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HE Unit Template
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The Neophyte Professional in Early Childhood Contemporary Society
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EDMAS6058 - The Neophyte Professional in Early Childhood Contemporary Society
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20250200
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Course
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2.2
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2026-09-10
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2026-09-10
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Education
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Institute of Education, Arts & Community
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Education
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Postgraduate - Coursework
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15
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.125
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070101
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Teacher Education: Early Childhood
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070101 - Teacher Education: Early Childhood
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<a href="http://www.federation.edu.au/locate/unit/edmas6058">View unit fees</a>
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Graded (e.g. HD, D, C, etc)
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9
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Masters Degree
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Advanced
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<p>This unit is designed to support PSTs as they prepare for their final Professional Experience placement and as they enter the Profession as an Early Childhood Teacher (ECT). PSTs will examine and explain their professional responsibilities, associated with advocating for and providing play-based learning environments that also support children's agency in their own learning. PSTs will make connections to research and theory to support their understandings. They will draw on the APST, curriculum frameworks, National Quality Standards, National Regulations, and ECA Code of Ethics to develop a Curriculum Vitae and address key selection criteria. As PSTs enter the profession, they will be called upon to work alongside and support vulnerable children and families. They will develop knowledge and understanding of ways in which trauma experiences can impact mental health, social and emotional wellbeing, behaviour and learning within early learning contexts. Underpinning the content of the unit is the understanding that effective teachers manage challenging behaviour through supportive, responsive techniques rather than coercive or punitive measures. Within this unit, brain-based insights, relationship based approaches, and responsive teaching methods are explored to identify effective strategies for establishing a safe, supportive learning environment for children. A range of universal, targeted, and individual strategies for supporting communication, wellbeing, participation, engagement, and achievement will be investigated through a trauma-informed, multi-tiered approach to planning. PSTs will examine relationships between wellbeing, behaviour and learning. Particular attention will be given to examining trauma-informed pedagogies and implications of legislative requirements, government, and community initiatives and whole of service approaches.</p>
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<p>• Child safety, adverse childhood experiences, indicators of trauma and risk, and protective factors<br>
• Emotional and sensory regulation: theory and practice<br>
• Positive attitudes and responsive approaches for teaching learning<br>
• Proactive and preventative strategies that support children and families in the learning community<br>
• Personalised planning approaches for warm and responsive caregiving<br>
• Creating a trauma sensitive learning environment<br>
• Making pedagogic decisions to inform teaching practices<br>
• Constructive feedback loop to improve teaching practice<br>
• Research and theory to reflect on the teaching cycle to improve practice<br>
• Iterative nature of data usage, planning, teaching and assessing<br>
• Using the e-portfolio<br>
• Choosing and selecting evidence to demonstrate competency<br>
• Teaching reflections and the impact of teaching on learning<br>
• Teacher registration and validation<br>
• Developing a CV and addressing key selection criteria</p>
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<p>Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment.</p>
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2027
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2026
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EDMAS6058 - The Neophyte Professional in Early Childhood Contemporary Society
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EDMAS6058 - The Neophyte Professional in Early Childhood Contemporary Society
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Semester
Semester 1
Semester 2
Summer Semester
Year
2027
2026
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Overview
Key information
Requisites
Learning outcomes
Assessment
Parent Region
Overview
Unit description
<p>This unit is designed to support PSTs as they prepare for their final Professional Experience placement and as they enter the Profession as an Early Childhood Teacher (ECT). PSTs will examine and explain their professional responsibilities, associated with advocating for and providing play-based learning environments that also support children's agency in their own learning. PSTs will make connections to research and theory to support their understandings. They will draw on the APST, curriculum frameworks, National Quality Standards, National Regulations, and ECA Code of Ethics to develop a Curriculum Vitae and address key selection criteria. As PSTs enter the profession, they will be called upon to work alongside and support vulnerable children and families. They will develop knowledge and understanding of ways in which trauma experiences can impact mental health, social and emotional wellbeing, behaviour and learning within early learning contexts. Underpinning the content of the unit is the understanding that effective teachers manage challenging behaviour through supportive, responsive techniques rather than coercive or punitive measures. Within this unit, brain-based insights, relationship based approaches, and responsive teaching methods are explored to identify effective strategies for establishing a safe, supportive learning environment for children. A range of universal, targeted, and individual strategies for supporting communication, wellbeing, participation, engagement, and achievement will be investigated through a trauma-informed, multi-tiered approach to planning. PSTs will examine relationships between wellbeing, behaviour and learning. Particular attention will be given to examining trauma-informed pedagogies and implications of legislative requirements, government, and community initiatives and whole of service approaches.</p>
Unit content
<p>• Child safety, adverse childhood experiences, indicators of trauma and risk, and protective factors<br> • Emotional and sensory regulation: theory and practice<br> • Positive attitudes and responsive approaches for teaching learning<br> • Proactive and preventative strategies that support children and families in the learning community<br> • Personalised planning approaches for warm and responsive caregiving<br> • Creating a trauma sensitive learning environment<br> • Making pedagogic decisions to inform teaching practices<br> • Constructive feedback loop to improve teaching practice<br> • Research and theory to reflect on the teaching cycle to improve practice<br> • Iterative nature of data usage, planning, teaching and assessing<br> • Using the e-portfolio<br> • Choosing and selecting evidence to demonstrate competency<br> • Teaching reflections and the impact of teaching on learning<br> • Teacher registration and validation<br> • Developing a CV and addressing key selection criteria</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Postgraduate - Coursework
Credit points:
15
EFTSL:
0.125
Field of education:
070101 - Teacher Education: Early Childhood
Offering:
<p><strong>Semester 2</strong><p>Ballarat - Mt Helen (On Campus)</p><p>On-line Learning</p></p>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
No
Fee information:
<a href="http://www.federation.edu.au/locate/unit/edmas6058">View unit fees</a>
Requisites
Prerequisite
None
Corequisite
None
Exclusion
None
Learning outcomes
Learning outcomes
<p>On successful completion of this unit, students are expected to gain the following [K]nowledge, [S]kills and [A]pplication of knowledge & skills</p>
Learning Outcomes
Ref
Outcome
K1
<p>Contextualise and extend knowledge and skills relevant to the development of ongoing professional learning</p>
K2
<p>Explore the process of early childhood teacher registration and validation</p>
K3
<p>Recognise characteristics and indicators of trauma, mental health concerns and challenging behaviour in learners and describe ways in which trauma, mental health, social and emotional wellbeing and behaviour can affect learners and impact learning access and participation</p>
K4
<p>Examine current frameworks that support planning and development of welfare and behaviour policies and documents</p>
K5
<p>Explain a range of preventative and responsive strategies for supporting learners and managing problematic incidents</p>
K6
<p>Be aware of the requirements for applying for teaching positions in Government and Non-Government Early Childhood Settings including expectations in interviews, understanding key selection criteria identified by employers and ways to demonstrate knowledge, skills and capacities through evidence</p>
S1
<p>Effectively utilise a range of communication modes to demonstrate teaching competence.</p>
S2
<p>Explore different types of professional discussion</p>
S3
<p>Re-visit a teaching philosophy, develop a curriculum vitae and respond to key selection criteria</p>
S4
<p>Demonstrate strategies that support learners and prevent and/or manage problematic situations</p>
A1
<p>Utilise strategies that support learners, especially those that display indicators of trauma, mental health and challenging behaviours.</p>
A2
<p>Engage in a professional conversation with colleagues</p>
A3
<p>Address key selection criteria and develop a Curriculum Vitae.</p>
Assessment
Learning Tasks and Assessment
Ref
Learning task
Assessment type
Weighting
Learning outcomes assessed
1
<p>Using evidence gathered from Professional Experiences, other assessment and learning, and continued e-portfolio development, justify and advocate for the use of play-based learning and the importance of children's agency in children's wellbeing. The evidence presented should consider strategies that support children displaying indicators of trauma, mental health concerns and challenging behaviour. Evidence should also link to APSTs. PSTs are to propose next steps in their professional learning and highlight networks and organisations that may support their growth as a neophyte professional</p>
<p>Presentation</p>
<p>40% - 60%</p>
K1, K3, K5, S1, S2, S4, A1, A2
2
<p>From the provided key slection criteria, produce a document that addresses these criteria and, develop a Curriculm Vitae which should include a current teaching philosophy.</p>
<p>Professional documentation</p>
<p>40%-60%</p>
K2, K4, K6, S3, A3
Supplementary assessment available:
Yes
Supplementary assessment information:
<p>Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment.</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Postgraduate - Coursework
Credit points:
15
EFTSL:
0.125
Field of education:
070101 - Teacher Education: Early Childhood
Offering:
<p><strong>Semester 2</strong><p>Ballarat - Mt Helen (On Campus)</p><p>On-line Learning</p></p>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
No
Fee information:
<a href="http://www.federation.edu.au/locate/unit/edmas6058">View unit fees</a>
Additional information
Add Info Static Text
Internal reference: EDMAS6058 - U2.2