master of teaching early childhood mmea information session 2012 n.
Skip this Video
Loading SlideShow in 5 Seconds..
Master of Teaching (Early Childhood) (MMEA) Information Session 2012 PowerPoint Presentation
Download Presentation
Master of Teaching (Early Childhood) (MMEA) Information Session 2012

Master of Teaching (Early Childhood) (MMEA) Information Session 2012

155 Views Download Presentation
Download Presentation

Master of Teaching (Early Childhood) (MMEA) Information Session 2012

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. 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

  2. Statement of acknowledgement • 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.

  3. MMEA Information Session • 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.

  4. WORKING WITH YOUNG CHILDRENwhat do you notice about this photo?

  5. And this photo?

  6. 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) • 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.

  7. 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

  8. Master of Teaching (Early Childhood) MMEA • 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

  9. Program: • FIRST YEAR • First Half (Study Period 2) • Children Developing in Context 2 EDUC 1016 • Introduction to Literacy and Numeracy in Early Childhood EDUC 2048 • Developing a Play Curriculum Birth - 8 Years EDUC 1014 • Professional Experience 1 (Birth to 3 Years) EDUC 1044MUST BE DONE IN FIRST SP OF FIRST YEAR • Second Half (Study Period 5) • Social Education Birth - 8 Years EDUC 2024 • Education, Change and Society EDUC 4169 • Physical Education and Health Birth - 8 Years EDUC 2022 • Professional Experience 2 (3 to 5 Years) EDUC 2026 • SECOND YEAR • First Half (Study Period 2) • Children Developing in Context 3 EDUC 1015 • Literacy Birth to 8 Years EDUC 3053 • The Arts-rich Early Childhood Curriculum EDUC 1067 • Professional Experience 3 (5 to 8 Years) EDUC 3022 • Second Half (Study Period 5) • Science and Technology Birth - 8 Years EDUC 1013 • Children with Special Needs EDUC 4100 • Professional Experience 4 (5 to 8 Years) EDUC 1040 • Numeracy Birth to 8 Years EDUC 3054

  10. 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

  11. Strand: Child Development 2 courses • Children Developing in Context 2 (social and emotional development) • Children Developing in Context 3 • (cognitive development/thinking)

  12. Professional Experience - Dr Valerie Aloa • Criminal History Screening submission - apply immediately (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

  13. 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.

  14. Professional Experience (cont.) • 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 • Professional Experience 3 (5-8 years) – first half of Year 2 • Professional Experience 4 (5-8 years) – second half of Year 2

  15. 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.

  16. 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

  17. 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

  18. 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

  19. 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

  20. Mode of Study • Only internal in 2012 but there may be some more flexibility from 2013.

  21. 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

  22. Masters specific tutorials • Purpose • Labelled when you enrol • What if my timetable clashes?

  23. Graduate Qualities • 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

  24. Guiding principles for the award • 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.

  25. Master of Teaching (Early Childhood) outcomes This program aims to produce graduates who will: • 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. • 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 • 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. • 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.

  26. 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 self-reflection, 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.

  27. Do you need support in this program because of disability, health, personal or learning issues? • If you haven’t already • Contact the Learning & Teaching Unit on your campus • Their staff can consult with you regarding your needs • The service is confidential • Speak with your Course Coordinator. If you have a Disability Access Plan. You may need to: • 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 . •

  28. Support frameworks within the program • 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

  29. Key locations • 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 • 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

  30. 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

  31. Classes start: • Week beginning 27th February • 2012 Academic Calendar

  32. Enrolment Off to Campus Central!

  33. 1300 301 703 Ask Campus Central Campus Central