Course Title: Comparative Issues and Contexts in Early Childhood

Part A: Course Overview

Course Title: Comparative Issues and Contexts in Early Childhood

Credit Points: 12.00


Course Code




Learning Mode

Teaching Period(s)


Bundoora Campus


360H Education


Sem 2 2009,
Sem 2 2013,
Sem 2 2014


Bundoora Campus


360H Education

Face-to-Face or Internet

Sem 2 2015,
Sem 1 2021,
Sem 2 2021


Bundoora Campus


360H Education


Sem 2 2012,
Sem 2 2017,
Sem 2 2018,
Sem 2 2019,
Sem 2 2020

Course Coordinator: Julie Carmel

Course Coordinator Phone: +61 3 9925 7804

Course Coordinator Email:

Course Coordinator Location: Bundoora Builidng 220 Level 3

Course Coordinator Availability: by appointment

Pre-requisite Courses and Assumed Knowledge and Capabilities


Course Description

This course focuses on current educational debates, changes and reforms at local and international levels.  You will investigate new and emerging early childhood educational priorities, policies and practices. You will explore the global flow of ideas about early childhood education and care through the comparison of issues and systems. You will examine how policies and practices can be shared across contexts and how they change from one place to another.  Existing knowledge and research about learning and teaching will be used to investigate and analyse assumptions informing new directions in education. This course will extend your knowledge of curriculum theory, diverse pedagogies and assessment strategies, as well as introducing the politics and economics of early childhood education policy and practice.  By focusing on current events and trends in education, this course will enhance your capacity to critically interpret reform and your own experience as a reflective practitioner.

Objectives/Learning Outcomes/Capability Development


Upon successful completion of this course, you will be able to:

  • Critically analyse contemporary issues and contexts in early childhood education
  • Critically reflect on theoretical perspectives, your professional knowledge and experience, to analyse and interpret new directions and trends in early childhood teaching and learning
  • Collaborate with peers in researching educational reforms and educational change in a range of early childhood education settings
  • Apply knowledge of teaching practice to critically evaluate the rationale for new educational practices locally and internationally
  • Engage in professional debates in early childhood education in an informed way.

In this course you will develop the following program learning outcomes:

  • Develop and apply theoretical and practical knowledge and skills to your professional practice and development in curriculum, pedagogy and assessment
  • Apply knowledge of local and international perspectives and issues about contemporary early childhood practice
  • Critically analyse, synthesise and reflect on educational policy and practice in both local and international contexts
  • Apply initiative and judgment in planning, problem solving and decision making to enhance your practice and continuing professional development. 

Overview of Learning Activities

You will engage in collaborative online learning through online discussion, reflective practices and case studies using a range of web-based tools/resources such as PowerPoint presentations, videos, and audio. 

Overview of Learning Resources

RMIT will provide you with resources and tools for learning in this course through our online systems. A list of recommended learning resources, including, books, journal articles and web resources will be provided by your lecturer. You will also be expected to seek further resources relevant to the focus of your own learning.

The University Library has extensive resources for School of Education students. The Library has produced a subject guide that includes quality online and print resources for your studies.

RMIT University Library:

Study and Learning Centre:

International Student Support:

Learning Lab:

Overview of Assessment

You will be assessed on how well you meet the course’s learning outcomes and on your development against the program learning outcomes.

Assessment tasks are directly linked to the stated objectives and outcomes.  Assessment in the course will be both theoretical and practical in nature.  A range of formative and summative assessment types will be incorporated into the course (for example, written, oral or performance based assessment). 

There are two tasks:

Task 1a & 1b (Same for both groups of students)

Task 2: Advocacy paper (for those students not undertaking the TCHE2295 PX)

Task 2: PX Portfolio (only for students enrolled prior to July 2015 who are required to complete 20-day placement) 

Feedback will be given on all assessment tasks

If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the Program Manager or the Equitable Learning Services if you would like to find out more.

The statement of student responsibilities summarises your responsibilities as an RMIT student as well as those of your teachers.

Your course assessment conforms to RMIT assessment principles, regulations, policies and procedures which are described online at: