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Bachelor of Early Childhood Education and Care (Birth-5): ECTPP301A Educational Psychology and Pedagogical Practice

Prescribed and Recommended Texts

Educational psychology (2019) - eBook and book by Angela M. O'Donnell, Eva Dobozy, Brendan Bartlett, Michael C. Nagel, Simone Smala, Catherine Wormald, Gregory Yates, Rebecca Spooner-Lane, Amina Youssef-Shalala, Johnmarshall Reeve, Jeffrey K. Smith
Play in early childhood education : learning in diverse contexts (2016) - eBook and book by Marjory Ebbeck
Programming and planning in early childhood settings (2021) - eBook and book by Leonie Arthur; Bronwyn Beecher; Elizabeth Death; Sue Dockett; Sue Farmer

The books below are used in the Weekly readings

Techniques for teaching young children : choices for theory and practice (2009) - Book by Glenda MacNaughton

Websites

Readings

A -G
H -Z

Anderson, L. S. (2018). Building empathy, strengthening relationships. YC: Young Children, 73(3), 34-42.
Australian Government Department of Education. (2022). Belonging, being & 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
Australian Institute for Teaching and School Leadership. (n.d.). Australian professional standards for teachers.
https://www.aitsl.edu.au/teach/standards
Barnes, S. (2012). Provocations on assessment in early childhood education. Children's Services Central.
http://www.academia.edu/3931082/Provocations_on_assessment_in_early_childhood_education
Biesta, G. (2015). Freeing teaching from learning: Opening up existential possibilities in educational relationships. Studies in Philosophy and Education, 34(3), 229-243.
https://doi.org/10.1007/s11217-014-9454-z
Childcare Resource and Research Unit. (2014, February 12). What does the research say about multi-age grouping for infants, toddlers and preschoolers? [Factsheet]. Child care briefing notes.
https://www.childcarecanada.org/sites/default/files/Multi-age_BN_Feb_12_14_0.pdf
Choi, H., van Merrienboer, J., & Paas, F. (2014). Effects of the physical environment on cognitive load and learning: Towards a new model of cognitive load. Educational Psychology Review, 26(2), 225-244.
http://doi.org/10.1007/s10648-014-9262-6
Ferreira, T., Cadima, J., Matias, M., Vieira, J., Leal, T., & Matos, P. (2016). Preschool children’s prosocial behavior: The role of mother-child, father-child and teacher-child relationships. Journal of Child & Family Studies, 25(6), 1829-1839.
https://doi.org/10.1007/s10826-016-0369-x

Hancock, C. L., & Carter, D. R. (2016). Building environments that encourage positive behavior: The preschool behavior support self-assessment. YC: Young Children, 71(1), 66-73.
Hopps-Wallis, K., Fanton, A., & Dockett, S. (2016). Focusing on strengths as children start school: What does it mean in practice? Australasian Journal of Early Childhood, 41(2), 103-111.
https://doi.org/10.1177/183693911604100214
Hu, B. Y., Chen, L., & Fan, X. (2018). Profiles of teacher-child interaction quality in preschool classrooms and teachers’ professional competence features. Educational Psychology, 38(3), 264-285.
https://doi.org/10.1080/01443410.2017.1328488
Kangas, J., Venninen, T., & Ojala, M. (2016). Educators' perceptions of facilitating children's participation in early childhood education. Australasian Journal of Early Childhood, 41(2), 85-94.
https://doi.org/10.1177/183693911604100212
Krull, E., Koni, I., & Oras, K. (2013). Impact on student teachers’ conception of learning and teaching from studying a course in educational psychology. Asia-Pacific Journal of Teacher Education, 41(2), 218-231.
https://doi.org/10.1080/1359866X.2013.777026
Leggett, N., & Ford, M. (2013). A fine balance: Understanding the roles educators and children play as intentional teachers and intentional learners within the Early Years Learning Framework. Australasian Journal of Early Childhood, 38(4), 42-50.
https://doi.org/10.1177/183693911303800406
Lim, F. V., O'Halloran, K. L, & Podlasov, A. (2012) Spatial pedagogy: Mapping meanings in the use of classroom space. Cambrige Journal of Education, 42(2), 235-251.
https://doi.org/10.1080/0305764X.2012.676629
McKegney, K. (2016). Storytelling as pedagogy: A creative approach to curriculum implementation. Practical Literacy: The Early and Primary Years, 21(2), 36-43.
McMonagle, A. (2012). Professional pedagogy project: Supporting every child’s right to early education. DCCC Publishing.
https://www.academia.edu/23731549/EOCP_Professional_Pedagogy_for_Early_Childhood_Education
Ministerial Council on Education Employment Training and Youth Affairs. (2008). Melbourne declaration on educational goals for young Australians.
https://files.eric.ed.gov/fulltext/ED534449.pdf
NSW Educational Standards Authority. (n.d.). Proficient teacher evidence guide: Early childhood teachers.
https://educationstandards.nsw.edu.au/wps/wcm/connect/5b21b98c-116b-4f2e-a386-56e77c48f5a8/bostes-proficient-teacher-evidence-guide--early-childhood-teachers.pdf?MOD=AJPERES&CVID=
NSW Educational Standards Authority. (n.d.). The Standards.
https://educationstandards.nsw.edu.au/wps/portal/nesa/teacher-accreditation/meeting-requirements/the-standards
Nyland, B., Ferris, J., & Deans, J. (2010). Young children and music: Adults constructing meaning through a performance for children. Australian Journal of Music Education, (2), 5-16.
Thomas, L., Warren, E., & de Vries, E. (2011). Play-based learning and intentional teaching in early childhood contexts. Australasian Journal of Early Childhood, 36(4), 69-75.
https://doi.org/10.1177/183693911103600410