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Bachelor of Early Childhood Education and Care (Birth-5): ECTPP302A Reflective and Professional Practice

Prescribed and Recommended Texts

The books below are used in the weekly readings:

The anti-bias approach in early childhood (2020) - Book by Red Ruby Scarlet
The child in focus (2018) - eBook and book by Estelle Irving; Ginette Pestana; Carol Carter; Francis Burton; Melissa Colville; Ann Hooper; Mary Hughes; Sue Lancaster
Critical reflection as a tool for change : stories about quality improvement (2013) - Book by Helen Barnes
Doing action research in early childhood studies : a step by step guide (2009) - eBook and book by Glenda MacNaughton; Patrick Hughes
Early learning theories made visible (2015) - eBook and book by Miriam Beloglovsky; Lisa Daly
Practitioner research in early childhood : international issues and perspectives (2015) - eBook and book by Linda Newman ; Christine Woodrow
Programming and planning in early childhood settings (2025) - eBook and book by Leonie Arthur; Bronwyn Beecher; Elizabeth Death; Sue Dockett; Sue Farmer
Reflective practice : a handbook for early childhood educators (2016) - eBook and book by Liz Rouse
Strengthening quality through critical reflection and action research (2018) - Book by Linda Newman
Theories into practice : understanding and rethinking our work with young children and the EYLF (2024) - eBook and book by Andrea Nolan; Bridie Raban

Online Resources

Readings

Anderson, E. (2014). Transforming early childhood education through critical reflection. Contemporary Issues in Early Childhood, 15(1), 81-82.
https://doi.org/10.2304/ciec.2014.15.1.81
Australian Children's Education & Care Quality Authority. (2010). Educators belonging, being and becoming: Educators' guide to the Early Years Learning Framework for Australia.
https://www.acecqa.gov.au/sites/default/files/acecqa/files/National-Quality-Framework-Resources-Kit/educators_guide_to_the_early_years_learning_framework_for_australia_2.pdf
Australian Children's Education & Care Quality Authority. (2018, February). Quality area 1: Developing a culture of learning through reflective practice .
https://www.acecqa.gov.au/sites/default/files/2019-09/QA1_DevelopingaCultureofLearningThroughReflectivePractice.pdf
Australian Children’s Education & Care Quality Authority. (2018). What is critical reflection?
https://www.acecqa.gov.au/sites/default/files/2019-08/What%20is%20Critical%20Reflection.pdf
Australian Children’s Education & Care Quality Authority. (2020). Practical ideas to support continuous quality improvement.
https://www.acecqa.gov.au/sites/default/files/2020-05/Practical-ideas-to-support-quality-improvement_0.pdf
Australian Children’s Education & Care Quality Authority. (2020, May 28). Genuine and sustained quality improvement is the result of collaborative effort.
https://www.acecqa.gov.au/latest-news/genuine-and-sustained-quality-improvement-result-collaborative-effort
Australian Children’s Education & Care Quality Authority. (2023). Guide to the National Quality Framework.
https://www.acecqa.gov.au/sites/default/files/2023-07/Guide-to-the-NQF-230701a.pdf
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
Barblett, L., Kennedy, A., Hydon, C., & Jackiewicz, S. (2016). ECA Code of Ethics: Revised for 2016. Early Childhood Australia.
https://2019.ecaconference.com.au/wp-content/uploads/2016/11/Hydon_COE.pdf
be you, & Beyond Blue. (2023, March). Staff wellbeing [Fact sheet].
https://beyou.edu.au/fact-sheets/wellbeing/staff-wellbeing
Brock, A. (2012). Building a model of early years professionalism from practitioners’ perspectives. Journal of Early Childhood Research, 11(1), 27-44.
https://doi.org/10.1177/1476718X12456003
Bryant, L., Gibbs, L., & McNicholas, L. (Hosts). (2019, July 19). Documentation and planning in a digital world (with Melanie Elderton) (No. 105) [Audio podcast episode].
In The early education show. https://www.earlyeducationshow.com/episodes/episode105?fbclid=IwAR2zNFUixJm4BPvRQktoqBsQjXKROUakHwPGsLEJHZjsqTctUiWazmn0GHg
Christiansen, A., Hannan, S., Anderson, K., Coxon, L., & Fargher, D. (2018). Place-based nature kindergarten in Victoria, Australia: No tools, no toys, no art supplies.
Journal of Outdoor and Environmental Education, 21, 61-75. https://doi.org/10.1007/s42322-017-0001-6
Department of Education and Training, Victoria. (n.d.). Engaging with the VEYLDF practice principle video: Partnerships with professionals.
https://view.officeapps.live.com/op/view.aspx?src=http%3A%2F%2Fwww.education.vic.gov.au%2FDocuments%2Fchildhood%2Fproviders%2Fedcare%2Fpartnershipsreflectiontool.docx
Department of Education, Victoria. (2016, July 19). VEYLDF Practice Principles: Partnerships with Professionals [Video].
YouTube. https://www.youtube.com/watch?v=Vj3TuZMrw4g
Department of Education and Training. (2017). Victorian early years learning and development framework: Practice principle guide: Reflective practice.
https://www.education.vic.gov.au/Documents/childhood/providers/edcare/pracguidereflectivepractice2017.pdf
Durand, T. (2010). Celebrating diversity in early care and education settings: Moving beyond the margins. Early Child Development and Care, 180(7), 835-848.
https://doi.org/10.1080/03004430802466226

8 Ways. (n.d.). Aboriginal pedagogy: Every place, every people, has its own unique pedagogies.
https://www.8ways.online/about
Early Childhood Australia. (2016). Code of ethics [Brochure].
http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2019/08/ECA-COE-Brochure-web-2019.pdf
ECA Learning Hub. (2011, August 15). EYLF PLP Talking about practice – Reflecting on practice: Part 3 of 4. [Video].
YouTube. https://www.youtube.com/watch?v=o2YALUyD0JM
Edwards, C. P., & Gandini, L. (2015). Teacher research in Reggio Emilia: Essence of a dynamic, evolving role.
Voices of Practitioners: Teacher Research in Early Childhood Education, 10, 89-103.
Elliott, S., & Chancellor, B. (2014). From forest preschool to bush kinder: An inspirational approach to preschool provision in Australia.
Australasian Journal of Early Childhood, 39(4), 45-53. https://doi.org/10.1177/183693911403900407
Fenech, M., Harrison, L., Press, F., & Sumsion, J. (2020). Using metaphor to illuminate quality in early childhood education. Australasian Journal of Early Childhood, 45(2), 197-210.
https://doi.org/10.1177/1836939120918482
Foong, L., Nor, M. & Nolan, A. (2019). Individual and collective reflection: Deepening early childhood pre-service teachers’ reflective thinking during practicum.
Australasian Journal of Early Childhood, 43(1), 43-51. https://doi.org/10.23965/AJEC.43.1.05
Goodfellow, J. (2001). Wise practice: The need to move beyond best practice in early childhood education. Australasian Journal of Early Childhood, 26(3), 1-6.
https://doi.org/10.1177/183693910102600302
Harrison, L., Hadley, F., Irvine, S., Davis, B., Barblett, L., Hatzigianni, M., Mulhearn, G., Waniganayake, M., Andrews, R., & Li, P. (2019, November). Quality improvement research project.
Australian Children’s Education and Care Quality Authority (ACECQA).
https://www.acecqa.gov.au/sites/default/files/2020-05/quality-improvement-research-project-2019.PDF
Higgins, A., & Cherrington, S. (2017). What’s the story? Exploring parent-teacher communication through ePortfolios.
Australasian Journal of Early Childhood, 42(4), 13-21. https://doi.org/10.23965/AJEC.42.4.02
Katz, L. (1985). The nature of professions: Where Is early childhood education?
http://files.eric.ed.gov/fulltext/ED265948.pdf
Kennedy, A. (2018, July 10). Reflective practice: Making a commitment to ongoing learning. The Spoke: Early Childhood Australia’s Blog.
http://thespoke.earlychildhoodaustralia.org.au/reflective-practice-making-commitment-ongoing-learning/
Knauf, H. (2019). Documentation strategies: Pedagogical documentation from the perspective of early childhood teachers in New Zealand and Germany.
Early Childhood Education Journal, 48(1), 11-19. https://doi.org/10.1007/s10643-019-00979-9
Lee, S. (2010). Reflect on your history: An early childhood education teacher examines her biases. Multicultural Education, 17(4), 25-30.
https://eric.ed.gov/?id=EJ915268
Lemon, N., & Garvis, S. (2014). Encouraging reflective practice with future early childhood teachers to support the national standards: An Australian case study.
Australasian Journal of Early Childhood, 39(4), 89-94. https://doi.org/10.1177/183693911403900412.
Livingstone, R. (2014, May 20). ACECQA helps unlock the door on documentation.
https://www.acecqa.gov.au/latest-news/blog/acecqa-helps-unlock-door-documentation
MacNaughton, G. (2003). Shaping early childhood: Learners, curriculum and contexts.
Open University Press. (pp.113-120)
Malaguzzi, L. (1994). Your image of the child: Where teaching begins. Exchange, (3).
https://reggioalliance.org/downloads/malaguzzi:ccie:1994.pdf
Malone, K. (2016). Reconsidering children’s encounters with nature and place using posthumanism.
Australian Journal of Environmental Education, 32(1), 42-56. https://doi.org/10.1017/aee.2015.48
Martalock, P. L. (2012). “What is a wheel?” The image of the child: Traditional, project approach, and Reggio Emilia Perspectives. Dimensions of Early Childhood, 40(3), 3-11.
McFarland, L., & Laird, S. (2018). Parents’ and early childhood educators’ attitudes and practices in relation to children’s outdoor risky play.
Early Childhood Education Journal, 46(2), 159-168. https://doi.org/10.1007/s10643-017-0856-8
Miller, M. (2011). Critical reflection. Reflections: Gowrie Australia Publication, (45), 4-6.
https://eprints.qut.edu.au/79260/1/Critical_Reflection_-_Gowrie_Article.pdf
Moss, P. (2016). Loris Malaguzzi and the schools of Reggio Emilia: Provocation and hope for a renewed public education.
Improving Schools. 19(2), 167-176. https://doi.org/10.1177/13654802166515
Moss, P. (2016). Why can’t we get beyond quality?
Contemporary Issues in Early Childhood, 17(1), 8-15. https://doi.org/10.1177/1463949115627
NSW Education Standards Authority. (2018). Australian Professional Standards for teachers.
https://educationstandards.nsw.edu.au/wps/portal/nesa/teacher-accreditation/how-accreditation-works/guide-to-accreditation/professional-standards
Oke, A., Butler, J., & O’Neill, C. (2019). Choose your words wisely: Descriptions of a professional early childhood practitioner. The Qualitative Report, 24(12), 3047-3060.
O’Connor, A., Nolan, A., Bergmeier, H., Williams-Smith, J., & Skouteris, H. (2018). Early childhood educators’ perceptions of parent-child relationships: A qualitative study. Australasian Journal of Early Childhood, 43(1), 4-15.
https://doi.org/10.23965/AJEC.43.1.01

Paananen, M., & Lipponen, L. (2018). Pedagogical documentation as a lens for examining equality in early childhood education.
Early Child Development and Care,188(2), 77-87. https://doi.org/10.1080/03004430.2016.1241777
Page, J., & Eadie, P. (2019). Coaching for continuous improvement in collaborative, interdisciplinary early childhood teams. Australasian Journal of Early Childhood, 44(3), 270-284.
https://doi.org/10.1177/1836939119855542
Queensland Department of Education. (2016, November 15). Embedding culture in practice for kindergarten teaching and learning [Video].
YouTube. https://youtu.be/SJ_Ra8MnFe8
Ritchie, J. (2010). Being “sociocultural” in early childhood education practice in Aotearoa. Early Childhood Folio, 14(2), 2-7.
Roberts, W. (2017). Trust, empathy and time: Relationship building with families experiencing vulnerability and disadvantage in early childhood education and care centres. Australasian Journal of Early Childhood, 42(4), 4-12.
https://doi.org/10.23965/AJEC.42.4.01
Robinson, K., Jones Diaz, C., & Townley, C. (2019). Constructions of knowledge and childhood: Addressing current affairs with children with a focus on parents’ practices and children’s news media. Contemporary Issues in Early Childhood, 20(4),
324-336. https://doi.org/10.1177/1463949119888483
Rouse, E., & O’Brien, D. (2017). Mutuality and reciprocity in parent-teacher relationships: Understanding the nature of partnerships in early childhood education and care provision. Australasian Journal of Early Childhood, 42(2), 45-52.
http://dx.doi.org/10.23965/AJEC.42.2.06
Sims, M. (2014). Is the care-education dichotomy behind us? Australasian Journal of Early Childhood, 39(4), 4-11.
https://doi.org/10.1177/183693911403900402
Skattebol, J., Adamson, E., & Woodrow, C. (2016). Revisioning professionalism from the periphery. Early Years, 36(2), 116-131.
https://doi.org/10.1080/09575146.2015.1121975
Srinivasan, P. (2019). Pookey, poory, power: An agentic powerformance.
Contemporary Issues in Early Childhood, 20(2), 121-132. https://doi.org/10.1177/1463949118759979
Stonehouse, A. (2015, May 22). Documentation-what’s the point? The Spoke: Early Childhood Australia’s Blog.
http://thespoke.earlychildhoodaustralia.org.au/documentation-whats-the-point/
TeachersPD. (2019, March 6). Standard 3 - Plan for and implement effective teaching and learning [Video].
YouTube. https://www.youtube.com/watch?v=ZNBoQSZBMzs
TEDx Talks. (2016, August 16). What is the most important influence on child development: Tom Weisner: TEDxUCLA. [Video].
YouTube. https://youtu.be/gIZ8PkLMMUo
Tesar, M., Tong, Z., Gibbons, A., Arndt, S., & Sansom, A. (2019). Children’s literature in China: Revisiting ideologies of childhood and agency.
Contemporary Issues in Early Childhood, 20(4), 381-393. https://doi.org/10.1177%2F1463949119888494
United Nations. (1989, November 20). Convention on the rights of the child.
https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-child
Van Schaik, S., Leseman, P., & Huijbregts, S. (2014). Cultural diversity in teachers’ group-centred beliefs and practices in early childcare. Early Childhood Research Quarterly, 29(3), 369-377.
https://doi.org/10.1016/j.ecresq.2014.04.007
Warren, J., & Harden-Thew, K. (2019). Transitions outside the mainstream: Stories of children and their families. Australasian Journal of Early Childhood, 44(1), 63-75.
https://doi.org/10.1177/1836939119841458
Watson, K. (2019). ‘We are all friends’: Disrupting friendship play discourses in inclusive early childhood education. Contemporary Issues in Early Childhood, 20(3), 253-264.
https://doi.org/10.1177/1463949118772575
Woodrow, C. (1999). Revisiting images of the child in early childhood education: Reflections and considerations. Australian Journal of Early Childhood, 24(4), 7-12.
https://doi.org/10.1177/183693919902400403