Students will define Social Science education in early childhood and become familiar with contemporary curriculum documents associated with the Social Science learning areas. Students will develop an understanding of and skill in supporting the development of conceptual understandings, process skills and values in young children (0-8) with the intention of promoting active and informed citizenship. Students will explore Inquiry-based pedagogical frameworks and examine a range of differentiated teaching, learning and assessment strategies appropriate to inquiry-based learning in early years settings. Practical opportunities will be provided for evaluating teaching resources to support the development of the multi-literacies of social science inquiry. Current research into teaching and learning in these learning areas will also be reviewed.

On completion of this unit, students should be able to:

• summarise the nature and purpose of the Social Science learning areas for the early childhood phase of schooling (K-3);
• explain how young children’s explorations in Social Science experiences support the achievement of outcomes of the Early Years Learning Framework for children;
• formulate plans that reflect the theory and practice of Inquiry-based, a student centred, differentiated curriculum in early childhood settings;
• justify the inclusion of education for active and informed citizenship in early childhood education;
• evaluate and justify a range resources for teaching the concepts, skills and values of the Social Science learning areas;
• connect purposeful assessment methods to an inquiry-based framework to monitor and evaluate progress of Social Science education and Early Years Learning Framework outcomes;
• decide effective ways to integrate of Indigenous History and Culture, Asia and Australia’s engagement with Asia and sustainability in the Social Science learning experiences and programs; and
• analyse current research into aspects associated with values, citizenship, inquiry and concept-based pedagogies and identify implications for practice.

‘Social Science learning areas’ refers to the History learning area of the Australian Curriculum and the Society and Environment learning area of the Western Australian Curriculum Framework.

1. Curriculum documents associated with History in the Australian Curriculum, the Society and Environment Learning Area of the Western Australian Curriculum Framework and the EYLF.
2. Cross Curriculum Dimensions.
3. Constructivist learning theory and Inquiry models for teaching and learning the skills, concepts and values of the social sciences.
4. Teaching and learning strategies including cooperative strategies.
5. ICT, print, web-based and context-based resources (people and places).
6. Templates and processes for planning and implementing inquiry-based pedagogies.
7. Active and informed citizenship and ‘taking action’.
8. Assessment methods for monitoring concept development, skill development and values development in young children.
9. Current research in the learning areas.

• Lectures
• Workshops
• Inquiry-based experience
• On line modules
• School based experiences

The following graduate attributes will be developed in this unit:

      • Ability to communicate
      • Critical appraisal skills