Overview
The pedagogical approaches adopted by teachers within early childhood settings are informed by a range of sources including understandings about how young children learn, emerging research on the importance of the first one thousand days in the life of a child and guidance from research and curriculum frameworks. Play is recognised as a context for learning with the child’s right to play and the benefits of play enshrined in national and international policy. In this unit, you will research early childhood pedagogies and theories of play that support the holistic development of young children. Understandings derived by researching pedagogical approaches and learning theory will inform the selection of strategies that are responsive to children’s development. The centrality of relationships and responsive language-rich adult-child interactions as pedagogy will be examined also. You will apply practices for gathering, organising, interpreting and sharing data about what children know, can do and understand. Through the analysis of curriculum documents, you will identify opportunities for children’s acquisition of literacy and numeracy knowledge in meaningful and developmentally appropriate ways.
Details
Pre-requisites or Co-requisites
Completion of 72 credit points in CA10 or CG72 OR Admission to CM43.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 3 - 2025
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student communication
Unit content
Continue to embed contemporary research pertaining to early childhood pedagogies
- Analyse curriculum documents to identify opportunities for children’s acquisition of literacy and numeracy knowledge in meaningful and developmentally appropriate ways
- Research and apply strategies for gathering, organising, interpreting and sharing data about children’s learning with particular attention given to sharing information with important stakeholders (families)
- Research a range of early childhood teaching strategies/pedagogies and theories of play that support the intellectual, social, emotional and physical development and learning of young children
- Analyse the learning behaviour of children to document their strengths, needs, interests and capabilities and identify opportunities for learning
- Synthesise knowledge of child development, learning theory and contemporary research to recommend teaching strategies/pedagogies that are responsive to children’s stages of development and characteristics that affect their learning
- Justify pedagogical approaches and responsive adult-child interactions that support the learning of children from birth to eight years of age with reference to contemporary research literature
- Identify strategies to support inclusive student participation and engagement in classroom activities.
Learning outcomes and assessment in this unit provide opportunities for students to engage with content and practices in the Australian Professional Standards for Teachers (Graduate Stage) focus areas of:
1.1 Physical, social and intellectual development and characteristics of students
1.2 Understand how students learn
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1.5 Strategies to support full participation of students with disability
2.5 Literacy and numeracy strategies
3.3 Using teaching strategies
3.5 Use effective classroom communication
3.7 Engage parents/carers in the educative process
4.1 Support student participation
5.1 Assess student learning
5.4 Interpret student data
6.2 Engage in professional learning and improve practice
6.4 Apply professional learning and improve student learning
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 1 - Written Assessment - 50% | |||||||
| 2 - Presentation - 50% | |||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 1 - Knowledge | |||||||
| 2 - Communication | |||||||
| 3 - Cognitive, technical and creative skills | |||||||
| 4 - Research | |||||||
| 5 - Self-management | |||||||
| 6 - Ethical and Professional Responsibility | |||||||
| 7 - Leadership | |||||||
| 8 - Aboriginal and Torres Strait Islander Cultures | |||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
l.hughes@cqu.edu.au
Module/Topic
The image of the playful child and the historical perspectives on the play
Chapter
The image of the playful child and the historical perspectives on play Fleer, M. (2021). Play in the early years. Cambridge University Press. SER Publishing, Rome-Italy Vol. 6 No.2.
Irving, E & Carter, C. (2018) The Child in Focus, Oxford University Press
Norozi, S. A., & Moen, T. (2016). Childhood as a Social Construction. Journal of Educational and Social Research MCSER Publishing, Rome-Italy Vol. 6 No.2.
Theobald, M. (2019) UN Convention on the Rights of the Child: “Where are we at in recognising children’s rights in early childhood, three decades on …?”. IJEC 51, 251–257.
Theobald, M., Cobb-Moore, C., & Irvine, S. (2013). A Snapshot of 40 Years in Early Childhood Education and Care through Oral Histories. Australasian Journal of Early Childhood, 38(4), 107–115.
Events and Submissions/Topic
All references listed for each weekly module may assist you in your assignments.
Please refer to Moodle e Reading Lists as well.
Module/Topic
Child development from birth – 8 years – including understandings outlined in the First 1000 Days
Chapter
Child development from birth – 8 years – including understandings outlined in the First 1000 Days Center on the Developing Child at Harvard University (2016). From Best Practices to Breakthrough Impacts: A Science-Based Approach to Building a More Promising Future for Young Children and Families. Retrieved from: www.developingchild.harvard.edu.
Fleet, A., & Farrell, L. (2014). The Place of Infants in the Evolving Australian Policy Context. Australasian Journal of Early Childhood, 39(4), 81–88.
Moore, T., Dr, Arefadib, N., Deery, A., Dr, & West, S. (2017). The first 1000 days. Centre for Community Child Health. Pascoe, S., & Brennan, D. (2017). Lifting our game. Queensland Government, Department of Education of Victoria.
Events and Submissions/Topic
All references listed for each weekly module may assist you in your assignments.
Please refer to Moodle e Reading Lists as well.
Module/Topic
Centrality of Relationships
Chapter
Aspden, K., Clarke, L. & McLaughlin, T. (2019). Transitions as opportunities: Teaching practices to support major transitions for infants and toddlers. The First Years: Ngā Tau Tuatahi, 21, 2, 5-12.
Bishop, R., Ladwig, J., & Berryman, M. (2014). The centrality of relationships for pedagogy: The Whanaungatanga thesis. American Educational Research Journal, 51(1), 181-214.
Dalli, C. (2014). Quality for babies and toddlers in early years settings. Occasional Paper 4. TACTYC, Association for the Professional Development of Early Years Educators.
Dalli, C (2019). Key teacher in infant pedagogy. In M. A. Peters. Encyclopedia of Teacher Education. Springer. Living edition.
Day, C. (2017). Pedagogy with under three-year-olds: Cross-disciplinary insights and innovations. Children, Young People and Care.
Hughes, A. M. (2010). Developing play for the under 3s: The treasure basket and heuristic play. London: Routledge.
MacFarlane, K., & Cartmel, J. (2008). Playgrounds of learning: valuing competence and agency in birth to three-year-olds. Australasian Journal of Early Childhood, 33(2), 41-47.
Quiñones, G., Li, L., & Ridgway, A. (2021). Affective Early Childhood Pedagogy for Infant-Toddlers.
Sparling, J., & Lewis, I. (2000–2004). LearningGames: The Abecedarian Curriculum (5 volumes). Hillsborough, NC: MindNurture, Inc.
Wisneski, D. & Reifel, S. (2012). A place of play in early childhood curriculum. In N. File., J. Mueller, & D. Basler (Eds.), Curriculum in early childhood education: Re-examined, rediscovered, renewed (pp. 187-199). Routledge.
Events and Submissions/Topic
All references listed for each weekly module may assist you in your assignments.
Please refer to Moodle e Reading Lists as well.
Module/Topic
The environment as the third teacher: Creating responsive and respectful environments for young children that align with our knowledge of how children learn
Chapter
Berris, R. & Miller, E. (2011). How design of the physical environment impacts early learning: Educators' and parents' perspectives. Australasian Journal of Early Childhood, 36(4). 102-110.
Biermeier, M. A. (2015). Inspired by Reggio Emilia: Emergent Curriculum in Relationship-Driven Learning Environments. YC Young Children; Nov 2015; 70, 5; ProQuest One Academic.
Gonzalez-Mena. (2013). What Works? Assessing Infant and Toddler Play Environments. YC Young Children, 68(4), 22–25.
MacFarlane, K., & Cartmel, J. (2008). Playgrounds of learning: valuing competence and agency in birth to three-year-olds. Australasian Journal of Early Childhood, 33(2), 41-47.
Ralli, J., & Payne, R. G. (2016). Let's Play at the Library: Creating Innovative Play Experiences for Babies and Toddlers. Library Trends, 65(1), 41-63.
Rinaldi, C. (2013.). Re-imagining Childhood The inspiration of Reggio Emilia education principles in South Australia. South Australian Government.
Rouse. (2016). Making learning visible - parents' perceptions of children’s learning outdoors. Early Child Development and Care, 186(4), 612–623.
Events and Submissions/Topic
All references listed for each weekly module may assist you in your assignments.
Please refer to Moodle e Reading Lists as well.
Module/Topic
Listening as pedagogy
Chapter
Fleer, M. (2015). Pedagogical positioning in play–teachers being inside and outside of children's imaginary play. Early child development and care, 185(11-12), 1801-1814.
Houen, S., Danby, S., Farrell, A., & Thorpe, K. (2016). Creating Spaces for Children’s Agency: ‘I wonder…’ Formulations in Teacher–Child Interactions. Springer
Justus Sluss, D. (2019). Supporting Play in Early Childhood: Environment, Curriculum, Assessment. (3rd ed) Boston, Cengage
Massimelli, Massimiliano & Mineo, Roberta & Tucci, Giulia. (2022). Listening and Documenting in The Reggio Approach: The Challenge And The Vision Stemming From Bruner’s Contribution. Encounters in Theory and History of Education. 23. 184-199.
Rinaldi, Carlina. (2004). In Dialogue with Reggio Emilia: Listening, Researching and Learning. 1-186. 10.4324/9780203317730.
Events and Submissions/Topic
All references listed for each weekly module may assist you in your assignments.
Please refer to Moodle e Reading Lists as well.
Module/Topic
Contemporary studies on Appropriate Pedagogies for children from birth to 8 years (e.g., The effective provision of pre-school education)
Chapter
Ritte, R., Panozzo, S., Johnston, L., Agerholm, J., Kvernmo, S. E., Rowley, K., & Arabena, K. (2016). An Australian model of the First 1000 Days: an Indigenous-led process to turn an international initiative into an early-life strategy benefiting indigenous families. Global Health, Epidemiology and Genomics, 1, e11–e11.
Events and Submissions/Topic
All references listed for each weekly module may assist you in your assignments.
Please refer to Moodle e-Reading Lists.
Assessment Task 1 Due Date December 19, 2025, at 11:45 pm
Assessment Task 1: Pedagogical approaches for children Due: Week 6 Friday (19 Dec 2025) 12:00 am AEST
Module/Topic
Documentation and reflection on the learning occurring as children play
Building partnership with families/carers to support children’s learning
Chapter
Mcnally, & Slutsky, R. (2017). Key elements of the Reggio Emilia approach and how they are interconnected to create the highly regarded system of early childhood education. Early Child Development and Care, 187(12), 1925–1937.
Ramsay Greenberg, A. (2017). Dance and the Reggio Emilia Approach. Dance Education in Practice, 3(1), 20–24.
Turner, T & Wilson, D. G. (2009). Reflections on Documentation: A Discussion With Thought Leaders From Reggio Emilia. Theory Into Practice: Observation, Documentation, and Reflection to Create a Culture of Inquiry, 49(1), 5–13.
Emerson, L., Fear. J., Fox, S., & Sanders, E. (2012). Parental engagement in learning and schooling: Lessons from research. A report by the Australian Research Alliance for Children and Youth (ARACY) for the Family-School and Community Partnerships Bureau Canberra.
McAulay, Baxter, J., & Graham, K. (2013). Promoting partnerships in learning: Inspired by Reggio Emilia principles. Connect, 9, 12–13. Newman, L., Arthur, L., Staples, K., & Woodrow,
.
Events and Submissions/Topic
All references listed for each weekly module may assist you in your assignments.
Please refer to Moodle e-Reading Lists.
Module/Topic
Building partnerships with families/carers to support children’s learning
Chapter
Emerson, L., Fear. J., Fox, S., & Sanders, E. (2012). Parental engagement in learning and schooling: Lessons from research. A report by the Australian Research Alliance for Children and Youth (ARACY) for the Family-School and Community Partnerships Bureau Canberra.
McAulay, Baxter, J., & Graham, K. (2013). Promoting partnerships in learning: Inspired by Reggio Emilia principles. Connect, 9, 12–13. Newman, L., Arthur, L., Staples, K., & Woodrow,
C. (2016). Recognition of family engagement in young children’s literacy learning. Australasian Journal of Early Childhood, 41(1), 73–81. Woodrow, C., Somerville, M., Naidoo,
L., & Power, K. (2016) Researching parent engagement: A qualitative field study. The Centre for Educational Research, Western Sydney University, Kingswood, N.S.W.
Events and Submissions/Topic
All references listed for each weekly module may assist you in your assignments.
Please refer to Moodle e-Reading Lists
Module/Topic
Appropriate pedagogies in the early years of schooling
Chapter
Bassok D., Latham, S. & Rorem A. (2015). Is kindergarten the new first grade? EdPolicyWorks Working Paper Series, No. 20.
Edwards, S. (2017). Play-based learning and intentional teaching: Forever different? Australasian Journal of Early Childhood,42(2), 4-11.https://doi.org/10.23965/AJEC.42.2.01
Hall, J., Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2009). The role of preschool quality in promoting resilience in the cognitive development of young children. Oxford Review of Education, 35(3), 331-352.
Irvine, S. (2016). Playful pedagogies: Promoting active learning through play and imagination in the early years of school. In D. Bland. (Ed.), Imagination for Inclusion: Diverse Contexts of Educational Practice. (pp. 18-30). Abingdon, Oxon: Taylor and Francis.
Mardell, B., Wilson, D., Ryan, J, Ertel, K., Krechevsky, M & Baker, M. (2016). Towards a pedagogy of play. Retrieved February 7, 2018, from Project Zero:http://pz.harvard.edu/resources/towards-a-pedagogy-of-play
Milne, I. (2010). A sense of wonder, arising from aesthetic experiences, should be the starting point for inquiry in primary science. Science Education International, 21(2), 102-115.
Queensland Department of Education and Training (2015). Age-appropriate pedagogies for the early years of schooling: Foundation paper. Brisbane, Australia: Queensland Government.
Weisberg, D., Hirsh-Pasek, K., & Golinkoff, R. (2013). Guided Play: Where curriculum goals meet a playful pedagogy. Mind, Brain and Education 7(2), 104-112.
Events and Submissions/Topic
All references listed for each weekly module may assist you in your assignments.
Please refer to Moodle e Reading Lists.
Module/Topic
Play as a context for emergent literacy and numeracy
Play in the contemporary childhood – technologies and digital play
Chapter
Barratt-Pugh, C., & Rohl, M. (2021). Literacy learning in the early years. Routledge. Hopkins, L., Brookes, F., & Green, J. (2013). Books, Bytes and Brains: The Implications of New Knowledge for Children’s Early Literacy Learning. Australasian Journal of Early Childhood, 38(1), 23–28.
Australian Government Department of Education. (2022). Belonging, being and becoming: The early years learning framework for Australia V2.0. Australian Children's Education & Care Quality Authority. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
MacDonald A and Murphy S (2019) ‘Mathematics education for children under four years of age: A systematic review of the literature’, Early Years: An International Journal of Research and Development, 1-18.
Neaumm, S. (2018). Engaging with literacy provision in the early years: Language use and emergent literacy in child-initiated play. Journal of Early Childhood Literacy
Reid, K. (2016). Changing Minds: Discussions in neuroscience, psychology, and education. Australian Council for Educational Research.
Danby, S., Davidson, C., Theobald, M., Houen, S., & Thorpe, K. (2017). Pretend play and technology: Young children making sense of their everyday social worlds. In Multidisciplinary perspectives on play from birth and beyond (pp. 231-245). Springer.
Edwards, S. (2013). Digital play in the early years: A contextual response to the problem of integrating technologies and play-based pedagogies in the early childhood curriculum. European Early Childhood Education Research Journal, 21(2), 199–212. https://doi.org/10.1080/1350293X.2013.789190
Edwards, S. (2015). New concepts of play and the problem of technology, digital media and popular-culture integration with play-based learning in early childhood education. Technology, Pedagogy and Education, 25(4), 513-532.
Edwards, S. (2019). Digital play. In C. Donohue (Ed.), Exploring key issues in early childhood and technology: Evolving perspectives and innovative approaches, (pp. 55-62). Routledge.
Events and Submissions/Topic
All references listed for each weekly module may assist you in your assignments.
Please refer to Moodle e-Reading Lists
Module/Topic
Playful inquiry - learning in the everyday
Challenges for play in early childhood
Chapter
Helm, J. &. (2016). Young Investigators: The project approach in the early years (3rd edition). Victoria, Australia: Hawker Brownlow Education.
Pelo, A. (2014). A Sense of Wonder: Cultivating an Ecological Identity in Young Children—and in Ourselves. Canadian Children, 39(2), 5–10.
Farrell, A. (2021). Young Children’s Rights to Provision, Participation and Protection: Challenges of Applying the UN Convention on the Rights of the Child to Early Childhood Education and Care in Australia. In Young Children in the World and Their Rights (pp. 151–166). Springer International Publishing.
Redman, Harrison, L. J., & Djonov, E. (2021). Education versus care for infants and toddlers: the Australian early childhood challenge. Early Child Development and Care Sumsion, J., Grieshaber, S., McArdle, F., & Shield, P. (2014). The “state of play” in Australia : Early childhood educators and play-based learning. Australasian Journal of Early Childhood, 39(3), 4–13.
Wood. (2014). Free choice and free play in early childhood education: troubling the discourse. International Journal of Early Years Education, 22(1), 4–18. https://doi.org/10.1080/09669760.2013.830562
Events and Submissions/Topic
All references listed for each weekly module may assist you in your assignments.
Please refer to Moodle e-Reading Lists
Assessment Task 2 Due Date February 10, 2026, at 11:45 pm
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
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Chapter
Events and Submissions/Topic
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Events and Submissions/Topic
1 Written Assessment
Task Description
Drawing on scenarios provided on Moodle and engagement with relevant literature, you are required to identify approaches to pedagogy for children:
● Birth – 3 Years
● 3 years – 5 years
As you consider the pedagogical approaches for the two age ranges identified, you need to consider how the pedagogies support the holistic development of the child and align with what we know about the development and characteristics of young children. You need to make explicit how such approaches support inclusive student participation and engagement in classroom activities and contribute to the development of literacy and numeracy knowledge. Particular attention to how the pedagogical choices you make support children and are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious, and socioeconomic backgrounds (including children with Aboriginal and Torres Strait Islander backgrounds) is required. The centrality of responsive adult-child interactions that support the belonging and development of children needs to be discussed.
As part of your consideration, you need to identify the learning opportunities afforded to children in the scenarios and document how the learning opportunities for children reflect the theory you have examined and link to the learning outcomes of the early years learning framework and where appropriate the Kindergarten Guidelines (or similar in your State or Territory).
Your documentation may take the form of a learning story but there must be explicit attention to the learning that is occurring. There must be evidence of considering the learning that is occurring in the capabilities of literacy and numeracy. Additional annotation needs to be included to articulate why the teacher made particular pedagogical decisions. You need to reflect on the importance of documentation as a mechanism for engaging parents/carers in the educative process.
Use of Generative Artificial intelligence Agents (Gen AI)
AI Assessment Scale: Level 2
You may use AI for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas. Any misuse or lack of disclosure regarding AI tools will be considered a breach of academic integrity.
Week 6 Friday (19 Dec 2025) 12:00 am AEST
Week 9 Monday (19 Jan 2026)
● Synthesis of contemporary research on early childhood pedagogies
● Articulation of knowledge of the links between early childhood pedagogies, learning theory, and knowledge of young children
● Discussion of how early childhood pedagogies support inclusive participation and learning ● Justification for the importance of responsive adult-child interactions and playfulness
● Application of strategies for data gathering, organisation, and analysis
● Documentation of children’s learning with links to the relevant learning framework (EYLF)
● Reflection on the importance of documentation as a mechanism for engaging parents/carers in the educative process
● Effective, scholarly and professional communication in accordance with accepted academic conventions APA 7th
- Analyse curriculum documents to identify opportunities for children’s acquisition of literacy and numeracy knowledge in meaningful and developmentally appropriate ways
- Research and apply strategies for gathering, organising, interpreting and sharing data about children’s learning with particular attention given to sharing information with important stakeholders (families)
- Research a range of early childhood teaching strategies/pedagogies and theories of play that support the intellectual, social, emotional and physical development and learning of young children
- Analyse the learning behaviour of children to document their strengths, needs, interests and capabilities and identify opportunities for learning
- Synthesise knowledge of child development, learning theory and contemporary research to recommend teaching strategies/pedagogies that are responsive to children’s stages of development and characteristics that affect their learning
- Justify pedagogical approaches and responsive adult-child interactions that support the learning of children from birth to eight years of age with reference to contemporary research literature
- Identify strategies to support inclusive student participation and engagement in classroom activities.
2 Presentation
Task Description
Part A.
In the previous assessment task, the focus was on pedagogies that teachers enact in the years prior to school contexts. In this assessment task, you will build on your knowledge of early childhood pedagogy to consider appropriate pedagogies in the early years of school. You are required to research pedagogies appropriate in the early years of school that support the holistic development and learning of young children. You are required to provide a synthesis of this research as an appendix to this assessment task.
Part B:
Drawing on your developing knowledge of early childhood pedagogies, you are to develop two professional development sessions for F-2 teachers. You need to make explicit how the use of appropriate pedagogies and adult-child interactions in the Foundation to Year 2 years of schooling enables young children to engage in meaningful learning across the curriculum to enhance the general capabilities of literacy and numeracy.
These PD sessions will:
1. Provide theoretical knowledge (perhaps key readings) for the participants
2. Use vignettes (from websites such as AITSL, and Dept of Education) to show how pedagogies might look in an F-2classroom where the pedagogies align with what we know about young children, their way of learning, the developing brain, and their development across the domains of development
3. Identify how the environment supports appropriate pedagogies for children in the F-2 classroom
Part C:
In this final section, you are asked to reflect on why teachers need to engage in continued professional learning during their teaching career and also show evidence of where to access professional learning as a member of the early childhood profession.
Use of Generative Artificial intelligence Agents (Gen AI)
AI Assessment Scale: Level 2
You may use AI for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas. Any misuse or lack of disclosure regarding AI tools will be considered a breach of academic integrity.
Week 12 Monday (9 Feb 2026) 11:45 pm AEST
● Synthesis of contemporary research on pedagogies appropriate to the early years of schooling
● Design of professional development embeds contemporary research and shares theoretical knowledge
● Selection of examples of pedagogies that show evidence of knowledge of young children, their way of learning, and the developing brain
● Identification of how the design of the environment supports the implementation of appropriate pedagogies
● Reflection on the importance of professional learning and the identification of resources that might support professional learning
● Effective, scholarly and professional communication in accordance with accepted academic conventions APA 7th
- Analyse curriculum documents to identify opportunities for children’s acquisition of literacy and numeracy knowledge in meaningful and developmentally appropriate ways
- Research a range of early childhood teaching strategies/pedagogies and theories of play that support the intellectual, social, emotional and physical development and learning of young children
- Synthesise knowledge of child development, learning theory and contemporary research to recommend teaching strategies/pedagogies that are responsive to children’s stages of development and characteristics that affect their learning
- Justify pedagogical approaches and responsive adult-child interactions that support the learning of children from birth to eight years of age with reference to contemporary research literature
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
