Social Development of young children
• Attachment and working with families
• Planning experiences with resources and within the environment
• Playing inside and outside, and the value of risky play
• Respectful relationships with children, families and colleagues
• Advocating for children
• Communication and ethical dilemmas
• Understanding the rights of young children - valuing children as individuals, working with vunerable children and families
• The importance of care routines as opportunities for learning
• Transitions in the lives of young children
• Documentation for record keeping, assessing learning, and planning for individual children
• Understanding and meeting legal requirements, regulations, and EYLF requirements
• Guiding children's behaviour |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students at this level will demonstrate an advanced ability in a range of contexts to effectively communicate, interact and work with others both individually and in groups. Students will be required to display high level skills in-person and/or online in: • Using and demonstrating a high level of verbal and non-verbal communication • Demonstrating a mastery of listening for meaning and influencing via active listening • Demonstrating and showing empathy for others • High order skills in negotiating and conflict resolution skills\\ • Demonstrating mastery of working respectfully in cross-cultural and diverse teams. | 1 - Yes | FEDTASK 2
Leadership | Students at this level will demonstrate a mastery in professional skills and behaviours in leading others. • Creating and sustaining a collegial environment • Demonstrating a high level of self -awareness and the ability to self-reflect and justify decisions • Inspiring and initiating opportunities to lead others • Making informed professional decisions • Demonstrating initiative in new professional situations. | 1 - Yes | FEDTASK 3
Critical Thinking and Creativity | Students at this level will demonstrate high level skills in working in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically to generate and consider complex ideas and concepts at an abstract level • Analysing complex and abstract ideas, concepts and information • Communicate alternative perspectives to justify complex ideas • Demonstrate a mastery of challenging conventional thinking to clarify complex concepts • Forming creative solutions in problem solving to new situations for further learning. | 1 - Yes | FEDTASK 4
Digital Literacy | Students at this level will demonstrate the ability to work competently across a wide range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Mastering, exploring, evaluating, managing, curating, organising and sharing digital information professionally • Collating, managing complex data, accessing and using digital data securely • Receiving and responding professionally to messages in a range of professional digital media • Contributing competently and professionally to digital teams and working groups • Participating at a high level in digital learning opportunities. | 3 - N/A | FEDTASK 5
sustainable and Ethical Mindset | Students at this level will demonstrate a mastery of considering and assessing the consequences and impact of ideas and actions in enacting professional ethical and sustainable decisions. Students will be required to display skills in: • Demonstrate informed judgment making that considers the impact of devising complex solutions in ambiguous global economic environmental and societal contexts • Professionally committing to the promulgation of social responsibility • Demonstrate the ability to evaluate ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Communicating lifelong, life-wide and life-deep learning to be open to the diverse professional others • Generating, leading and implementing required actions to foster sustainability in their professional and personal life | 3 - N/A |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K4, S2, A2, A4, APST 1.1, 3.3, 7.1, | Hurdle Respond to discussion forum questions | Hurdle Q & A | S/U | | 2. | K2, K3, S1, A1, A3 APST 1.1, 1.3, 3.3, 3.5, 4.4, 7.1, 7.2, 7.3 | Write an Early Childhood Centre Transition Policy for Infants transition into the toddler room | Policy Document | 40% - 60% | | 3. | K2, K3, K4, S1, S3, S4, S5, A3, A4 APST 1.1, 1.3,3.1 3.3, 3.4 3.5, 3.7 4.4, 7.1, 7.2, 7.3 | Plan, implement and evaluate a series of learning experiences for 0-2yr old children. Learning experiences can incorporate indoor and outdoor settings and can include both free play and routines. Articulate how learning was communicated with parents/carers. One learning experience is to form the basis of a presentation that highlights how curricula decisions were made and how the experience was child led and catered for child agency. The presentation must draw on the relevant early childhood literature, EYLF NQS and ECA Code of Ethics. | Planning and presentation | 40% - 60% |
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