Program Overview

ECHE6030 – Early Childhood Professional Practice 1

Unit Description

This unit incorporates both specialist theory and practice in early childhood education by combining university-based study with a 15-day professional experience in an early childhood setting. Central to the unit is the exploration of a variety of theories on how children learn. Students learn to record thoughtful, reflective observations, to use intentional teaching strategies to plan an appropriate curriculum, and to follow the planning cycle. A range of teaching strategies for guiding children's learning and behaviour are considered. Students also engage in critical reflection as part of their commitment to teaching. Students will utilise their coursework knowledge to complete a compulsory professional experience in a prior-to-school early childhood setting with children aged two to five years.

General Information

• Unit Convenor and Teaching Staff:
  • Co-Convenor Rebecca Andrews
  • Co-Convenor Katie Wright
  • Tutor Anna Margaret Grogan
• Credit Points: 10
• Prerequisites: (ECED600 or ECHE6000 or ECED817) and (ECED602 or ECHE6020 or ECED819)
• Corequisites: None
• Co-badged Status: None

Learning Outcomes

On successful completion of this unit, students will be able to:

• Demonstrate the link between theory, the Early Years Learning Framework, and planning for children aged 2-5 years.
• Systematically document and critically analyse the pedagogies and practices of teaching and learning, including ways to guide children's behaviour.
• Demonstrate the capacity to articulate a personal philosophy of professional practice as a teacher of young children.
• Interact and build relationships with young children.
• Critically examine ideas, issues, and principles connected with professional decision-making as a teacher in an early childhood setting.
• Demonstrate an understanding of the role of the reflective practitioner.

General Assessment Information

General Submission Information

• Assessments must be formatted using 12-point font and 1.5 spacing.
• All assessments must be submitted electronically.
• Turnitin plagiarism detection software is used to check all written assessments.

Use of Artificial Intelligence (AI)

• Students should be aware of and apply the University policy on academic integrity.
• Unauthorised use of generative artificial intelligence may include producing or retrieving information, paraphrasing text, increasing or enhancing the quality of an academic exercise, producing an answer for a task or quiz, and producing non-text-based work.

Special Consideration / Late Penalties

• Applications for extensions must be made via Service Connect.
• A 5% penalty (of the total possible mark) will be applied each day to late submissions, up until the 7th calendar day (including weekends). After the 7th day, a mark of '0' (zero) will be awarded even if the assessment is submitted.

Assessment Tasks

Newsletter

• Assessment Type: Practice-based task
• Indicative Time on Task: 9 hours
• Due: 23:55, 25/08/25
• Weighting: 40%
• Word Count: 1000 words

Professional Experience documentation

• Assessment Type: Portfolio
• Indicative Time on Task: 10 hours
• Due: 23:55, 10/11/25
• Weighting: 60%
• Word Count: 4000 words

Professional Experience Evaluation Report

• Assessment Type: Field work task
• Indicative Time on Task: 1 hour
• Due: 23:55, 07/11/25
• Weighting: 0%
• This is a hurdle assessment task.

Delivery and Resources

Required Textbook

• Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2024). Programming and planning in early childhood settings. South Melbourne: Cengage Learning Australia

Required Resource

• Australian Government Department of Education. (2022). Belonging, Being and Becoming. The Early Years Learning Framework for Australia V2.0. Commonwealth of Australia.

Recommended Textbook

• Porter, L. (2016). Young children's behaviour. Guidance approaches for early childhood educators. (4th ed.). Allen and Unwin.

Unit Schedule

Policies and Procedures

• Macquarie University policies and procedures are accessible from Policy Central.
• Students should be aware of the following policies in particular with regard to Learning and Teaching:
  • Academic Appeals Policy
  • Academic Integrity Policy
  • Academic Progression Policy
  • Assessment Policy
  • Fitness to Practice Procedure
  • Assessment Procedure
  • Complaints Resolution Procedure for Students and Members of the Public
  • Special Consideration Policy

Student Support

• Macquarie University provides a range of support services for students.
• Academic Success provides resources to develop English language proficiency, academic writing, and communication skills.
• The Library provides online and face-to-face support to help find and use relevant information resources.
• Student Services and Support offers IT support, accessibility and disability support, mental health support, safety support, and social support.