This subject extends on studies of curriculum and pedagogy to include the Queensland Kindergarten Learning Guideline, as it applies to the curriculum decision-making cycle of planning, interacting, monitoring, assessing and reflecting with children from 3 to 5 years of age. Play-based pedagogy is explored through an examination of age-appropriate pedagogies and intentional teaching strategies. The context of early childhood education is further developed through a review of the National Quality Standard; National Laws and Regulations; the Quality Improvement process; national and global curricula and policy; and professional development topics relevant to early childhood education. Ten (10) days of Professional Experience in a 3- to 5-year-old setting will offer pre-service teachers the opportunity to link theoretical learning to practice.

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109210 Bachelor of Education (Early Childhood Education), 109510 Bachelor of Early Childhood Education

109210 Bachelor of Education (Early Childhood Education), 109510 Bachelor of Early Childhood Education Offerings: All

ED1439 - Early Childhood Education and Care 1

Early Childhood Education and Care 1

Evaluate teaching programs and interpret student assessment data to evaluate children's learning and inform teacher-initiated experiences

Describe a broad range of strategies for involving parents/carers effectively, sensitively and confidentially in the educative process

Implement the curriculum decision-making cycle of planning, interacting, monitoring, assessing and evaluating age-appropriate pedagogies for diverse young children aged 3-5 years, using the Early Years Learning Framework and the Queensland Kindergarten Learning Guideline

Evaluate early childhood practices using a broad and critical understanding of the National Quality Standard, the Quality Improvement Process and the National Laws and Regulations

Develop a transition statement for reporting to parents/carers, based on accurate and reliable records of children's learning and development

Formulate a coherent professional identity for early childhood teaching with respect to ethical, inclusive and safe practices in early childhood settings