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Early Childhood Language and Literacies
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ECCOP2003 - Early Childhood Language and Literacies
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20260200
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1.2
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2026-06-16
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2026-06-16
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Institute of Education, Arts & Community
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Institute of Education, Arts & Community
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Education
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Undergraduate
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30
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.25
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070101
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Teacher Education: Early Childhood
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<a href="http://www.federation.edu.au/locate/unit/eccop2003">070101 - Teacher Education: Early Childhood</a>
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Graded (e.g. HD, D, C, etc)
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7
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Bachelor Degree
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Intermediate
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1
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10
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75
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<p>This unit explores theories and play-based pedagogies underpinning language development and literacy acquisition in early childhood, with a focus on children from birth to school transition. Pre-Service Teachers (PSTs) will examine the components of early language and literacy, including symbolic representation, oral language and emergent literacy, alongside the sociocultural contexts that shape children’s literacy experiences. PSTs will reflect on their own beliefs, values, and literacy skills, to consider how these may influence their teaching. PSTs will evaluate resources and teaching strategies to plan inclusive and meaningful experiences. This unit includes a 10-day placement.</p>
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<p>Topics to be covered include:</p>
<p>• Theories and pedagogies underpinning children’s developing language and literacy </p>
<p>• Understanding literacy in prior to school</p>
<p>• The social contexts of children's early literacy learning</p>
<p>• The child's developing semantic, syntactic, phonological and orthographic awareness</p>
<p>• The development of representational abilities</p>
<p>• Language experiences in care routines and incidental moments</p>
<p>• The role of the family in literacy development</p>
<p>• Storytelling including with books and/or props</p>
<p>• Selecting literature and picture books</p>
<p>• Popular culture, influences of new media and digital technology</p>
<p>• Working with differences in children's pathways to literacy</p>
<p>• The impact of sociocultural differences on children's literacy development</p>
<p>• Aboriginal and Torres Strait Islander literacies</p>
<p>• Bilingual identities and literacy practices</p>
<p><br></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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2026
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2026
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ECCOP2003 - Early Childhood Language and Literacies
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ECCOP2003 - Early Childhood Language and Literacies
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Semester 1
Semester 2
Summer Semester
Year
2026
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Overview
Key information
Requisites
Learning outcomes
Assessment
FedTASK
Parent Region
Overview
Unit description
<p>This unit explores theories and play-based pedagogies underpinning language development and literacy acquisition in early childhood, with a focus on children from birth to school transition. Pre-Service Teachers (PSTs) will examine the components of early language and literacy, including symbolic representation, oral language and emergent literacy, alongside the sociocultural contexts that shape children’s literacy experiences. PSTs will reflect on their own beliefs, values, and literacy skills, to consider how these may influence their teaching. PSTs will evaluate resources and teaching strategies to plan inclusive and meaningful experiences. This unit includes a 10-day placement.</p>
Unit content
<p>Topics to be covered include:</p> <p>• Theories and pedagogies underpinning children’s developing language and literacy </p> <p>• Understanding literacy in prior to school</p> <p>• The social contexts of children's early literacy learning</p> <p>• The child's developing semantic, syntactic, phonological and orthographic awareness</p> <p>• The development of representational abilities</p> <p>• Language experiences in care routines and incidental moments</p> <p>• The role of the family in literacy development</p> <p>• Storytelling including with books and/or props</p> <p>• Selecting literature and picture books</p> <p>• Popular culture, influences of new media and digital technology</p> <p>• Working with differences in children's pathways to literacy</p> <p>• The impact of sociocultural differences on children's literacy development</p> <p>• Aboriginal and Torres Strait Islander literacies</p> <p>• Bilingual identities and literacy practices</p> <p><br></p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Undergraduate
Credit points:
30
EFTSL:
0.25
Field of education:
<a href="http://www.federation.edu.au/locate/unit/eccop2003">070101 - Teacher Education: Early Childhood</a>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
Yes
Placement hours:
75
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>Identify and explain key theories of language development and play-based pedagogies.</p>
K2
<p>Describe the foundational components of early language and literacy.</p>
K3
<p>Recognise the influence of sociocultural contexts on young children's language and literacy experiences.</p>
S1
<p>Critically reflect on their own literacy practices and how these shape their approaches to teaching. </p>
S2
<p>Develop personal literacy competence.</p>
S3
<p>Analyse and evaluate a range of early literacy resources and teaching strategies for their effectiveness and inclusivity.</p>
A1
<p>Plan, implement and assess inclusive, play-based language and literacy experiences for children from birth to school transition. </p>
A2
<p>Apply relevant theories and pedagogical approaches to support individual and group language and literacy development.</p>
A3
<p>Use reflective practice to inform continuous improvement in personal literacy skills and literacy teaching.</p>
Assessment
Learning Tasks and Assessment
Ref
Learning task
Assessment type
Weighting
Learning outcomes assessed
1
<p>Create resources and plan play-based language and literacy experiences informed by understanding of theory and pedagogy.</p>
<p> Portfolio - Planning</p>
<p>40%-60%</p>
K1, K2, K3, S3, A1, A2
2
<p>PSTs will critically reflect on implementation of planned experiences. The reflection will assess children’s learning, note modifications and evaluate the effectiveness of resource and experience. PSTs will seek feedback from colleagues and critically reflect to identify how their personal views, beliefs and literacy skills impacted on teaching and develop goals for enhancing personal literacy skills.</p>
<p>Reflective practice </p>
<p>40%-60%</p>
K1, K3, S1, S2, S3, A1, A2, A3
3
<p>10 days professional experience with children aged from birth -2 years.</p>
<p>Placement. Not available for supplementary assessment.</p>
<p>Hurdle S/U</p>
K1, K2, K3, S1, S2, S3, A1, A2, A3
Supplementary assessment available:
Yes
Supplimentary 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>
FedTASK
FedTASK
<p>Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FedTASKs (<strong>T</strong>ransferable <strong>A</strong>ttributes <strong>S</strong>kills and <strong>K</strong>nowledge) provide a targeted focus on five key, transferable Attributes, Skills, and Knowledge that are embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and co-operative learning opportunities.</p>
FedTASK
Description of FedTASK outcome
Level
FedTASK 1: Interpersonal
The ability to effectively communicate, interact and work with others both individually and in groups.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
FedTASK 2: Leadership
The ability to apply professional skills and behaviours in leading others.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
FedTASK 3: Critical Thinking and Creativity
The ability to work in complexity and ambiguity using imagination to create new ideas.
<p>Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context</p>
FedTASK 4: Digital Literacy
The ability to work fluently across a range of tools and applications to achieve a range of skills.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
FedTASK 5: Sustainable and Ethical Mindset
The ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Undergraduate
Credit points:
30
EFTSL:
0.25
Field of education:
<a href="http://www.federation.edu.au/locate/unit/eccop2003">070101 - Teacher Education: Early Childhood</a>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
Yes
Placement hours:
75
Disclaimer
<em>Information in the Federation Handbook is correct at the time of publication. The University reserves the right to alter any course, unit, procedure or fee.</em>
Additional information
Add Info Static Text
Internal reference: ECCOP2003 - U1.2