Program Overview

EDEC301 - Child Protection in Early Childhood Education

Unit Rationale, Description, and Aim

Child protection is an essential consideration and commitment in the everyday practice of an early childhood teacher working in collaboration with colleagues, families, and the wider community. This unit introduces pre-service teachers to national and state/territory-based legislation and policy, with children's rights and professional ethics forming the foundational lens. Theoretical frameworks are revisited, and contemporary practice models are explored to support pre-service teachers' understanding of the complexities involved in child protection.

The aim of this unit is to prepare pre-service teachers for their statutory obligations in preventing, identifying, responding to, and reporting suspected child maltreatment. Understanding issues of historical trauma, including those of First Nations people, as well as heightened vulnerability and the contexts in which child maltreatment occurs, will be developed throughout the unit. Trauma-informed strategies will be integrated throughout to inform practice and support the learning and wellbeing of all children, particularly those who have experienced child maltreatment and/or adversity.

Learning Outcomes

To successfully complete this unit, pre-service teachers will be able to:

1. Explain the different forms of child maltreatment, the impacts on children's learning, development, and wellbeing in the context of the UN Rights of the Child, and ways to respond to identified concerns of child maltreatment.
2. Explain national and state/territory laws and regulations on child protection in relation to the early childhood education and care sector, along with current child protection agencies and resources.
3. Apply the ethical and professional responsibilities of early childhood teachers and educators in child protection work with children and families.
4. Apply knowledge of the principles of child-safe organisations to service-level policies, practices, and learning environments.
5. Develop a plan for a collaborative response from a scenario of possible child maltreatment/ethical dilemma.

Unit Content

Topics will include:

• Introduction to child protection in Australian and international contexts
• The influence of social, political, and cultural contexts in the Australian child protection landscape
• Revisiting theoretical frameworks from a lens of understanding the complex nature of child protection
• What is child maltreatment?
• Understanding Australian legislation and policy
• Child Safe Organisations
• e-safety practices in ECEC
• The role of early childhood professionals in child protection

Assessment Strategy and Rationale

This unit comprises two assessment tasks aligned with the learning outcomes and designed to build graduate capabilities in accordance with the University's assessment requirements. Completion of both tasks is mandatory.

1. Assessment Task 1: Essay - Source current research literature and recognised child protection/government websites to respond to questions about the evolution of child protection legislation and initiatives in Australia and their comparison in an international context.
2. Assessment Task 2: Scenario Response Plan - Provide a detailed response plan to a chosen scenario of an identified instance of possible child maltreatment, informed by current research literature and resources.

Learning and Teaching Strategy and Rationale

This unit uses a trauma-informed, blended learning strategy that combines digital resources with collaborative, discussion-based experiences. The strategy centres on building pre-service teachers' capacity to identify, prevent, and respond to child maltreatment by embedding culturally responsive practices and a deep understanding of historical trauma, particularly in relation to First Nations peoples.

Representative Texts and References

• Australian Children's Education and Care Quality Authority. (2025). Guide to the National Quality Framework.
• Australian Government (n.d.). eSafety Commissioner.
• Australian Institute of Health and Welfare. (2022). Family, domestic and sexual violence.
• Walsh, K. & Smith, R. (2022). Putting Children First: Child safe organisations.

Credit Points and Year

• Credit points: 10
• Year: 2026

About ACU

Australian Catholic University acknowledges the traditional custodians of the lands on which we live and work, and we pay our respects to Elders both past and present.