Master of Teaching (Early Childhood)
(MMEA) Information Session 2012
G1.72-3 Thursday 2nd February 2.00pm
followed by enrolment about 4.00pm
Magill Campus
Program Director - Dr Victoria Whitington
Statement of acknowledgement
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I acknowledge that this land on which we meet
today is the traditional lands for the Kaurna
people. We in the early childhood program
respect their spiritual relationship with their
country. We also acknowledge the Kaurna
people as the custodians of the Adelaide
region, and that their cultural and heritage
beliefs are still important to the living Kaurna
people today.
MMEA Information Session
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The purpose of this session is to
introduce you to the program in which
you will be studying and its context, and
to give you an opportunity to meet key
staff and your fellow students.
WORKING WITH YOUNG CHILDREN
what do you notice about this photo?
And this photo?
Agenda for today
2.00pm
1. Students to collect the information pack
2. Welcome from Program Director (10 mins)
3. Robyn Crouch, program support officer, to drop in
4. Introductions around the group
5. Basic Emergency Life Support (BELS) information (Bruno Timpani) (2.30pm)(10 mins)
6. Program overview (Program Director) (2.40pm)(20 mins)
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Mode – Internal only
 Graduate Qualities
 Early childhood program principles and student outcomes
 Key locations
 Orientation Week
 When do classes begin?
7. de Lissa History (Trevor Feder)(3.00pm)(15mins)
8. Professional Experience Overview (Valerie Aloa)(3.15pm)(45mins)
9. Summary (Victoria)
4.00pm
Enrolment in Computer Pools – U Buddies to assist, Victoria to take the group to Campus Central.
Welcome and Introductions
Administrative staff:
Robyn Crouch and Sharon Key
Professional Placement Coordinator:
Briony Carter
Academic Staff:
Jeff Meiners, Anne Carrington, Christy Ward, Janet
McDowall, Susan Hill, Sharon Russo, Valerie Aloa,
Margaret Scrimgeour, Nick Manglaras, Trevor Feder.
Students introduce themselves to the group
Master of Teaching (Early Childhood) MMEA
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Structure (booklet)
2 years full time, or longer part time
Professional experience in childcare, sessional
preschools and junior primary, all called
‘Professional Experience’ courses
Professional experience, child development,
curriculum and education studies strands
Transition to a new program at the end of
2012
Program:
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FIRST YEAR
First Half (Study Period 2)
Children Developing in Context 2
Introduction to Literacy and Numeracy in Early Childhood
Developing a Play Curriculum Birth - 8 Years
Professional Experience 1 (Birth to 3 Years)
Second Half (Study Period 5)
Social Education Birth - 8 Years
Education, Change and Society
Physical Education and Health Birth - 8 Years
Professional Experience 2 (3 to 5 Years)
SECOND YEAR
First Half (Study Period 2)
Children Developing in Context 3
Literacy Birth to 8 Years
The Arts-rich Early Childhood Curriculum
Professional Experience 3 (5 to 8 Years)
Second Half (Study Period 5)
Science and Technology Birth - 8 Years
Children with Special Needs
Professional Experience 4 (5 to 8 Years)
Numeracy Birth to 8 Years
EDUC 1016
EDUC 2048
EDUC 1014
EDUC 1044
EDUC 2024
EDUC 4169
EDUC 2022
EDUC 2026
EDUC 1015
EDUC 3053
EDUC 1067
EDUC 3022
EDUC 1013
EDUC 4100
EDUC 1040
EDUC 3054
MUST BE DONE IN FIRST SP OF FIRST YEAR
Strand: Curriculum
8 courses (second year ones shadowed)
 Introduction to Literacy and Numeracy in Early
Childhood Education
 Developing a Play Curriculum Birth to 8 Years
 The Arts Rich Early Childhood Curriculum
 Physical Education and Health Birth to 8 Years
 Literacy Birth to 8 Years
 Numeracy Birth to 8 Years
 Science and Technology Birth to 8 Years
 Social Education Birth to 8 Years
Strand: Child Development
2 courses
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Children Developing in Context 2
(social and emotional development)
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Children Developing in Context 3
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(cognitive development/thinking)
Professional Experience - Dr Valerie Aloa
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Criminal History Screening submission apply immediately
http://www.unisa.edu.au/eds/working_with_mi
nors.asp
(You need to assemble 100pts of ID, then go online to
this address above, complete the form and take it to a
Post Office, pay, then wait for written notification to
you. Please store that notification safely. An email will
be sent to the University regarding approval. Watch
for clearance on my placement website. All inquiries
to Pearly Tan 8302 6543
Professional Experience – Dr Valerie Aloa
The University requires:
 Criminal History Screening
 First Aid - Basic Emergency Life Support (BELS)
training
Deadline for both to be completed/ cleared by Monday
Feb 27th
 Promoting Safety and Wellbeing – complete online by
Week 3,
March 13th deadline, further information to be emailed.
 Reporting Abuse and Neglect RAN before graduation.
Professional Experience (cont.)
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Professional Experience 1 (B-3 years) – first half of
Year 1
Professional Experience 2 (3-5 years ) – second half
of Year 1
From 2013 - 2nd year of the program a 9pt course likely
to include a 35 day placement in a JP setting in the
second half of Year 2
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Professional Experience 3 (5-8 years)
– first half of Year 2
 Professional Experience 4 (5-8 years)
– second half of Year 2
Professional Experience 1 (B-3 years)
Study Period 2 (Semester 1) of the first year
22 days in child care centres: Birth - 3 years;
generally one day per week plus 2 week block
at the end
 Developing observation skills: running records,
jottings; learning and development; planning
for individual children; routines of child care
setting; working as team member; government
regulations and accreditation of childcare.
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Professional Experience 1 (B-3 years)
Week 1 Thursday 1st March 9.30-3.30pm
- child development seminar B1.46
 Week 2 Thursday 8th March - morning
only - Lady Gowrie Visit
 Week 3 Thursday 15th March – first day
of Professional Experience all day
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Professional Experience 2 (3-5 years)
Study Period 5 (Sem 2) of the first year
29 days, including 9 day visits and 20 day
block in a preschool/kindergarten
 Children’s growing appreciation of the world
around them, the planning, implementing and
evaluating of a play-based curriculum which
supports the development of the whole child
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Professional Experience 3 (5-8 years)
currently
Study Period 2 (Sem 1) of the second year
16 days including 6 individual visit days and a
10 day block
 Planning and implementing curriculum
subjects in junior primary classes focusing on
arts, social education and P.E. + play-based
activity
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Professional Experience 4 (5-8 Years)
currently
Study Period 5 (Sem 2) of the second year
25 days including 5 negotiated day visits and
20 day block
 Building a personal/ professional philosophy
as a reflective practitioner, planning and
implementing language, literacy and
mathematics + other learning areas in junior
primary settings
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Mode of Study
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Only internal in 2012 but there may be
some more flexibility from 2013.
Electives/ Pre requisites
Electives
None – assumed from first degree
Pre requisites and co requisites – only for
Professional Experience courses
Some courses are best done before others, for
example, Developing the Play Curriculum is
foundational for curriculum courses
Masters specific tutorials
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Purpose
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Labelled when you enrol
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What if my timetable clashes?
Graduate Qualities
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6.
7.
Operates effectively within and upon a body of knowledge of
sufficient depth to begin professional practice
Is prepared for lifelong learning in pursuit of personal
development and excellence in professional practice
Is an effective problem solver capable of applying logical, critical
and creative thinking to a range of problems
Can work both autonomously and collaboratively as a
professional
Is committed to ethical action and social responsibility as a
professional and citizen
Communicates effectively in professional practice and as a
member of the community
Demonstrates international perspectives as a professional and as
a citizen
Guiding principles for the award
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B.
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F.
G.
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I.
Early childhood education and care is defined internationally as covering the age range birth to 8 years, and
encompassing the professional roles of caregiver and teacher.
Development in the early years has distinct characteristics and optimal development in this period of life has
significant consequences for later years learning including social relationships, health and wellbeing.
An ecological approach is taken to early childhood so that children are best understood in dynamic interaction
with their family, societal and cultural contexts.
Effective approaches to curriculum and practice in the early years are holistic and child centred because the
early stages of cognitive, social/emotional, physical and other developmental domains are highly interactive,
and the process of development and education is highly individual.
Recognition of the series of horizontal and vertical transitions that young children make, such as those
between home, childcare, preschool and school, early childhood education and care requires a multi-service
approach, working in authentic partnerships with families and communities.
Early childhood education and care is founded on a multi-disciplinary knowledge base, informed by an
ongoing analysis and application of current research, and educators’ ability to employ research relevant to the
field.
Early childhood education and care is committed to praxis applied to theory and professional roles such that
each informs the other, taking an integrated approach when planning for care and learning experiences for
children
Early childhood education acknowledges the diverse social circumstance of families and is committed to
optimising children’s development, learning and wellbeing, underpinned by an ability to advocate for and
implement inclusive practices.
The preparation of early childhood professional educators requires an educational strategy of respecting
students as professional adult learners committed to ethical and reflective practice, intellectual inquiry and
lifelong learning.
Master of Teaching (Early Childhood)
outcomes
This program aims to produce graduates who will:
A. Recognise the distinctive nature of children in the Birth to 8 age range, and the importance of
early childhood years for later development and learning, and be active agents for change and
improvement in the field.
B. Take an ecological approach to understanding children and families, basing their practice on
the understanding that children need to be viewed within the contexts of their immediate
familial and societal environments, including the broader political and ideological frameworks
and the time and space within which they live. See children as dynamically and reciprocally
embedded in a web of inter-relationships
C. Apply a holistic, child centred, play-based approach to pedagogy, understanding children’s
development as an integrated process, recognising the dynamic interconnection of all
curriculum areas during the early years, leading to an emphasis on integration of curriculum
and practice, while recognising the integrity of different disciplines. Construct curriculum
building on children’s capacities, and acknowledging their diverse cultures.
D. Adopt a multi-service understanding of the early childhood profession leading to the ability to
work in a range of early childhood services including family support, varieties of child care,
pre-school and the early years of school, and facilitate the transition of children between these
different contexts. Work in authentic partnerships with families and communities across the
variety of contexts in the early childhood years.
2010 Master of Teaching (Early Childhood)
outcomes (cont.)
E. Use a multi-disciplinary knowledge base from a range of significant disciplines to understand and
analyse the processes that shape children's lives in a way that fosters critical evaluation and
includes an understanding of the dynamic and changing nature of the early childhood field.
F. Be informed by and employ ongoing analysis and application of current research and
demonstrate the ability to employ research and assessment relevant to the field.
G. Integrate theoretical and practical studies to develop and evaluate pedagogical approaches to
professional involvement with children and families across a range of rôles and institutional
settings and to advocate for quality in early childhood education.
H. Acknowledge the diverse social circumstances of families and be committed to providing and
advocating for the developmental and learning needs, and wellbeing of all children, and
implementing inclusive practices. Be aware of and responsive to the needs of Indigenous
children and their families, and children whose home language is not English.
I. Implement strategies for lifelong personal professional development using acquired skills of selfreflection, research and scholarship, critical evaluation of philosophies, beliefs, attitudes, and
political cultural and economic factors underlying trends in education. Become increasingly
confident, independent, cooperative, adaptable, spontaneous, creative and ethical educators,
committed to enhancing the early childhood field and improving service to children and their
families.
Do you need support in this program because of
disability, health, personal or learning issues?
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If you haven’t already
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Speak with your Course Coordinator. If you have a Disability
Access Plan. You may need to:
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Contact the Learning & Teaching Unit on your campus
Their staff can consult with you regarding your needs
The service is confidential
Arrange an appointment time out of class
Negotiate extensions
Plan for tests and assignments
Plan for issues such as class absences
Arrange access to course information such multimedia .
http://www.unisa.edu.au/ltu/students
Support frameworks within the program
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Campus Central is the first port of call
Other students
Program Director and Course Coordinators and
lecturers/tutors
Program and professional experience administrators
Student organised, regular non-class meetings of
MMEA students
MMEA specific tutes are tailored to the needs of this
cohort of students
Key locations
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Campus Central - open 8.30 a.m. – 6.00 p.m. Monday to Friday,
the first place to go for any general matters related to your
student life at the University of South Australia. You can visit the
Campus Central Office on campus or contact them via email
campuscentral.magill@unisa.edu.au
Academic Services Officer– Robyn Crouch G1.28
8302 4399
Professional Experience Administrator – Sharon Key Professional
Experience Office, Mawson Lakes 8302 6581
Program Director – Dr Victoria Whitington G1.12
Staff offices
Library
Room numbering code deciphered
Orientation Day Thursday 23th Feb
Early Childhood Programs – D1.20 and other locations.
Early Childhood MMEA programs specific events in red
Whole school welcome
10.15-10.30 Introduce program directors and course coordinators for 1st year courses
(Valerie, Christy, Anne and Steph). Reminder about what should be completed
by now – CHS, BELS, Name Badge, Promoting children’s safety and well
being online workshop
10.30-10.45 Connect the dots activity – ice breaker
1.45-12.15 Getting to know you activities G1.83
Activities for all students across the school, not by program
Classes start:
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Week beginning 27th February
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2012 Academic Calendar
Enrolment
Off to Campus Central!
Campus
Central
1300 301 703
unisa.edu.au/campuscentral
Ask
Campus Central