| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Intervention Theory and Practice in Early Childhood Education |
| Unit ID: | EDMST6015 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070303 |
| Other Change: | |
| Brief description of the Unit |
This unit will develop students' understanding and application of early childhood intervention theories, practices and contemporary issues while comparing current philosophical and pedagogical perspectives with national education frameworks and legislative literature. Additionally, new innovative theories of childhood will be explored, that acknowledge children and their family’s ever changing and relationally complex worlds within an early childhood intervention context. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| 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. | Compare and contrast best practice Early Childhood Intervention Australia (ECIA) guidelines, with relevant policies, theories and standards nationally and internationally |
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| K2. | Critically reflect on the student’s own professional practice informed by early childhood specific education and intervention theory, and other relevant evidence-based literature for ongoing improvement |
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| K3. | Explore the potential for Post humanist and Transformative theories to address the diverse and constantly changing world relevant to the complex relational lives of children and their families today and into the future |
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| K4. | Review literature highlighting the positive outcomes of best practice early childhood intervention pedagogy for children, families and communities |
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| Skills: |
| S1. | Demonstrate socially and culturally sensitive perspectives reflecting strength based and family centred capacity building approaches |
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| S2. | Identify and demonstrate skills required for ensuring the family and all professionals within an ECI team are equipped with the necessary knowledge, skills and resources to effectively support the child to participate and flourish |
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| S3. | Analyse contemporary and innovative philosophical, theoretical understandings that inform pedagogical decision-making and potentially extend upon application of early childhood intervention best practice principles |
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| Application of knowledge and skills: |
| A1. | Examine, interpret and apply government standards for early childhood education intervention |
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| A2. | Compare and contrast contemporary views with philosophical post-humanist and transformational perspectives on early childhood intervention and pedagogical practices within the early education learning environment |
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| A3. | Create and apply a process for critical reflection of personal values, beliefs, conscious and unconscious and social/cultural bias to increase capacity to be responsive and adaptive to diverse and changing child and family contexts |
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| Unit Content: |
Disablity, developmental delay and cultural, social, gender diversity, Aboriginal and Torres Strait Islander perspectives, supporting the whole child and their family in a complex relational world The eight best practice principles of the National guidelines for early intervention in Australia and their application in a range of contexts Theories, frameworks and models underpinning early intervention practices nationally and internationally Implications of ecological, family centred practices and other models on teachers role and learning as an early childhood intervention team member Effective comunication skills, crtiically reflective practice and self auditing of early intervention perspectives and practices Views of childhood, global issues and implications for the future of early childhood intervention Positive outcomes of best practice early childhood intervention pedagogy for children, families and communities Foundation ECI best practices. |
| 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. | 1 - Yes | 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 | 1 - Yes |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K2, K3, S1, S2, S3, A1, A2, A3 | Critical Reflection. Select an evidence based critical reflection model from unit material. Analyse your experiences engaging with intervention stakeholders on placement. | Reflective log | 40-50% | | 2. | K1, K3, K4, S1, S2, S3, A1, A2 | Transformative leader resource. Design an early childhood intervention information digital handbook for an early childhood education context of choice. Reference list to be included | Digital handbook | 50-60% |
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