Master of Teaching (Early Childhood)

This unit builds students’ advanced research literacy in early childhood education through critical engagement with contemporary research, theoretical frameworks, and key debates in the field. Students learn to formulate effective research questions, scope and develop a literature-based research project, and critically synthesise scholarly sources to identify themes, gaps, and implications for pedagogy and practice. Ethical and cultural considerations, including culturally responsive and Indigenous research approaches, are emphasised throughout to ensure students engage ethically and critically with research literature relevant to early childhood education, including studies involving children, families, and communities. Assessments are designed to scaffold the research process: a scoping document develops the project focus, a synoptic literature review consolidates analytical and synthesis skills, and a poster presentation builds professional capacity to communicate findings clearly in both written and visual formats. Together, these tasks extend and consolidate students’ research skills for advanced practice and preparation for the capstone unit (ECE604 Evidence-Informed Practice).

This unit develops advanced knowledge of leadership, advocacy, and professionalism in early childhood education by examining leadership theories and practices at individual, team, and organisational levels. Students critically analyse models of effective and caring leadership, including directional, collaborative, pedagogical, and empowering approaches, while reflecting on their own leadership style and professional responsibilities. Ethical decision-making, teacher wellbeing, and strategies for inclusive and socially just practice are emphasised, alongside critical engagement with human rights frameworks and advocacy to strengthen the voice and agency of children, families, and educators. The unit also considers the opportunities and constraints of generative artificial intelligence (GenAI), exploring its implications for ethical leadership, decision making and professional practice. Through research-informed inquiry and practice-based tasks, students will integrate theory with advocacy, activism, and professional reflection to strengthen leadership capacity in contemporary ECE contexts.

This unit equips students with advanced knowledge and skills in early childhood literacy and numeracy by critically engaging with contemporary research, pedagogical approaches, and curriculum interventions. With a strong focus on infants, toddlers, and preschool children, students explore how literacy and numeracy emerge in the early years through play, everyday routines, interactions, and culturally diverse practices. Emphasising evidence-based and developmentally appropriate practice, the unit develops students’ ability to design, implement, and evaluate early learning experiences that respond to the needs of diverse learners, including children from homes where English is an additional language, and those with additional learning needs. Topics cover literacy and numeracy milestones, assessment and observation, learning through play, inclusive and differentiated approaches, and family and community engagement. Students will also explore the integration of literacy and numeracy across the curriculum, reflect critically on their teaching practice, and consider innovative uses of technology and research-informed strategies. Through individual and collaborative assessments, students will strengthen their professional capacity to analyse, design, and communicate advanced pedagogical interventions that enhance young children’s literacy and numeracy outcomes.

This unit prepares students for responsive teaching and leadership in diverse early childhood settings through integrated coursework and a 20-day professional placement with children aged 3–5. Students critically examine how to design sequential learning experiences, incorporate inquiry-based pedagogies, and evaluate programs to enhance and support children’s learning outcomes. A strong emphasis is placed on the ethical and responsible use of Information and Communication Technologies (ICT), including Generative Artificial Intelligence, to support inclusive, evidence-informed teaching. Coursework scaffolds students to apply their research knowledge from ECE601 into practice by developing and implementing curriculum plans and inquiry projects that are refined through mentor feedback. Drawing on the Australian Professional Standards for Teachers, the unit fosters professional autonomy, reflective practice, and action planning for continuous professional learning and growth.

This unit equips students with advanced knowledge and practical strategies to effectively support children with additional needs in early childhood education and care settings. Students critically engage with the historical, theoretical, and legislative foundations of inclusive education, while developing a deep understanding of diverse developmental needs, including disabilities, behavioural challenges, and giftedness. The unit emphasises evidence-based inclusive pedagogies, differentiated instruction, positive behaviour support, early intervention, and trauma-informed practices including Aboriginal and Torres Strait Islander perspectives on disability, wellbeing, and inclusion, as well as global frameworks such as the Salamanca Statement and the UN Convention on the Rights of Persons with Disabilities (CRPD). Students also explore the role of educators in fostering inclusive learning environments, partnering with families, collaborating with allied health professionals, and navigating community support systems to promote holistic child development and wellbeing. Through individual and collaborative tasks, students will strengthen their professional capacity to design inclusive learning plans, evaluate strategies, and advocate for equitable outcomes for all children.

This unit develops advanced knowledge and skills in building collaborative, respectful, and culturally responsive relationships with families, communities, and allied professionals to support young children’s learning and wellbeing. Students critically examine theoretical foundations, including attachment theory and relational pedagogies, and apply these to strengthen family partnerships and place-based approaches that expand learning opportunities. Emphasis is placed on effective communication, collaborative goal setting, and working sensitively with marginalised and vulnerable families. Students also explore the role of external professionals, multidisciplinary collaboration, and advocacy in broadening practice. Through scenario-based tasks, community engagement planning, and reflective journaling, students refine their ability to design strategies that foster inclusion, promote children’s agency, and enhance positive outcomes across diverse early childhood contexts.

This unit develops advanced knowledge and professional skills for recognising and responding to the impact of trauma and adverse childhood experiences (ACEs) on young children’s development, learning, and wellbeing. Students critically examine the neuroscience of trauma, behavioural and developmental indicators, and the principles of trauma-informed pedagogy, with an emphasis on creating safe, predictable, and play-based learning environments. Through engagement with research, policy, and practice frameworks, students learn to design strategies that foster resilience, promote inclusion, and support children’s emotional regulation. The unit also foregrounds collaboration with families, allied health professionals, and community services as essential to holistic care and advocacy for children affected by trauma. Assessments scaffold learning from critical reflection on trauma and pedagogy, to case study analysis and collaborative intervention planning, culminating in advocacy for systemic and professional change.

This unit develops advanced knowledge of global and contemporary issues shaping early childhood education, with a strong emphasis on equity, advocacy, and responsive pedagogy. Students critically examine the role of educators as advocates for children’s rights and wellbeing in local and global contexts, engaging with policies and legislative frameworks that promote fairness and access for all children. Core issues explored include cultural and linguistic diversity, socioeconomic disadvantage, gender and family diversity, children in contexts of conflict, and the impact of globalisation on early childhood education. Students learn to interpret and evaluate policy, analyse social justice challenges, and formulate responsive teaching strategies that address inequality and support participation for children from diverse backgrounds. Through reflective, analytical, and practice-based assessments, students strengthen their capacity to act as ethical leaders and agents of change in promoting inclusive, socially just early childhood education.