Introduction to Modules

Leadership

This topic asks you to consider leadership in practice. It explores the multi-faceted nature of leadership in early childhood education and care settings and considers the issue of effective leadership when working both within an early years’ service and in inter-professional settings. Ways to advance leadership skills and build team capacity are addressed as is the concept of leaders as agents of change.
Upon completion of this topic you will have:

• explored what constitutes effective leadership including qualities, skills and characteristics
• considered leadership from an integrated practice perspective

Image of the child

This topic asks that professionals, who work with young children and their families, to question how current social, economical, legal and political systems position children and the responsibilities for their care and education. As early childhood professionals we have our own ‘mental models’ of childhood, which are the images, assumptions, and stories we carry in our minds. This topic will challenge you to consider how these internal images influence the way we work with young children and their families.
Upon completion of this topic you will have:

• examined historical and social constructions of childhood
• explored the relationships between the social construction of childhood and current early childhood policies and practice

Philosophy

This topic focuses on factors underpinning the development of a philosophy and what this means in practice.
Upon completion of this unit participants will have:

• explored early childhood principles of education and care, in particular the notions of the competent child.
• developed at a foundation level an ability to refine personal practice frameworks for work in children's service settings.
• examined developmental theory underpinning practice with young children and their families.

Pedagogy of listening

This topic will explore the need for early years’ professionals to create a culture of dialogue to find common ground enabling people to share knowledge, ideas and co-create possibilities. The topic will also take a detailed look at a deeper dimension of leadership and change with a focus on transdisciplinary practice. The ideas of Sharmer (2008) and Kahane (2002) will be used to consider how to open up a space for genuine inquiry in the early years sector to transform the way we work within and across disciplines.
Upon completion of this topic you will have:

• considered the dimensions of leadership that lead to social action
• investigated different types of talking and  listening
• explored the use of talking and listening to create change to be used in a integrated practice framework
• examined the notion of the pedagogy of listening
• explored the importance of being present when listening to children

Integrated practice with infants and toddlers

This topic will introduce early years professionals to three early years’ frameworks that reflect an integrated approach to development and learning for infants and toddlers.
Upon completion of this topic you will have:

• examined and analysed a range of disciplines and theoretical perspectives to inform practice
• developed some understanding of the concepts and language relating to the care and education of young children
• explored practice frameworks for the care and education of young children

Pedagogy of difference

This topic will explore the concept of difference as a way of thinking about diversity of ideas, understandings and practice.
Upon completion of this topic you will have:

• used a reflection/action model of conversation to engage in systematic, collaborative discussion, reflection and inquiry with the aim of improving inclusive  practice
• examined bias and outlined the responsibilities of early childhood professionals as a significant other in the lives of children
• explored and critiqued core concepts of  difference, inclusion and inclusive practice as it relates to care and learning environments for young children and their families
• considered strategies for building genuine, reciprocal relationships with and between children, families and the community

Social determinants of health

This topic is about thinking through what we know about the impact of social determinants on a child’s health and well-being and the role that early years’ professionals play in providing quality interactions and nurturing environments.
Upon completion of this topic you will have:

• explored understandings of brain research and its significance for a child’s development and life trajectory
• identified protective and risk behaviours  associated with a child’s health and well-being
• considered early prevention and intervention strategies for disadvantaged children and their families