Overview
Working with infants and toddlers draws on a specialised and growing body of research about the capabilities and characteristics of young learners. Recognition of infant and toddler agency informs how pedagogies are selected to build and sustain respectful and reciprocal relationships are enacted within early childhood education and care contexts. In this unit you will interrogate your personal assumptions and capabilities for working with infants and toddlers and reflect on the centrality of partnerships with children’s families. You will complete a 15-day professional placement in an early childhood setting with children aged birth to two years where the focus is on observing and enacting pedagogies that are responsive to the needs of infants and toddlers.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
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 1 - 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.
- Interpret observed interactions and care practices to identify key pedagogies that educators use as they work with infants and toddlers that promote secure, respectful and reciprocal relationships and ensure appropriate care and to meet the specific learning needs of children across the full range of abilities
- Critically reflect on personal assumptions about infants and toddlers to generate personal attributes and capabilities required for working with infants and toddlers
- Select and utilise strategies that facilitate positive interactions, nurture relationships, promote wellbeing, belonging and learning and ensure the continuation of centre routines and rituals to support all childrens’ learning, participation and engagement
- Plan, implement and document learning experiences that promote the engagement, participation and care of infants and toddlers and are responsive to their characteristics, stage of development and social, cultural and linguistic backgrounds
- Demonstrate professional responsibility through adherence to placement guidelines, codes of conduct and ethics and legislative, administrative and organisational policies and processes for teachers at the professional experience site
- Reflect on the importance of genuine partnerships with families/caregivers and with other professionals with consideration of need for sensitivity and confidentiality during interactions in order to support children’s learning, development and wellbeing
- Propose a plan for continued professional learning for working with infants and toddlers.
This unit contributes to meeting the curriculum content requirements outlined by the Australian Children's Education & Care Quality Authority (ACECQA) and the completion of a placements with infants and toddlers.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 1 - Written Assessment - 50% | |||||||
| 2 - Professional Practice Placement - 0% | |||||||
| 3 - 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.
g.busch@cqu.edu.au
j.souter@cqu.edu.au
Module/Topic
Understanding brain development – the first one thousand days
Chapter
Please see the links on Moodle. A detailed reading list is provided.
Events and Submissions/Topic
Module/Topic
Development across the domains
Chapter
Please see the links on Moodle. A detailed reading list is provided.
Events and Submissions/Topic
Module/Topic
Schemas: Learning through play
Chapter
Please see the links on Moodle. A detailed reading list is provided.
Events and Submissions/Topic
Module/Topic
Viewing babies as unique, capable human beings
Chapter
Please see the links on Moodle. A detailed reading list is provided.
Events and Submissions/Topic
Module/Topic
Relational pedagogies
Chapter
Please see the links on Moodle. A detailed reading list is provided.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Week 6 - Week 10 will cover the materials listed below. Further detail will be available on Moodle.
Compliance with routines, health and safety – reference to the NQS
· Care routines and rituals and rhythms
· Safe sleeping practices
· Safe supervision
“Who am I and how should I be” – dispositions and capabilities for working with toddlers
Documenting children’s learning
Establishing a supportive learning environment that support inclusivity, participation and engagement in classroom activities.
Establishing and maintaining partnerships with families/caregivers and with other professionals
Reflective practice
Chapter
Please see the links on Moodle. A detailed reading list is provided.
Events and Submissions/Topic
Module/Topic
Week 6 - Week 10 will cover the materials listed below. Further detail will be available on Moodle.
Compliance with routines, health and safety – reference to the NQS
· Care routines and rituals and rhythms
· Safe sleeping practices
· Safe supervision
“Who am I and how should I be” – dispositions and capabilities for working with toddlers
Documenting children’s learning
Establishing a supportive learning environment that support inclusivity, participation and engagement in classroom activities.
Establishing and maintaining partnerships with families/caregivers and with other professionals
Reflective practice
Chapter
Please see the links on Moodle. A detailed reading list is provided.
Events and Submissions/Topic
Module/Topic
Week 6 - Week 10 will cover the materials listed below. Further detail will be available on Moodle.
Compliance with routines, health and safety – reference to the NQS
· Care routines and rituals and rhythms
· Safe sleeping practices
· Safe supervision
“Who am I and how should I be” – dispositions and capabilities for working with toddlers
Documenting children’s learning
Establishing a supportive learning environment that support inclusivity, participation and engagement in classroom activities.
Establishing and maintaining partnerships with families/caregivers and with other professionals
Reflective practice
Chapter
Please see the links on Moodle. A detailed reading list is provided.
Events and Submissions/Topic
Module/Topic
Week 6 - Week 10 will cover the materials listed below. Further detail will be available on Moodle.
Compliance with routines, health and safety – reference to the NQS
· Care routines and rituals and rhythms
· Safe sleeping practices
· Safe supervision
“Who am I and how should I be” – dispositions and capabilities for working with toddlers
Documenting children’s learning
Establishing a supportive learning environment that support inclusivity, participation and engagement in classroom activities.
Establishing and maintaining partnerships with families/caregivers and with other professionals
Reflective practice
Chapter
Please see the links on Moodle. A detailed reading list is provided.
Events and Submissions/Topic
Module/Topic
Week 6 - Week 10 will cover the materials listed below. Further detail will be available on Moodle.
Compliance with routines, health and safety – reference to the NQS
· Care routines and rituals and rhythms
· Safe sleeping practices
· Safe supervision
“Who am I and how should I be” – dispositions and capabilities for working with toddlers
Documenting children’s learning
Establishing a supportive learning environment that support inclusivity, participation and engagement in classroom activities.
Establishing and maintaining partnerships with families/caregivers and with other professionals
Reflective practice
Placement
Chapter
Please see the links on Moodle. A detailed reading list is provided.
Events and Submissions/Topic
Module/Topic
Placement
Chapter
Events and Submissions/Topic
Module/Topic
Placement
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
You are required to observe educators as they interact with babies and toddlers.
Part A:
You are to document 3 interactions between the educator and infant/toddler to explicate the features of the interactions between the adult (educator) and child/ren. This may focus on the talk (tone, gaze, gestures) all working together to build relationships and responsive interaction.
While you can select any care, play interaction with the infant/toddler, you may consider times such as mealtimes, one on one playful interactions, sharing stories, supporting caregiving times.
The documentation that you submit will show/articulate the following:
· Visual recording of the interaction (with faces of the children blurred – this will be still images)
· Selected parts of the transcript with annotations to show the features of the interaction. For example:
o What did you notice that the educator did?
o How did the educator initiate the interaction or respond to the child
o How did the child respond?
Part B:
Drawing inspiration from your observations of the educators, you are asked to critically reflect on the following:
· Your personal assumptions about working with infants and toddlers to consider personal attributes and capabilities required for working with infants and toddlers and the pedagogies that are used to support infants and toddlers.
· How understandings about the child’s needs as a young learner have informed pedagogies
A series of videos will be provided on the Moodle site to enable you to complete this task. If you work in a service, you may use examples from your work context. However, you must ensure that you have written consent to use data from your work site.
Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI agents is as follows:
• Gen AI content can be used to generate ideas and general structures, however, it must be acknowledged in your task.
Week 7 Monday (28 Apr 2025) 11:45 pm AEST
Week 7 Monday (28 Apr 2025)
The assignment will be returned within 3 weeks.
- Interpret observed interactions and care practices to identify key pedagogies that educators use as they work with infants and toddlers that promote secure, respectful and reciprocal relationships and ensure appropriate care and to meet the specific learning needs of childrenacross the full range of abilities
- Critically reflect on personal assumptions about infants and toddlers to generate personal attributes and capabilities required for working with infants and toddlers
- Interpret observed interactions and care practices to identify key pedagogies that educators use as they work with infants and toddlers that promote secure, respectful and reciprocal relationships and ensure appropriate care and to meet the specific learning needs of children across the full range of abilities
- Critically reflect on personal assumptions about infants and toddlers to generate personal attributes and capabilities required for working with infants and toddlers
2 Professional Practice Placement
Prior to commencing placement, you must complete a number of tasks. This includes the completion of compliance forms and a quiz. These must be completed and submitted in the required repository prior to commencing placement. You will be provided with information about where to upload required documents via the Moodle site.
a) Formative assessment - Completion of placement compliance form.
b) Formative assessment - Compulsory Online Quiz. You will complete a 15 question quiz based on the content from the unit. To pass this task and proceed to placement, 100% (that is 15 out of 15) needs to be achieved. You can take the quiz as many times as needed to achieve 100%. Failure to complete the quiz will result in cancellation of your placement.
c) You will undertake a 15 day supervised placement in a setting with children birth to 24 months and complete all tasks outlined in the Information and Guidelines Booklet for Professional Practice Component.
The placement will be organised by the relevant University Professional Practice Coordinator. An up-to-date working portfolio must be maintained throughout the placement. Explicit guidance about the organisation of the portfolio is provided in the Information and Guidelines booklet. The working portfolio should include a copy of the each of the requirements outlined in the booklet. In addition, you will need to include records of all observations, planning, evaluation and reflection conducted throughout the placement. The staff member at the early learning centre, in consultation with the university supervisor, will complete both an interim and a Final Summative Report.
The placement will be completed at the time specified on the Professional Experience Placement Calendar
- Select and utilise strategies that facilitate positive interactions, nurture relationships, promote wellbeing, belonging and learning and ensure the continuation of centre routines and rituals to support all childrens’ learning, participation and engagement
- Plan, implement and document learning experiences that promote the engagement, participation and care of infants and toddlers and are responsive to their characteristics, stage of development and social, cultural and linguistic backgrounds (Placement)
- Demonstrate professional responsibility through adherence to placement guidelines, codes of conduct and ethics and legislative, administrative and organisational policies and processes for teachers at the professional experience site (Placement)
- Select and utilise strategies that facilitate positive interactions, nurture relationships, promote wellbeing, belonging and learning and ensure the continuation of centre routines and rituals to support all childrens’ learning, participation and engagement
- Plan, implement and document learning experiences that promote the engagement, participation and care of infants and toddlers and are responsive to their characteristics, stage of development and social, cultural and linguistic backgrounds
- Demonstrate professional responsibility through adherence to placement guidelines, codes of conduct and ethics and legislative, administrative and organisational policies and processes for teachers at the professional experience site
3 Presentation
Carmen Dalli (2011) refers to a “membrane of constantly evolving supportive connections” (p.3) to guide quality pedagogy. Partnerships with those who support children, including families, contributes to this membrane of support. The Early Years Learning Framework (AGDE, 2022) has identified “partnerships” (p.14) as a principle underpinning the everyday practice of early childhood educators.
Part A: You are required to reflect critically on the role of an educator as they work in partnership with the child’s families (Partnerships with families). Use the following questions to guide your reflection.
· How do we act with empathy and sensitivity when children are experiencing adversity
· How do we communicate and share information safely and respectfully with each other
· What strategies did you observe that the educator use to work effectively, sensitively and confidentially with parents/carers. This might be observed during times of interactions with families or during more formal communication that occurs via notices, documentation of children’s learning and so on.
· How do educators engage in shared decision-making with various stakeholders, including children, to support children’s learning, development and wellbeing.
Part B: In the first assessment task, you were asked to reflect on your personal assumptions about working with infants and toddlers to consider personal attributes and capabilities required for working with infants and toddlers. Following your placement and your focus on partnerships, reflect on what capabilities might need further development. You are asked to also consider how you might go about developing these capabilities.
Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI agents is as follows:
• Gen AI content can be used to generate ideas and general structures, however, it must be acknowledged in your task.
This task is due 1 week after the placement.
This will be returned in 3 weeks
- Reflect on the importance of genuine partnerships with families/caregivers and with other professional with consideration of need for sensitivity and confidentiality during interactions in order to support children’s learning, development and wellbeing. (Assignment 3)
- Propose a plan for continued professional learning for working with infants and toddlers (Assignment 3)
- Reflect on the importance of genuine partnerships with families/caregivers and with other professionals with consideration of need for sensitivity and confidentiality during interactions in order to support children’s learning, development and wellbeing
- Propose a plan for continued professional learning for working with infants and toddlers.
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?
