EUN662 Arts and Science in Early Childhood
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUN662 |
|---|---|
| Equivalent(s): | EAN614, EUZ662 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $555 |
| Domestic tuition unit fee | $2,976 |
| International unit fee | $4,020 |
Unit Outline: Semester 1 2024, Kelvin Grove, Internal
| Unit code: | EUN662 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EAN614, EUZ662 |
| Coordinator: | Lyndal O'Gorman | lm.ogorman@qut.edu.au |
Overview
Early childhood teaching and learning in the arts and sciences requires ongoing construction and reconstruction of new knowledges about learners, learning, and the early years context in which learning takes place. You will build on your knowledge base of the arts and sciences. You will be supported to develop effective communication capabilities using appropriate literacies to exercise confident leadership in learning environments. This unit aims to challenge you, as leaders in early childhood teaching and learning, to interrogate a broad range of ideas, principles and guidelines to inform decisions about arts and science curriculum and to engage with trans-disciplinary and cross-disciplinary knowledge and innovation. You will be challenged to engage in critical evaluation of approaches to teaching and learning, to use appropriate techniques to analyse and solve problems, and to manage change productively.
Learning Outcomes
On successful completion of this unit you will be able to:
- A body of knowledge relating to early childhood arts and sciences education including understanding recent developments in the field. (CLO1.1)
- Cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice or scholarship in the fields of early childhood arts and sciences education. (CLO2.1)
- Technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice or scholarship in early childhood arts and sciences education. (CLO2.4)
- Application of knowledge and skills about early childhood arts and sciences education with creativity and initiative to new situations in professional practice and/or for further learning with high level personal autonomy and accountability. (CLO3.1)
Content
This unit will cover the following topics:
1. The Arts in Early Childhood
This module consists of a description and experience of the creative process and recent research findings on children's artistry in relation to symbol systems, all forms of art, and the artistic process.
2. Science in Early Childhood
This module emphasises understanding current theories about science explorations in early childhood. Strategies for putting theory into action are examined.
3. Early Childhood Environments
A variety of approaches to organising early childhood environments is discussed. The role of culture, including Indigenous perspectives, will be explored.
4. Inquiry Learning, Creativity and Problem solving
You will examine inquiry learning, creativity and problem solving in the development of key concepts, skills, attitudes and values in the arts and science.
5. Documentation
Strategies are explored for monitoring the progress of children and for working cooperatively with families and children to monitor progress. Students explore methods for recording plans and evaluations in the arts and sciences.
Learning Approaches
This unit will use a range of teaching and learning approaches utilizing relevant information technologies. Multi-modal strategies include an online learning environment and on-campus groups designed to support the teaching and learning in this unit.
Feedback on Learning and Assessment
Formative assessment will be provided through feedback on initial assignment work and in electronic communication.
Assessment
Overview
Assessment items are designed to allow students to engage with areas and concepts that are of particular interest within the arts and sciences, while also demonstrating their understandings of the unit material. Assignment 1 is a creative inquiry project in which students explore creativity and higher order thinking by engaging in the creative process and applying new understandings to early childhood education. Assignment 2 is a documentation of a science and arts project with young children, involving them in the processes of inquiry-based learning. The project must focus on science and arts learning, and is presented as a teaching plan.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Project in arts and/or science
This assessment engages you in a creative inquiry project. You will learn about creativity and higher order thinking by reviewing relevant literature. The second phase of the assignment requires you to engage in the creative process by producing a self-portrait. You will then apply your new theoretical and practical understandings about creativity and higher order thinking to early childhood education.
Relates to Course Learning Outcomes
CLOs 1.1, 2.1, 2.4, 3.1
This is an assignment for the purposes of an extension.
Assessment: Plan for children's project and accompanying documentation
This assessment requires you to design a project to be undertaken with young children, which will involve them in the processes of inquiry-based learning. The project should cross disciplines, but must focus on both science and arts learning. You should present the project as a teaching plan including strategies for recording and reporting on children’s learning and links with relevant curriculum documents.
Relates to Course Learning Outcomes
CLOs 1.1, 2.1, 2.4, 3.1
This is an assignment for the purposes of an extension.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Readings and other resources will be made available to students through the Canvas site.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with this unit.
Unit Outline: Semester 1 2024, Online
| Unit code: | EUN662 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EAN614, EUZ662 |
Overview
Early childhood teaching and learning in the arts and sciences requires ongoing construction and reconstruction of new knowledges about learners, learning, and the early years context in which learning takes place. You will build on your knowledge base of the arts and sciences. You will be supported to develop effective communication capabilities using appropriate literacies to exercise confident leadership in learning environments. This unit aims to challenge you, as leaders in early childhood teaching and learning, to interrogate a broad range of ideas, principles and guidelines to inform decisions about arts and science curriculum and to engage with trans-disciplinary and cross-disciplinary knowledge and innovation. You will be challenged to engage in critical evaluation of approaches to teaching and learning, to use appropriate techniques to analyse and solve problems, and to manage change productively.
Learning Outcomes
On successful completion of this unit you will be able to:
- A body of knowledge relating to early childhood arts and sciences education including understanding recent developments in the field. (CLO1.1)
- Cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice or scholarship in the fields of early childhood arts and sciences education. (CLO2.1)
- Technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice or scholarship in early childhood arts and sciences education. (CLO2.4)
- Application of knowledge and skills about early childhood arts and sciences education with creativity and initiative to new situations in professional practice and/or for further learning with high level personal autonomy and accountability. (CLO3.1)
Content
This unit will cover the following topics:
1. The Arts in Early Childhood
This module consists of a description and experience of the creative process and recent research findings on children's artistry in relation to symbol systems, all forms of art, and the artistic process.
2. Science in Early Childhood
This module emphasises understanding current theories about science explorations in early childhood. Strategies for putting theory into action are examined.
3. Early Childhood Environments
A variety of approaches to organising early childhood environments is discussed. The role of culture, including Indigenous perspectives, will be explored.
4. Inquiry Learning, Creativity and Problem solving
You will examine inquiry learning, creativity and problem solving in the development of key concepts, skills, attitudes and values in the arts and science.
5. Documentation
Strategies are explored for monitoring the progress of children and for working cooperatively with families and children to monitor progress. Students explore methods for recording plans and evaluations in the arts and sciences.
Learning Approaches
This unit will use a range of teaching and learning approaches utilizing relevant information technologies. Multi-modal strategies include an online learning environment and on-campus groups designed to support the teaching and learning in this unit.
Feedback on Learning and Assessment
Formative assessment will be provided through feedback on initial assignment work and in electronic communication.
Assessment
Overview
Assessment items are designed to allow students to engage with areas and concepts that are of particular interest within the arts and sciences, while also demonstrating their understandings of the unit material. Assignment 1 is a creative inquiry project in which students explore creativity and higher order thinking by engaging in the creative process and applying new understandings to early childhood education. Assignment 2 is a documentation of a science and arts project with young children, involving them in the processes of inquiry-based learning. The project must focus on science and arts learning, and is presented as a teaching plan.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Project in arts and/or science
This assessment engages you in a creative inquiry project. You will learn about creativity and higher order thinking by reviewing relevant literature. The second phase of the assignment requires you to engage in the creative process by producing a self-portrait. You will then apply your new theoretical and practical understandings about creativity and higher order thinking to early childhood education.
Relates to Course Learning Outcomes
CLOs 1.1, 2.1, 2.4, 3.1
This is an assignment for the purposes of an extension.
Assessment: Plan for children's project and accompanying documentation
This assessment requires you to design a project to be undertaken with young children, which will involve them in the processes of inquiry-based learning. The project should cross disciplines, but must focus on both science and arts learning. You should present the project as a teaching plan including strategies for recording and reporting on children’s learning and links with relevant curriculum documents.
Relates to Course Learning Outcomes
CLOs 1.1, 2.1, 2.4, 3.1
This is an assignment for the purposes of an extension.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Readings and other resources will be made available to students through the Canvas site.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with this unit.