Professional Experience 1 (Birth-5 years) ECPPL103A Assignment
- Subject Code :
ECPPL103A
- University :
TAFE NSW Exam Question Bank is not sponsored or endorsed by this college or university.
- Country :
Australia
Subject Code: ECPPL103A
Subject Name: Professional Experience 1 (Birth-5 years)
Course Code: HE20610
Course Name: Bachelor of Early Childhood Education and Care (Birth-5)
Contents
1. Introduction
1.1. Subject overview
This first professional experience focuses on developing the foundational practical skills essential for early childhood professionals working with children aged 0-5 years. In class-based and simulated environments, students will engage in activities that promote safe and responsive caregiving practices, effective communication techniques, and the facilitation of developmentally appropriate interactions, education, and routines.
Students will also explore the educational and professional context of early childhood in Australia, including key legislative, ethical, and policy frameworks that underpin practice. Through guided practice, students will develop confidence in applying these skills while reflecting on their progress and readiness for future placements. This subject provides the groundwork for more advanced skill application in subsequent simulated and regulated early childhood settings.
1.2. Pre-requisites
None
1.3. Co-requisites
To maximise your learning in this subject, you must complete the following subjects at the same time or after the completion of:
- Holistic Child Development
- Professional, Cultural and Academic Practice
- Play and Documentation
1.4. Credit points
This subject is worth 10 credit points.
1.5. Subject duration
Weekly class contact hours are 4 hours per week over 12 weeks in a classroom or simulated environment.
- Lectures and tutorials: 48 hours over the semester
In addition, students are expected to undertake 6 hours per week of private study in order to achieve the subject learning outcomes.
1.6. TAFE NSW graduate attributes
As a result of successfully completing this subject, students will have developed a number of graduate attributes that will enhance their employability and contribution to the Australian workforce. For this subject these include:
- TAFE NSW Higher Education graduates will be work
- TAFE NSW Higher Education graduates will have the ability to develop and employ a body of knowledge within a professional and applied context.
- TAFE NSW Higher Education graduates will have the ability to communicate effectively in the profession using a variety of text and media.
- TAFE NSW Higher Education graduates will have positive interpersonal, teamwork and leadership skills to apply in the workplace.
- TAFE NSW Higher Education graduates will have the ability to solve problems using innovative, critical, and creative thinking.
1.7. ACECQA qualification assessment
This subject contributes to student knowledge and learning towards the following ACECQA qualification assessment:
- Psychology and child development
- Teaching pedagogies
- Early childhood professional practice
- Historical and comparative perspectives
- Family and community contact
- Education and curriculum studies
1.8. AITSL teacher accreditation
This subject contributes to student knowledge and learning towards the following NESA early childhood Australian Professional Standards for Teachers:
Standard 1 - Know students and how they learn.
Standard 2 - Know the content and how to teach it.
Standard 3 - Plan for and implement effective teaching and learning.
Standard 4 - Create and maintain supportive and safe learning environments.
Standard 5 Assess, provide feedback and report on student learning.
Standard 7 Engage professionally with colleagues, parents/carers and the community2. Subject learning outcomes
2. Subject learning outcomes
At the end of this subject students will be able to:
- Demonstrate an understanding of educational and professional context of early childhood in Australia, including its legislative, ethical, and policy frameworks.
- Demonstrate foundational skills and knowledge required to support childrens participation in education and care settings, focusing on safe and responsive caregiving practices and engaging teaching practice.
- Apply reflective practice by evaluating personal skill development and incorporating feedback to build professional confidence and competence.
3. Assessment
The table below summarises assessment requirements for this subject. Further details about assessment requirements including submission requirements and grading criteria are provided in the Appendices of this Subject Guide as well as on the subject Moodle.
Assessment Event |
Due Date |
Learning Outcomes Assessed |
Weighting |
1. In class quiz |
Week 3 |
1 |
20% |
2. Resource portfolio |
Week 9 |
2,3 |
40% |
3. Practical skills and reflection |
Week 12 |
1,2,3 |
40% |
4. Subject schedule
The weekly schedule below must be read in conjunction with information provided on the subject Moodle.
WEEK NO: |
TOPICS AND ACTIVITIES |
Week 1 |
Topic: Introduction to Early Childhood education and care History of early childhood Types of early childhood services Philosophy of early childhood education Professional experience in higher education Tutorial: Introduction to Practical skills and reflection |
Week 2 |
Topic: National Quality Framework and ECEC compliance Governing bodies National Quality Framework National Law and Regulations ratios & qualifications National Quality Standards Early Years Learning Framework Roles and Responsibilities Child protection & child safe practices Work Health and Safety Tutorial: Practical skills and reflection - Practice using WHS checklist, safety scans |
Week 3 |
Topic: Effective communication with children - Introduction to effective communication - Links to theories and frameworks - Strategies for communicating with children - Barriers to communication - Practical applications Tutorial: In class Quiz (Assessment 1) |
Week 4 |
Topic: Working as part of a team Revisit the ECA Code of Ethics Teamwork in ECEC settings Communication techniques |
Building relationships with families Self-reflection & seeking support Tutorial: Practical skills and reflection |
|
Week 5 |
Topic: Food, nutrition and caregiving Bottle prep Nappy change and toileting Safe sleeping and care routines Meal times Tutorial: Practical skills checklist and reflection |
Week 6 |
Topic: Books and storytelling Selecting stories and books for under fives Types of literature Tips and techniques for reading for infants and toddlers Told stories treasure bags /felt, magnet board/drawn stories puppets and props Tutorial: Practical skills and reflection |
Week 7 |
Topic: Music and movement What is music / movement Value of music / movement in early childhood Relationship to development Relationship to EYLF Music and movement for infants . Toddlers, preschool aged children Songs ,Instruments , resources and ideas Tutorial: Practical skills and reflection |
Week 8 |
Topic: Routines and Curriculum Routines Transitions Curriculum Your role as an ECT Tutorial: Practical skills and reflection |
Week 9 |
Topic: Art and sensory experiences Understand the importance of sensory and fine motor activities for children aged 0-5. |
Explore the use of playdough as a tool for sensory play and fine motor development. Develop hands-on skills in creating engaging and developmentally appropriate activities. Critically reflect on how these activities support childrens learning and development. Tutorial: Practical skills t and reflection Assessment Portfolio due (Assessment 2) |
|
Week 10 |
Topic: Gross motor experiences and games Physical development Gross motor resources and equipment Planning for gross motor development Tutorial: Practical skills and reflection |
Week 11 |
Topic: Environments and experiences Understand the role of provocations Design and set up intentional learning experiences Promote open-ended exploration Reflect and evaluate effectiveness Tutorial: Practical skills and reflection |
Week 12 |
Topic: Observation and planning Practice basic observation techniques Analyse observational data to identify developmental stages Create individualized learning plans from observations Apply ethical practices in observation Understand the planning cycle EYLF Tutorial: Practical skills and reflection due (Assessment 3) |
5. Recommended reference materials
5.1. Prescribed texts
Ebbeck, M., & Waniganayke, M. (Eds.). (2016). Play in early childhood education: Learning in diverse contexts. Oxford University Press.
Garvis, S., Phillipson, S., Clarke, S., Harrison, L., McCormack, J., & Pendergast, D. (2019). Child development and learning. Oxford University Press.
5.2. Recommended readings
Nilsen, B. A. (2022). Week by week: Plans for documenting childrens development (8th ed.). Cengage.
Nolan, A., & Raban, B. (2024). Theories into practice revised edition: Understanding and rethinking our work with young children and the EYLF (2nd ed.). Essential Resources Educational Publishers Limited.
A list of readings to support weekly topics is provided on the subject Moodle.
Readings and resources for viewing are available in the Bachelor of Education Early Childhood LibGuide https://tafensw.libguides.com/earlychildhooddegree
Australian Curriculum. (n.d.). Learning F-2. http://www.australiancurriculum.edu.au/overview/f-2
Australian Government Department of Education [AGDE] (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
Department of Education, Employment and Workplace Relations. (n.d.). Early Years Learning Framework Practice Based Resources - Developmental Milestones. https://www.acecqa.gov.au/sites/default/files/2018- 02/DevelopmentalMilestonesEYLFandNQS.pdf
National Health and Medical Research Council. (2024). Staying healthy: Preventing infectious diseases in early childhood education and care services (6th ed.).
https://www.nhmrc.gov.au/sites/default/files/documents/reports/clinical guidelines/ch 55-staying-healthy.pdf
6. Additional information
6.1 Subject grading
Grades for individual assessment events and the subject as a whole are awarded as follows.
High Distinction: marks ranging from 85 to 100%
The student has demonstrated extensive knowledge, skills and applied analytical thought and has shown the ability to devise and integrate innovative ideas.
Distinction: marks ranging from 75 to < 85>
The student has demonstrated a high degree of appraisal, enquiry and evaluation with broad application of knowledge of theoretical concepts.
Credit: marks ranging from 65 to < 75>
The student has demonstrated a high level of knowledge and skills with the application of analytical thought to theoretical concepts.
Pass: marks ranging from 50 to < 65>
The student has demonstrated fundamental knowledge, skills, and attributes at a satisfactory level.
Fail: marks under 50%
The student has not satisfactorily demonstrated fundamental knowledge, skills and attributes in assessment tasks.
Fail: Failure of a must pass event
Where the student has an overall mark for subject at a passing level, but has not demonstrated satisfactory performance in an event deemed a must pass event, resulting in failure of the subject as a whole. Fail is reported for the subject on the Transcript of Academic Record.
Fail: Withdrawn
Where the student withdraws from the subject on or after the final assessment due date or end of subject examination date. Fail is reported on the Transcript of Academic Record.
6.2 Submission requirements/late submission procedure
Your teacher will advise you of the format required for each assessment task and the format for submission, which may be electronically.
Each assessment task must include a cover sheet, with a signed declaration indicating that the work is your own work and has not been previously submitted. If you are submitting your assessment via TurnItIn, you do not need to include a separate cover sheet.
Assessments that are not submitted on the due date will attract a marking penalty of 5 per cent of the total marks for the assessment event for each day the assessment is late, to a maximum of 10 days, or a maximum result of 50 per cent. Assessments submitted later than 10 days after the due date will not be marked unless the student has an approved extension or has successfully applied for special consideration.
Additional assessment information, including provisions for special circumstances and misadventure, requests for an extension of the assessment due date or to resubmit an assessment or sit an exam at a later date, can be found in the TAFE NSW Higher Education Assessment policy and procedures which you can download at:
https://www.tafensw.edu.au/about/policies-procedures/higher-education
6.3 Student conduct and academic standards
TAFE NSW Higher Education encourages high standards of professional behaviour and academic conduct. You must conduct all work associated with this course in a manner that is environmentally, socially and culturally responsible, so as not to cause harm or disrespect to the environment, people or their values and beliefs.
You shall hold confidential all information about any specific organisation and their business or business activities, which may be divulged in the process of a work placement, lecture or tutorial, including lectures given by industry guest lecturers.
It is the policy of TAFE NSW Higher Education that respect and acknowledgement is given to intellectual property created by academics, writers, practitioners and other students whose work is cited in your submissions, or used to illustrate them. It is therefore important to use the citation system specified for your course (APA7) and include text citations and a reference list with every submission, to acknowledge the intellectual property of others that you have used to support your own proposals or position. Penalties apply for plagiarism and other forms of academic misconduct.
Further information about academic conduct can be found in the TAFE NSW Higher Education Academic Integrity policy and procedure which you can download at:
https://www.tafensw.edu.au/about/policies-procedures/higher-education
6.4. Approaches to teaching and learning
6.4.1. Methods of teaching and learning
Teaching methods for this subject will include:
- Lectures / presentations by your class Academic
- small group tutorials
- play sessions
- guest lecturers and/or site visits
Learning activities will include:
- independent and/or group research and / or discovery activities
- role-plays
- group discussions
- case studies and situational analysis
- simulated practical activities
Resources will include:
- online learning materials
- websites
- readings
- textbooks
- videos
- You will need:
- a computer for research, online communication and collaboration, to create documents and to complete assessment requirements
6.4.2. Expected attendance
- In addition to attending lectures, tutorials and other learning activities, you are expected to undertake self-directed private study including reading, practical application of theoretical knowledge, and completion of assessment tasks.
- If you are unable to attend class-based learning activities you should notify the teacher and/or tutor and access the relevant learning materials to make up the missed class through private study.
- If you are unable to attend a class during which an assessment activity is scheduled, you must provide a medical certificate as evidence of your inability to attend Your teacher will advise you of alternative assessment requirements.
6.4.3. Supplementary learning activities
You are expected to:
- complete any pre-reading specified prior to attending classes
- access resources on the subject Moodle and elsewhere as advised by the subject
6.4.4. Student resource requirements
Your teacher will advise you of any additional equipment or resources you will need for the completion of this subject.
Appendix Assessment Details
Assessment 1
Title: In class Quiz - Early Childhood in the Australian Context
Weighting: 20%
Length: 60 minutes
Learning outcomes: 1 and 2,
Due: Week 3 (in class)
Instructions:
Location and Timing:
The quiz will take place in class during week 3. Ensure you arrive on time, as latecomers may not be permitted to start.
Format:
The quiz consists of 13 questions, including multiple-choice, short answer, and/or extended response questions.
You will have 1 hour to complete the quiz.
Materials:
You are permitted to use your lecture notes from Weeks 1 and 2.
Notes must be printed or handwritten (no electronic devices allowed unless approved).
Expectations:
The quiz is an individual assessment. Collaboration with others during the quiz is not permitted. Ensure all answers are your own work.
Submission:
Submit your completed quiz to the invigilator before leaving the classroom.
Support:
If you have questions or require assistance, raise your hand, and the invigilator will help.
Assessment Event 2 - Portfolio
Title: Early childhood teaching resource portfolio
Weighting: 40
Length:
Learning outcomes: 1, 3
Due: Week 9
For this assessment you will be required to complete the following:
In this assessment, students will develop a portfolio of 20 teaching resources designed for children from birth 5 years old. The assessment aims to build a repertoire of ideas to support your practical skills in creating engaging learning experiences for infants, grounded in developmental theories and milestones.
Collect a portfolio of 20 teaching resources that are suitable for the learning and developmental needs of children birth to two years of age. Select from these categories:
- Songs (with lyrics and suggested actions)
- Picture books or Oral Stories (brief summaries or texts, with images if available)
- Props for storytelling or songs (e.g., finger puppets, soft toys, felt board sets)
- Rhymes and fingerplays
- Multimedia (age-appropriate and engaging)
- Transition activities
Note: There must be a variety of resource types a minimum of 5 types across your 20 resources.
Out of the 20 resources, 10 should be suitable for children from birth 2 years old, and 10 should be for children 3 - 5 years old.
Present the portfolio in a visually engaging, written format. Include images, descriptions, and clear explanations of how each resource can be used for the particular age group.
Provide a 1000-word rationale on your selection of teaching resources, discussing their educational value. Explain how your resources can support developmental needs across various domains (physical, emotional, language, social and cognitive). Link to early childhood education theories and the EYLF v2.
TAFE NSW Higher Education Marking Criteria / Grading Rubric
Subject name |
Professional Experience 1 |
Subject code |
ECPPL103A |
|||
Student name & ID |
Campus |
|||||
Assessment No & Name |
Early childhood teaching resource portfolio |
% Event Weighting |
50 |
Date Due |
Week 14 |
|
Criteria |
Fail 0 49% |
Pass 50 64% |
Credit 65-74% |
Distinction 75-84% |
High Distinction 85 100% |
Mark / Criteria Weighting |
Selection of Resources |
Fewer than 20 resources, little variety, or not age appropriate. Minimal or no alignment with developmental needs or EYLF v2. |
20 resources included with basic variety (minimum 5 types met). Resources are generally age-appropriate but lack depth in alignment with developmental needs or EYLF v2. |
20 resources included with variety. Mostly age- appropriate with reasonable alignment to developmental needs and EYLF v2. Clear effort to align selection with theory. |
20 resources of high quality and variety. Strong alignment with developmental needs and EYLF v2. Resources demonstrate thoughtful consideration of age- appropriateness and application of theory. |
20 high-quality, diverse resources with outstanding alignment to developmental needs and EYLF v2. Sophisticated understanding of theory demonstrated in the selection process. |
50% |
Rationale |
Rationale is incomplete, lacks depth, or fails to discuss educational value. Minimal or no links to theories or EYLF v2. |
Rationale provides basic discussion of educational value. Limited reference to developmental domains, theories, or EYLF v2. |
Clear and structured rationale discussing educational value and developmental domains. Some links to theories and EYLF v2, though may lack depth or clarity. |
Comprehensive rationale with strong links to developmental domains, early childhood theories, and EYLF v2. Educational value is well-explained. |
Exceptional rationale, deeply insightful and analytical. Strong integration of developmental domains, theories, and EYLF v2 with critical reflection on educational value. |
30% |
Academic Writing |
Writing lacks clarity, structure, or coherence. Numerous spelling or grammatical errors. |
Basic structure and clarity, with some spelling or grammatical errors. Writing meets minimum academic standards. |
Writing is clear and well- structured, with minor spelling or grammatical issues. Demonstrates academic style. |
Writing is polished, coherent, and demonstrates attention to academic conventions. Very few errors. |
Writing is exemplary, precise, and demonstrates mastery of academic style. Free of errors. |
10% |
Research and Referencing |
Limited or no evidence of research. Inadequate or inconsistent referencing. |
Basic use of research and referencing. Inconsistent adherence to required referencing style. |
Reasonable use of relevant research, with mostly consistent referencing style. Some minor errors in citations. |
Strong use of relevant, high- quality research. Referencing is consistent and accurate. |
Outstanding use of high- quality research. Referencing is flawless and adheres to required style. |
10% |
Teacher name & signature: |
Date: |
Total marks awarded |
/100% |
|||
Comments: |
||||||
Assessment Event 3
Title: Practical skills and reflection
Weighting: 40%
Length:
Learning outcomes: 1, 2, 3
Due: Week 12
Over the course of the semester during your class time, you will get the opportunity to learn and practice the skills listed in the table below.
Write a short learning reflection for each of the skills as you learn them and practice them. You may need to revisit the skills over the duration of the semester. Rate your confidence in using the skills. You may revisit the confidence ratings over the semester. Each entry (including the confidence rating) should be dated.
Submit the table for marking at the conclusion of week 12.
The self-rating table is not about achieving perfection or scoring a "5" for every item. Instead, it is a tool for you to reflect on your current skill level, identify areas for growth, and demonstrate an understanding of your professional development journey. Your grade for this task will be based on how thoughtfully and critically you engage with the table, not on achieving a specific rating for each skill.
When completing the table:
- Be honest and reflective in your
- Provide thoughtful reflections that demonstrate your understanding of why a particular skill is important and how you plan to develop it further.
- Engage with feedback and identify concrete steps for growth where
Practical Skills for Early Childhood Teaching Students
Over the course of the semester during your class time, you will get the opportunity to learn and practice the skills listed in the table below. Write a short learning reflection for each of the skills. You may need to revisit the skills over the duration of the semester.
Confidence Self-Rating Scale
Rating |
Description |
0 |
No confidence. I have no familiarity or ability with this task. |
1 |
Very little confidence. I need significant support to perform this task. |
2 |
Some confidence. I can attempt this task with guidance or supervision. |
3 |
Moderate confidence. I can perform this task with occasional assistance. |
4 |
High confidence. I can perform this task independently in most situations. |
5 |
Very confident. I can perform this task independently and assist others if needed. |
Practical Skill |
Learning Reflections (date your entries) |
Self-Rating of Confidence with This Task |
Caregiving and Routine Practices |
||
Safely holding and carrying infants and young children. |
||
Preparing and sterilising bottles for feeding, including for formula and breastmilk. |
||
Supporting safe sleeping practices, including setting up a cot to meet guidelines. |
||
Following correct handwashing procedures for self. |
||
Changing nappies and following hygiene protocols. |
||
Assisting young children with toileting and handwashing routines. |
||
Managing feeding routines, including introducing solids and assisting with self-feeding. |
||
Identifying and following safety procedures for meal times and preparation of food. |
||
Monitoring and responding to signs of illness or discomfort in infants and young children. |
||
Facilitation of Developmentally Appropriate Activities |
||
Singing age-appropriate songs with lyrics and actions. |
||
Telling oral stories or reading picture books with expressive techniques to engage children. |
||
Using props (e.g., finger puppets, soft toys) to enhance storytelling or singing sessions. |
||
Leading rhymes and fingerplays to promote language and fine motor development. |
||
Organising and implementing simple transition activities (e.g., songs for moving between tasks). |
||
Engaging children in sensory play activities using safe and appropriate materials. |
||
Planning and setting up safe and stimulating play areas for different age groups. |
||
Demonstrating effective ways to guide childrens exploratory play and encourage curiosity. |
||
Health and Safety Practices |
||
Conducting risk assessments for play and learning environments. |
||
Setting up environments to minimise hazards (e.g., choking hazards for infants). |
||
Practicing emergency procedures |
||
Maintaining cleanliness and sanitisation of toys, materials, and spaces. |
||
Adhering to health and safety guidelines for managing allergies and medical conditions. |
||
Understanding and practicing infection control measures in early childhood settings. |
||
Communication and Interaction Techniques |
||
Practicing clear and age-appropriate phrases and words for use with infants and toddlers and preschoolers. |
||
Modeling responsive and respectful verbal and non-verbal interactions. |
||
Practicing calm, soothing techniques to settle distressed infants or toddlers. |
||
Engaging in active listening to respond to peer verbal and non-verbal cues. |
||
Introducing and modeling conflict resolution strategies for young children. |
||
Demonstrating positive reinforcement techniques to encourage desired behaviors. |
||
Professional Skills and Reflective Practice |
||
Documenting observations of childrens routines and interactions for reflection (in a simulated setting). |
||
Reflecting on personal skill development and identifying areas for improvement. |
||
Responding constructively to feedback from peers and educators. |
||
Organising teaching resources for practical use in future professional settings. |
||
Developing and using tools to track childrens routines, such as feeding and sleeping logs. |
||
Practicing collaborative planning with peers to design developmentally appropriate experiences. |
||
Adhering to professional standards, ethical guidelines, and legal requirements in simulated practice. |
||
Communicating effectively to peers and colleagues through speaking, questioning and writing |
||
Listening and following instructions from peers and colleagues |
||
TAFE NSW Higher Education Marking Criteria / Grading Rubric
Subject name |
Professional Experience 1 |
Subject code |
ECPPL103A |
|||
Student name & ID |
Campus |
|||||
Assessment No & Name |
Practical skills and reflection |
% Event Weighting |
40% |
Date Due |
Week 12 |
|
Criteria |
Fail 0 49% |
Pass 50 64% |
Credit 65-74% |
Distinction 75-84% |
High Distinction 85 100% |
Mark / Criteria Weighting |
Engagement with Self-Rating |
Minimal engagement: ratings are incomplete or lack alignment with skills. Few or no insights provided. |
Basic engagement: ratings are complete, but reflections lack depth or critical analysis. |
Clear engagement: ratings are complete, and reflections demonstrate reasonable understanding of the skills. |
Strong engagement: ratings and reflections are insightful and demonstrate critical analysis of strengths and areas for growth. |
Exceptional engagement: reflections are deeply insightful and demonstrate advanced critical thinking and analysis of skill development. |
25% |
Depth of Reflection |
Limited or no reflection on skill development or future steps. |
Reflections are surface- level and lack meaningful connection to skill development. |
Reflections demonstrate understanding of skill development and link to future professional growth. |
Reflections are thoughtful, connect clearly to skill development, and demonstrate an ability to articulate future growth strategies. |
Reflections are highly thoughtful, critically analyse skill development, and propose well-defined strategies for future growth. |
30% |
Clarity and Presentation |
Table is incomplete, disorganised, or difficult to follow. |
Table is complete but lacks clarity or organisation. |
Table is clear, organised, and easy to follow. |
Table is presented professionally, with clear and logical organisation that enhances understanding. |
Table is exemplary in clarity, organisation, and professional presentation, showing exceptional attention to detail. |
45% |
Teacher name & signature: |
Date: |
Total marks awarded |
100% |
|||
Comments: |
||||||
Subject Code: ECPPL103A
Subject Name: Professional Experience 1 (Birth-5 years)
Course Code: HE20610
Course Name: Bachelor of Early Childhood Education and Care (Birth-5)
Contents
1. Introduction
1.1. Subject overview
This first professional experience focuses on developing the foundational practical skills essential for early childhood professionals working with children aged 0-5 years. In class-based and simulated environments, students will engage in activities that promote safe and responsive caregiving practices, effective communication techniques, and the facilitation of developmentally appropriate interactions, education, and routines.
Students will also explore the educational and professional context of early childhood in Australia, including key legislative, ethical, and policy frameworks that underpin practice. Through guided practice, students will develop confidence in applying these skills while reflecting on their progress and readiness for future placements. This subject provides the groundwork for more advanced skill application in subsequent simulated and regulated early childhood settings.
1.2. Pre-requisites
None
1.3. Co-requisites
To maximise your learning in this subject, you must complete the following subjects at the same time or after the completion of:
- Holistic Child Development
- Professional, Cultural and Academic Practice
- Play and Documentation
1.4. Credit points
This subject is worth 10 credit points.
1.5. Subject duration
Weekly class contact hours are 4 hours per week over 12 weeks in a classroom or simulated environment.
- Lectures and tutorials: 48 hours over the semester
In addition, students are expected to undertake 6 hours per week of private study in order to achieve the subject learning outcomes.
1.6. TAFE NSW graduate attributes
As a result of successfully completing this subject, students will have developed a number of graduate attributes that will enhance their employability and contribution to the Australian workforce. For this subject these include:
- TAFE NSW Higher Education graduates will be work
- TAFE NSW Higher Education graduates will have the ability to develop and employ a body of knowledge within a professional and applied context.
- TAFE NSW Higher Education graduates will have the ability to communicate effectively in the profession using a variety of text and media.
- TAFE NSW Higher Education graduates will have positive interpersonal, teamwork and leadership skills to apply in the workplace.
- TAFE NSW Higher Education graduates will have the ability to solve problems using innovative, critical, and creative thinking.
1.7. ACECQA qualification assessment
This subject contributes to student knowledge and learning towards the following ACECQA qualification assessment:
- Psychology and child development
- Teaching pedagogies
- Early childhood professional practice
- Historical and comparative perspectives
- Family and community contact
- Education and curriculum studies
1.8. AITSL teacher accreditation
This subject contributes to student knowledge and learning towards the following NESA early childhood Australian Professional Standards for Teachers:
Standard 1 - Know students and how they learn.
Standard 2 - Know the content and how to teach it.
Standard 3 - Plan for and implement effective teaching and learning.
Standard 4 - Create and maintain supportive and safe learning environments.
Standard 5 Assess, provide feedback and report on student learning.
Standard 7 Engage professionally with colleagues, parents/carers and the community2. Subject learning outcomes
2. Subject learning outcomes
At the end of this subject students will be able to:
- Demonstrate an understanding of educational and professional context of early childhood in Australia, including its legislative, ethical, and policy frameworks.
- Demonstrate foundational skills and knowledge required to support childrens participation in education and care settings, focusing on safe and responsive caregiving practices and engaging teaching practice.
- Apply reflective practice by evaluating personal skill development and incorporating feedback to build professional confidence and competence.
3. Assessment
The table below summarises assessment requirements for this subject. Further details about assessment requirements including submission requirements and grading criteria are provided in the Appendices of this Subject Guide as well as on the subject Moodle.
Assessment Event |
Due Date |
Learning Outcomes Assessed |
Weighting |
1. In class quiz |
Week 3 |
1 |
20% |
2. Resource portfolio |
Week 9 |
2,3 |
40% |
3. Practical skills and reflection |
Week 12 |
1,2,3 |
40% |
4. Subject schedule
The weekly schedule below must be read in conjunction with information provided on the subject Moodle.
WEEK NO: |
TOPICS AND ACTIVITIES |
Week 1 |
Topic: Introduction to Early Childhood education and care History of early childhood Types of early childhood services Philosophy of early childhood education Professional experience in higher education Tutorial: Introduction to Practical skills and reflection |
Week 2 |
Topic: National Quality Framework and ECEC compliance Governing bodies National Quality Framework National Law and Regulations ratios & qualifications National Quality Standards Early Years Learning Framework Roles and Responsibilities Child protection & child safe practices Work Health and Safety Tutorial: Practical skills and reflection - Practice using WHS checklist, safety scans |
Week 3 |
Topic: Effective communication with children - Introduction to effective communication - Links to theories and frameworks - Strategies for communicating with children - Barriers to communication - Practical applications Tutorial: In class Quiz (Assessment 1) |
Week 4 |
Topic: Working as part of a team Revisit the ECA Code of Ethics Teamwork in ECEC settings Communication techniques |
Building relationships with families Self-reflection & seeking support Tutorial: Practical skills and reflection |
|
Week 5 |
Topic: Food, nutrition and caregiving Bottle prep Nappy change and toileting Safe sleeping and care routines Meal times Tutorial: Practical skills checklist and reflection |
Week 6 |
Topic: Books and storytelling Selecting stories and books for under fives Types of literature Tips and techniques for reading for infants and toddlers Told stories treasure bags /felt, magnet board/drawn stories puppets and props Tutorial: Practical skills and reflection |
Week 7 |
Topic: Music and movement What is music / movement Value of music / movement in early childhood Relationship to development Relationship to EYLF Music and movement for infants . Toddlers, preschool aged children Songs ,Instruments , resources and ideas Tutorial: Practical skills and reflection |
Week 8 |
Topic: Routines and Curriculum Routines Transitions Curriculum Your role as an ECT Tutorial: Practical skills and reflection |
Week 9 |
Topic: Art and sensory experiences Understand the importance of sensory and fine motor activities for children aged 0-5. |
Explore the use of playdough as a tool for sensory play and fine motor development. Develop hands-on skills in creating engaging and developmentally appropriate activities. Critically reflect on how these activities support childrens learning and development. Tutorial: Practical skills t and reflection Assessment Portfolio due (Assessment 2) |
|
Week 10 |
Topic: Gross motor experiences and games Physical development Gross motor resources and equipment Planning for gross motor development Tutorial: Practical skills and reflection |
Week 11 |
Topic: Environments and experiences Understand the role of provocations Design and set up intentional learning experiences Promote open-ended exploration Reflect and evaluate effectiveness Tutorial: Practical skills and reflection |
Week 12 |
Topic: Observation and planning Practice basic observation techniques Analyse observational data to identify developmental stages Create individualized learning plans from observations Apply ethical practices in observation Understand the planning cycle EYLF Tutorial: Practical skills and reflection due (Assessment 3) |
5. Recommended reference materials
5.1. Prescribed texts
Ebbeck, M., & Waniganayke, M. (Eds.). (2016). Play in early childhood education: Learning in diverse contexts. Oxford University Press.
Garvis, S., Phillipson, S., Clarke, S., Harrison, L., McCormack, J., & Pendergast, D. (2019). Child development and learning. Oxford University Press.
5.2. Recommended readings
Nilsen, B. A. (2022). Week by week: Plans for documenting childrens development (8th ed.). Cengage.
Nolan, A., & Raban, B. (2024). Theories into practice revised edition: Understanding and rethinking our work with young children and the EYLF (2nd ed.). Essential Resources Educational Publishers Limited.
A list of readings to support weekly topics is provided on the subject Moodle.
Readings and resources for viewing are available in the Bachelor of Education Early Childhood LibGuide https://tafensw.libguides.com/earlychildhooddegree
Australian Curriculum. (n.d.). Learning F-2. http://www.australiancurriculum.edu.au/overview/f-2
Australian Government Department of Education [AGDE] (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
Department of Education, Employment and Workplace Relations. (n.d.). Early Years Learning Framework Practice Based Resources - Developmental Milestones. https://www.acecqa.gov.au/sites/default/files/2018- 02/DevelopmentalMilestonesEYLFandNQS.pdf
National Health and Medical Research Council. (2024). Staying healthy: Preventing infectious diseases in early childhood education and care services (6th ed.).
https://www.nhmrc.gov.au/sites/default/files/documents/reports/clinical guidelines/ch 55-staying-healthy.pdf
6. Additional information
6.1 Subject grading
Grades for individual assessment events and the subject as a whole are awarded as follows.
High Distinction: marks ranging from 85 to 100%
The student has demonstrated extensive knowledge, skills and applied analytical thought and has shown the ability to devise and integrate innovative ideas.
Distinction: marks ranging from 75 to < 85>
The student has demonstrated a high degree of appraisal, enquiry and evaluation with broad application of knowledge of theoretical concepts.
Credit: marks ranging from 65 to < 75>
The student has demonstrated a high level of knowledge and skills with the application of analytical thought to theoretical concepts.
Pass: marks ranging from 50 to < 65>
The student has demonstrated fundamental knowledge, skills, and attributes at a satisfactory level.
Fail: marks under 50%
The student has not satisfactorily demonstrated fundamental knowledge, skills and attributes in assessment tasks.
Fail: Failure of a must pass event
Where the student has an overall mark for subject at a passing level, but has not demonstrated satisfactory performance in an event deemed a must pass event, resulting in failure of the subject as a whole. Fail is reported for the subject on the Transcript of Academic Record.
Fail: Withdrawn
Where the student withdraws from the subject on or after the final assessment due date or end of subject examination date. Fail is reported on the Transcript of Academic Record.
6.2 Submission requirements/late submission procedure
Your teacher will advise you of the format required for each assessment task and the format for submission, which may be electronically.
Each assessment task must include a cover sheet, with a signed declaration indicating that the work is your own work and has not been previously submitted. If you are submitting your assessment via TurnItIn, you do not need to include a separate cover sheet.
Assessments that are not submitted on the due date will attract a marking penalty of 5 per cent of the total marks for the assessment event for each day the assessment is late, to a maximum of 10 days, or a maximum result of 50 per cent. Assessments submitted later than 10 days after the due date will not be marked unless the student has an approved extension or has successfully applied for special consideration.
Additional assessment information, including provisions for special circumstances and misadventure, requests for an extension of the assessment due date or to resubmit an assessment or sit an exam at a later date, can be found in the TAFE NSW Higher Education Assessment policy and procedures which you can download at:
https://www.tafensw.edu.au/about/policies-procedures/higher-education
6.3 Student conduct and academic standards
TAFE NSW Higher Education encourages high standards of professional behaviour and academic conduct. You must conduct all work associated with this course in a manner that is environmentally, socially and culturally responsible, so as not to cause harm or disrespect to the environment, people or their values and beliefs.
You shall hold confidential all information about any specific organisation and their business or business activities, which may be divulged in the process of a work placement, lecture or tutorial, including lectures given by industry guest lecturers.
It is the policy of TAFE NSW Higher Education that respect and acknowledgement is given to intellectual property created by academics, writers, practitioners and other students whose work is cited in your submissions, or used to illustrate them. It is therefore important to use the citation system specified for your course (APA7) and include text citations and a reference list with every submission, to acknowledge the intellectual property of others that you have used to support your own proposals or position. Penalties apply for plagiarism and other forms of academic misconduct.
Further information about academic conduct can be found in the TAFE NSW Higher Education Academic Integrity policy and procedure which you can download at:
https://www.tafensw.edu.au/about/policies-procedures/higher-education
6.4. Approaches to teaching and learning
6.4.1. Methods of teaching and learning
Teaching methods for this subject will include:
- Lectures / presentations by your class Academic
- small group tutorials
- play sessions
- guest lecturers and/or site visits
Learning activities will include:
- independent and/or group research and / or discovery activities
- role-plays
- group discussions
- case studies and situational analysis
- simulated practical activities
Resources will include:
- online learning materials
- websites
- readings
- textbooks
- videos
- You will need:
- a computer for research, online communication and collaboration, to create documents and to complete assessment requirements
6.4.2. Expected attendance
- In addition to attending lectures, tutorials and other learning activities, you are expected to undertake self-directed private study including reading, practical application of theoretical knowledge, and completion of assessment tasks.
- If you are unable to attend class-based learning activities you should notify the teacher and/or tutor and access the relevant learning materials to make up the missed class through private study.
- If you are unable to attend a class during which an assessment activity is scheduled, you must provide a medical certificate as evidence of your inability to attend Your teacher will advise you of alternative assessment requirements.
6.4.3. Supplementary learning activities
You are expected to:
- complete any pre-reading specified prior to attending classes
- access resources on the subject Moodle and elsewhere as advised by the subject
6.4.4. Student resource requirements
Your teacher will advise you of any additional equipment or resources you will need for the completion of this subject.
Appendix Assessment Details
Assessment 1
Title: In class Quiz - Early Childhood in the Australian Context
Weighting: 20%
Length: 60 minutes
Learning outcomes: 1 and 2,
Due: Week 3 (in class)
Instructions:
Location and Timing:
The quiz will take place in class during week 3. Ensure you arrive on time, as latecomers may not be permitted to start.
Format:
The quiz consists of 13 questions, including multiple-choice, short answer, and/or extended response questions.
You will have 1 hour to complete the quiz.
Materials:
You are permitted to use your lecture notes from Weeks 1 and 2.
Notes must be printed or handwritten (no electronic devices allowed unless approved).
Expectations:
The quiz is an individual assessment. Collaboration with others during the quiz is not permitted. Ensure all answers are your own work.
Submission:
Submit your completed quiz to the invigilator before leaving the classroom.
Support:
If you have questions or require assistance, raise your hand, and the invigilator will help.
Assessment Event 2 - Portfolio
Title: Early childhood teaching resource portfolio
Weighting: 40
Length:
Learning outcomes: 1, 3
Due: Week 9
For this assessment you will be required to complete the following:
In this assessment, students will develop a portfolio of 20 teaching resources designed for children from birth 5 years old. The assessment aims to build a repertoire of ideas to support your practical skills in creating engaging learning experiences for infants, grounded in developmental theories and milestones.
Collect a portfolio of 20 teaching resources that are suitable for the learning and developmental needs of children birth to two years of age. Select from these categories:
- Songs (with lyrics and suggested actions)
- Picture books or Oral Stories (brief summaries or texts, with images if available)
- Props for storytelling or songs (e.g., finger puppets, soft toys, felt board sets)
- Rhymes and fingerplays
- Multimedia (age-appropriate and engaging)
- Transition activities
Note: There must be a variety of resource types a minimum of 5 types across your 20 resources.
Out of the 20 resources, 10 should be suitable for children from birth 2 years old, and 10 should be for children 3 - 5 years old.
Present the portfolio in a visually engaging, written format. Include images, descriptions, and clear explanations of how each resource can be used for the particular age group.
Provide a 1000-word rationale on your selection of teaching resources, discussing their educational value. Explain how your resources can support developmental needs across various domains (physical, emotional, language, social and cognitive). Link to early childhood education theories and the EYLF v2.
TAFE NSW Higher Education Marking Criteria / Grading Rubric
Subject name |
Professional Experience 1 |
Subject code |
ECPPL103A |
|||
Student name & ID |
Campus |
|||||
Assessment No & Name |
Early childhood teaching resource portfolio |
% Event Weighting |
50 |
Date Due |
Week 14 |
|
Criteria |
Fail 0 49% |
Pass 50 64% |
Credit 65-74% |
Distinction 75-84% |
High Distinction 85 100% |
Mark / Criteria Weighting |
Selection of Resources |
Fewer than 20 resources, little variety, or not age appropriate. Minimal or no alignment with developmental needs or EYLF v2. |
20 resources included with basic variety (minimum 5 types met). Resources are generally age-appropriate but lack depth in alignment with developmental needs or EYLF v2. |
20 resources included with variety. Mostly age- appropriate with reasonable alignment to developmental needs and EYLF v2. Clear effort to align selection with theory. |
20 resources of high quality and variety. Strong alignment with developmental needs and EYLF v2. Resources demonstrate thoughtful consideration of age- appropriateness and application of theory. |
20 high-quality, diverse resources with outstanding alignment to developmental needs and EYLF v2. Sophisticated understanding of theory demonstrated in the selection process. |
50% |
Rationale |
Rationale is incomplete, lacks depth, or fails to discuss educational value. Minimal or no links to theories or EYLF v2. |
Rationale provides basic discussion of educational value. Limited reference to developmental domains, theories, or EYLF v2. |
Clear and structured rationale discussing educational value and developmental domains. Some links to theories and EYLF v2, though may lack depth or clarity. |
Comprehensive rationale with strong links to developmental domains, early childhood theories, and EYLF v2. Educational value is well-explained. |
Exceptional rationale, deeply insightful and analytical. Strong integration of developmental domains, theories, and EYLF v2 with critical reflection on educational value. |
30% |
Academic Writing |
Writing lacks clarity, structure, or coherence. Numerous spelling or grammatical errors. |
Basic structure and clarity, with some spelling or grammatical errors. Writing meets minimum academic standards. |
Writing is clear and well- structured, with minor spelling or grammatical issues. Demonstrates academic style. |
Writing is polished, coherent, and demonstrates attention to academic conventions. Very few errors. |
Writing is exemplary, precise, and demonstrates mastery of academic style. Free of errors. |
10% |
Research and Referencing |
Limited or no evidence of research. Inadequate or inconsistent referencing. |
Basic use of research and referencing. Inconsistent adherence to required referencing style. |
Reasonable use of relevant research, with mostly consistent referencing style. Some minor errors in citations. |
Strong use of relevant, high- quality research. Referencing is consistent and accurate. |
Outstanding use of high- quality research. Referencing is flawless and adheres to required style. |
10% |
Teacher name & signature: |
Date: |
Total marks awarded |
/100% |
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Comments: |
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Assessment Event 3
Title: Practical skills and reflection
Weighting: 40%
Length:
Learning outcomes: 1, 2, 3
Due: Week 12
Over the course of the semester during your class time, you will get the opportunity to learn and practice the skills listed in the table below.
Write a short learning reflection for each of the skills as you learn them and practice them. You may need to revisit the skills over the duration of the semester. Rate your confidence in using the skills. You may revisit the confidence ratings over the semester. Each entry (including the confidence rating) should be dated.
Submit the table for marking at the conclusion of week 12.
The self-rating table is not about achieving perfection or scoring a "5" for every item. Instead, it is a tool for you to reflect on your current skill level, identify areas for growth, and demonstrate an understanding of your professional development journey. Your grade for this task will be based on how thoughtfully and critically you engage with the table, not on achieving a specific rating for each skill.
When completing the table:
- Be honest and reflective in your
- Provide thoughtful reflections that demonstrate your understanding of why a particular skill is important and how you plan to develop it further.
- Engage with feedback and identify concrete steps for growth where
Practical Skills for Early Childhood Teaching Students
Over the course of the semester during your class time, you will get the opportunity to learn and practice the skills listed in the table below. Write a short learning reflection for each of the skills. You may need to revisit the skills over the duration of the semester.
Confidence Self-Rating Scale
Rating |
Description |
0 |
No confidence. I have no familiarity or ability with this task. |
1 |
Very little confidence. I need significant support to perform this task. |
2 |
Some confidence. I can attempt this task with guidance or supervision. |
3 |
Moderate confidence. I can perform this task with occasional assistance. |
4 |
High confidence. I can perform this task independently in most situations. |
5 |
Very confident. I can perform this task independently and assist others if needed. |
Practical Skill |
Learning Reflections (date your entries) |
Self-Rating of Confidence with This Task |
Caregiving and Routine Practices |
||
Safely holding and carrying infants and young children. |
||
Preparing and sterilising bottles for feeding, including for formula and breastmilk. |
||
Supporting safe sleeping practices, including setting up a cot to meet guidelines. |
||
Following correct handwashing procedures for self. |
||
Changing nappies and following hygiene protocols. |
||
Assisting young children with toileting and handwashing routines. |
||
Managing feeding routines, including introducing solids and assisting with self-feeding. |
||
Identifying and following safety procedures for meal times and preparation of food. |
||
Monitoring and responding to signs of illness or discomfort in infants and young children. |
||
Facilitation of Developmentally Appropriate Activities |
||
Singing age-appropriate songs with lyrics and actions. |
||
Telling oral stories or reading picture books with expressive techniques to engage children. |
||
Using props (e.g., finger puppets, soft toys) to enhance storytelling or singing sessions. |
||
Leading rhymes and fingerplays to promote language and fine motor development. |
||
Organising and implementing simple transition activities (e.g., songs for moving between tasks). |
||
Engaging children in sensory play activities using safe and appropriate materials. |
||
Planning and setting up safe and stimulating play areas for different age groups. |
||
Demonstrating effective ways to guide childrens exploratory play and encourage curiosity. |
||
Health and Safety Practices |
||
Conducting risk assessments for play and learning environments. |
||
Setting up environments to minimise hazards (e.g., choking hazards for infants). |
||
Practicing emergency procedures |
||
Maintaining cleanliness and sanitisation of toys, materials, and spaces. |
||
Adhering to health and safety guidelines for managing allergies and medical conditions. |
||
Understanding and practicing infection control measures in early childhood settings. |
||
Communication and Interaction Techniques |
||
Practicing clear and age-appropriate phrases and words for use with infants and toddlers and preschoolers. |
||
Modeling responsive and respectful verbal and non-verbal interactions. |
||
Practicing calm, soothing techniques to settle distressed infants or toddlers. |
||
Engaging in active listening to respond to peer verbal and non-verbal cues. |
||
Introducing and modeling conflict resolution strategies for young children. |
||
Demonstrating positive reinforcement techniques to encourage desired behaviors. |
||
Professional Skills and Reflective Practice |
||
Documenting observations of childrens routines and interactions for reflection (in a simulated setting). |
||
Reflecting on personal skill development and identifying areas for improvement. |
||
Responding constructively to feedback from peers and educators. |
||
Organising teaching resources for practical use in future professional settings. |
||
Developing and using tools to track childrens routines, such as feeding and sleeping logs. |
||
Practicing collaborative planning with peers to design developmentally appropriate experiences. |
||
Adhering to professional standards, ethical guidelines, and legal requirements in simulated practice. |
||
Communicating effectively to peers and colleagues through speaking, questioning and writing |
||
Listening and following instructions from peers and colleagues |
||
TAFE NSW Higher Education Marking Criteria / Grading Rubric
Subject name |
Professional Experience 1 |
Subject code |
ECPPL103A |
|||
Student name & ID |
Campus |
|||||
Assessment No & Name |
Practical skills and reflection |
% Event Weighting |
40% |
Date Due |
Week 12 |
|
Criteria |
Fail 0 49% |
Pass 50 64% |
Credit 65-74% |
Distinction 75-84% |
High Distinction 85 100% |
Mark / Criteria Weighting |
Engagement with Self-Rating |
Minimal engagement: ratings are incomplete or lack alignment with skills. Few or no insights provided. |
Basic engagement: ratings are complete, but reflections lack depth or critical analysis. |
Clear engagement: ratings are complete, and reflections demonstrate reasonable understanding of the skills. |
Strong engagement: ratings and reflections are insightful and demonstrate critical analysis of strengths and areas for growth. |
Exceptional engagement: reflections are deeply insightful and demonstrate advanced critical thinking and analysis of skill development. |
25% |
Depth of Reflection |
Limited or no reflection on skill development or future steps. |
Reflections are surface- level and lack meaningful connection to skill development. |
Reflections demonstrate understanding of skill development and link to future professional growth. |
Reflections are thoughtful, connect clearly to skill development, and demonstrate an ability to articulate future growth strategies. |
Reflections are highly thoughtful, critically analyse skill development, and propose well-defined strategies for future growth. |
30% |
Clarity and Presentation |
Table is incomplete, disorganised, or difficult to follow. |
Table is complete but lacks clarity or organisation. |
Table is clear, organised, and easy to follow. |
Table is presented professionally, with clear and logical organisation that enhances understanding. |
Table is exemplary in clarity, organisation, and professional presentation, showing exceptional attention to detail. |
45% |
Teacher name & signature: |
Date: |
Total marks awarded |
100% |
|||
Comments: |
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