INSTITUTE OF EARLY CHILDHOOD

MACQUARIE UNIVERSITY

SELF EVALUATION REVIEW

November 2009

The Institute of Early Childhood (IEC) is a multidisciplinary department with specialists

in early childhood education, leadership and management, psychology, linguistics, sociology,
the creative arts, and difference and disability. The period of early childhood is
internationally recognised as spanning the years from birth to eight. IEC staff share a
common teaching and research focus on this period of human development. IEC graduates
may be employed as early childhood teachers in preschools, long day care centres, local
councils and the early years of school. IEC staff have long established links with the early
childhood profession, and extensive experience working with industry partners and
government departments.

This review is timely as early childhood services in Australia are subject to major reforms
as a result of the Australian Government’s Early Childhood National Quality Agenda for
early childhood. Simultaneously, at the state government level, teacher education programs in
NSW are required to demonstrate that they meet a set of 46 standards in order for their
graduates to gain accreditation with the NSW Institute of Teachers. Macquarie University is
itself engaged in a major change process with a new undergraduate curriculum and an
academic restructure leading to IEC being located in the Faculty of Human Sciences along
with the departments of Education, Psychology, Linguistics and Medicine.

These changes have profound implications for IEC and open up opportunities for greater
collaboration with other departments in Macquarie University, other universities, and state
and national policy makers.

THE INSTITUTE OF EARLY CHILDHOOD

The Institute of Early Childhood comprises the following inter-related elements:

• Academic and professional staff body

• Children and Families Research Centre, and
• Mia Mia Child and Family Study Centre.

The Institute of Early Childhood is custodian of two collections which are integral to its
cultural history and teaching programs:

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 • The IEC Art Collection was established early in the 20th century. The collection
includes many works by prominent Australian artists including important works by
Aboriginal artists. There are also special interest items such as Middle Eastern
textiles. Media include ceramics bark, wood, canvas and silk.

• The IEC Archives contain documentation and artefacts pertaining to early childhood
education in Australia dating back over 100 years.

Institute Advisory Board

Board members include persons of eminence, persons holding positions of responsibility in

the professional fields served by the IEC, and senior leaders from organisations which
employ IEC graduates. The IAB’s terms of reference include the following:

• Enhance the standing of the IEC in the field

• Assist the IEC to fulfil its goal of promoting social justice
• Improve the understanding of early childhood within the university and the
community
• Provide a forum for dialogue with major employers of IEC graduates, and
• Encourage outreach with early childhood professionals working in the field.

IEC Foundation

The IEC Foundation was established in 2001 to support initiatives of the IEC and promote
them in the community. Under the chairmanship of Sir John Carrick, the Foundation has
raised funds which are used to provide scholarships for early childhood students and research
funding for high quality projects pertaining to early childhood development.

HISTORY OF THE INSTITUTE OF EARLY CHILDHOOD

The Institute of Early Childhood traces its origins back to the 19th century, when the
Kindergarten Union established a course to train early childhood teachers in the Froebelian
method. In 1898, the original course was extended from two to three years, reflecting the
Kindergarten Union's emphasis on the educational potential of early childhood services, as

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opposed to the provision of care as an end in itself. The Nursery School Teachers College
was established in 1931 to prepare teachers for the Sydney Day Nursery centres.

Plate 1: Student teachers using Froebel gifts,

Froebel school, Sydney, 1908, Institute of
Early Childhood, Macquarie University,
iec/i/000001.

During the 1970s, the Australian Government became involved in the financial support of
early childhood education, and this culminated in the establishment of the two constituent
colleges as Colleges of Advanced Education in 1976. By 1982 these two Colleges were
amalgamated to form an autonomous Institute within the Sydney College of Advanced
Education. The new Institute was a strong combination of early childhood expertise from a
range of disciplines. When Sydney College of Advanced Education was disbanded in 1989,
the Institute became the Institute of Early Childhood, a department of Macquarie University.

Plate 5: Using Froebel Gifts, Woolloomoolo

Kindergarten, Sydney, 1908, Institute of Early
Childhood Collection, Macquarie University,
IEC/i/000002.

The Institute of Early Childhood brought with it, into the university, some important
strengths, including its international reputation as a leader in early childhood teacher
education and research. A further strength is its longstanding involvement in key
organisations and employer groups in the field.

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 REPORT ON LAST REVIEW RECOMMENDATIONS
A formal review of the former Division known as the Australian Centre for Educational
Studies (ACES) was undertaken in 2003. At that time ACES comprised the following
departments:
• Institute of Early Childhood
• School of Education (now Department of Education)
• Macquarie University Special Education Centre (MUSEC) and
• Institute for Higher Education Research and Development (IHERD).

The recommendations of that review were not specific to individual Departments and many
were beyond the capacity of individual Departments to implement. Table 1 lists the
recommendations and their implementation.

Table 1: Recommendations and implementation following 2003 review

Recommendation Implementation and completion

ACES develop a shorter and more accessible Division Achieved 2007.

meta-level Strategic Plan which shows links to the
University plans and priorities.

ACES undertake an annual review of achievements Achieved.

against the Strategic Plan and priorities.

That performance management and mentoring be The previous Performance

extended systematically across ACES. Management System was
replaced by a university-wide
PDR system in 2008.

That ACES sets realistic targets and strategies for Detailed in the ACES Research
improving research outputs. Strategic Plan.

That a senior position be appointed at Division level to Professor Kevin Wheldall from
achieve synergy across departments and harness research MUSEC was appointed.
strength.

ACES take account of national policy directions and Ongoing.

priorities to focus staff and HDR research activities.

ACES hold an annual showcase of research within ACES Showcase a regular annual
and the wider community. event.

Further joint planning and collaboration in all teacher Ongoing.

education programs.

Increased collaboration in Stage One of Primary teacher Some shared teaching in Maths,
education training to ensure graduate capabilities across K Science and Technology units.
– 6 key learning areas and understanding of pedagogical Primary and early childhood
debate K – 2. students undertake units in other
department.

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More systematic monitoring of unit review and follow up. Achieved.

Review current support for HDR students including Achieved.

• selection of topics to fit ACES priorities
• access to ICT resources
• intellectual engagement
• Consider introducing an annual Dean’s lecture for
students and staff.

Continue to develop moves to unite ACES geographically Not possible.

and operationally

Develop stronger presence through advocacy and research [Not relevant to IEC.]
in primary education

Re-establish the School of Education Advisory Board as a [Not relevant to IEC.]

feature of the TEP

Increase collaborate with the ICT Centre Achieved in the Maths, Science
and Technology units

BACKGROUND AND HISTORY OF DEPARTMENT SINCE LAST REVIEW

There have been far reaching changes in the social and political context of early childhood
services in Australia since the last review. These have important implications for the Institute
of Early Childhood and Macquarie University. In 2007 the Rudd Labor Government
developed its National Quality Framework to improve the quality, access and equity of early
childhood services. The core of the Australian Government’s reform agenda focuses on three
key aspects of early childhood services:
• national quality standards and enhanced regulatory arrangements
• a quality rating system, and
• a national early years learning framework, and
• universal access to a preschool program for all children in their year prior to full-time
schooling. This is to be a play-based education program delivered by a university
qualified early childhood teacher.

Financial incentives will be offered to children’s services which employ a university qualified
early childhood teacher in a teaching role. Children’s services who employ a teacher with a 3-
year university early childhood teaching qualification will receive a $6,000 subsidy and those
who employ a 4-year university early childhood teaching qualification will receive an $8,000
subsidy from 2011. It is anticipated that this reform will place pressure on childcare staff to
upgrade their qualifications by enrolling in a university degree program. IEC already has well
established and highly regarded undergraduate programs which are poised to meet this
increased demand.

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These national reforms have highlighted a serious shortage of university qualified early
childhood teachers. Several universities have recently introduced early childhood teacher
education programs (for example University of Sydney, Australian Catholic University,
University of Notre Dame), thus increasing competition for Macquarie University’s early
childhood programs.

A related issue is a projected shortage of early childhood academics. Professor Sue Willis,
Chair of the Australian Council of Deans of Education, has estimated that, in the next 3 years,
an additional 225 early childhood academics will be needed in universities to meet the
demand for early childhood graduates (ACDE Conference, 2008). Many staff at IEC have
been approached by other universities who are actively recruiting early childhood academics
to deliver their newly introduced programs. The implications for Macquarie University are to
provide an environment which will attract and maintain its academics in this highly
competitive context.

There have also been major changes to the regulatory environment at the state level. The
NSW Institute of Teachers was established by Act of Parliament in 2004 to oversee a system
of accreditation and recognition of a teacher's professional capacity against professional
standards (NSW Institute of Teachers website). In order for their graduates to be eligible to
teach in any NSW school, initial teacher education providers must demonstrate that the 46
professional standards have been met.

This change has had an enormous impact on universities offering early childhood (birth to 8
years) programs, due to the definition of “teach” enshrined in the Act of Parliament:

“teach” – means to undertake duties in a school that include (but are not limited
to): (a) the direct delivery of courses of study that are designed to implement
the curriculum (as determined by the Board of Studies) for primary or secondary
schools in accordance with the Education Act 1900, and
(b) responsibility for assessing student participation, performance and
progress in such courses (NSW Institute of Teachers website)

Central to this definition is the construction of a teacher as one who delivers the NSW Board
of Studies curricula. Therefore it is now necessary for early childhood graduates to
demonstrate content knowledge and pedagogical strategies for the whole of K – 6, rather than
specializing in the K – 2 curricula, as has always been the case prior to 2007.

As with all other birth to 8 years programs in NSW, it was necessary for IEC to revise its
BEd(ECE) program to cover the period from birth to 12 years, while endeavoring to retain
its early childhood pedagogical specialization. This huge time-consuming task was completed
in June 2009 and the revised program was submitted to the NSW Institute of Teachers.
Approval is pending.

The fact that both IEC and Department of Education are offering a primary teaching
qualification, albeit through very different pathways, has opened up new opportunities for
collaboration through shared teaching of the core primary units for grades K – 6. Macquarie
University has the potential to position itself as a premier institution for teacher education in
NSW by offering a suite of programs providing a choice of pathways to a teaching
qualification. A further implication is that the Practicum Officers in each department will be

6
able to work together to place IEC and Education students in primary schools, thus achieving
efficiencies and mutual support.

CURRENT POSITION

As a result of the national, state and university changes detailed above, IEC engaged in a 2-
day professional development program in 2008 to formulate a new vision, mission and values
statement, and to consider strategic directions.

IEC Mission

The Institute of Early Childhood is committed to maximising opportunities for young

children, families and communities through research, teaching, learning and advocacy.

IEC Values

The Institute of Early Childhood values integrity, collegiality, respect, intellectual rigour and
social justice.

Planning and Implementation Process

All IEC staff are encouraged to participate in decision-making, through:

• An annual 2-day Retreat each February

• A series of forums throughout the year focusing on Learning and Teaching, and
Research and HDR
• Monthly IEC Department Meetings
• 2 – 3 IEC Learning and Teaching Committee meetings per year
• 2 – 3 IEC Research and HDR Committee Meetings per year.

OPERATIONAL PLANS

Prior to the restructure of the university into Faculties in January 2009, the Institute of Early
Childhood used a modified version of the ACES Learning and Teaching, and Research
Strategic Plans, which were developed within the Division of ACES and implemented mostly
at Department level. Please note that the new Macquarie University Learning and Teaching
Plan, and Research Plan, had not been completed in 2008.

IEC Learning and Teaching Plan 2007 – 2008

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Strategic KPI Strategies Action
Imperatives
IEC is IEC programs will Strengthen relationships - Liase with Indigenous
committed to align with federal with Indigenous groups community groups and
the delivery of policy promoting and providers Warawara
high quality, Indigenous teacher
responsive education
Indigenous Build knowledge of - Guest speakers
teacher relevant epistemologies - Grants
education - Workshops
programs - Research
- Professional development
IEC integrates Increase IEC access Form ICT committee - Articulate IEC’s current
innovative to technology access to technology
technologies in - Identify resources needed
learning and and examine opportunities
teaching for partnering with
technology providers
Increase use of Identify opportunities - Examine blackboard
innovative for technology potential, discuss with CFL
technologies in integration in teaching and engage in staff training.
delivery of units and assessing - Create examples of
technology rich delivery of
Increase staff and Identify current practice units & provide observer
students’ mastery of and opportunities for access
technology in current integration - Survey current student
units technology use in units
- Identify and promote key
units where technology can
be integrated

IEC values high All staff use Identify available tools - Evaluation tools are explored
quality learning available evaluation for evaluation within - Provide professional
and teaching tools and outside the development in selected tools
university

Expand mentoring Define and develop

program to include clear guidelines to
casual staff support casual staff

Enhance student Increase CEQ & Inform final year - Include CEQ focus points in
satisfaction with TEDS scores students of CEQ & outlines (like the graduate
our programs encourage return capabilities)

Encourage past Explore opportunities - Website to host forum

students to develop for ongoing - Afternoon teas etc
ongoing relationship communication
with IEC

IEC values a Increase national and Strong web presence - upgrade website
diverse local, international student - liaise with the marketing
national and applications Increase school leavers’ department
international and TAFE students’ - development of IEC
student awareness of program information kit & DVD
population. Review and enhance support
Identify possible post for international students
graduate
specialisations, with

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 links to research
strengths in IEC

IEC Research and HDR Strategic Plan 2007 - 2008

KPI Strategies Action

Increase research Define research active - liaise with research office
activity

Determine IEC research agenda - Identify IEC research themes

- develop IEC research agenda and policy
Map current research agenda - send proforma to all staff seeking
research interests, publications and
grants for the last five years.
- Collate responses
Disseminate data about current - to IAB
and proposed research - on IEC webpage
endeavours

Publish in high impact journals - Identify rankings based on emerging

& present at international peer ERA
reviewed conferences - Identify & promote C1 conferences with
staff
Increase inter- Host key national and Explore national and international
disciplinary international visiting scholars scholarships
connections

Increase internal collaborations Devote one research forum to meeting other

within new faculty departmental research chairs within the new
faculty.

Increase staff Identify research networks (such - Research active staff join and actively
engagement with as ARACY) and possibilities for participate in research networks
research networks IEC membership

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IEC Community Engagement and Impact Strategic Plan 2007 - 2008

Strategic KPI Strategies Action

Imperatives

IEC is committed High quality Identify needs in the - Support staff in negotiating
to the use of high practitioner resource market contracts to develop
quality resources materials
practitioner developed by IEC
resources staff

IEC is committed IEC staff provide Identify current

to ongoing representation on committee membership
advocacy and key university and
input to policy external
development committees

Identify key committees - Nominate IEC staff for key

IEC should be internal and external
represented on committees

IEC is a high Publicly available Survey staff, identify - Registration of professional

profile provider database of IEC and describe possible development courses with
of professional professional PD courses the NSW Institute of
development development & Teachers
consultation

IEC staff are listed on - Contact Access Macquarie

the university list “of - Disseminate information to
experts” staff

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IEC Staff and Student Wellbeing Strategic Plan

Strategic KPI Strategies Action

Imperatives
IEC is an Staff research to Review current Staff research areas identified
organisational unit align with staff relationships between and mapped to teaching
that values and teaching research and teaching
supports its staff
and students

Increase Organise and promote - grant writing

professional internal and external - media training
development professional - staffing website
opportunities for development seminars - time management seminar
staff and students

Staff workloads Review current - map staff time to deliver

reflect staffing practices with a view to and assess units
formula (to support maximise efficiency - examine staff preference for
T&L, research and researching and teaching
CO) options

Student workloads Review current unit - map student time to

comply with workloads for students complete units
university policy ensuring parity - examine delivery modes
and explore alternatives

ADMINISTRATIVE AND LEADERSHIP STRUCTURES

In line with its commitment to collaborative decision-making, leadership and administration

roles are frequently conflated in IEC. All staff members demonstrate leadership at one level
or another, from individual unit coordination to key roles as committee chairs. Many staff
also serve on University and Faculty Committees in a range of roles.

Executive Dean Faculty of Human Sciences

Head of Department Institute of Early Childhood

Chair: Learning and Chair: Research Committee Chair: HDR Committee

Teaching Committee

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Administrative Roles: Academic staff

Please see IEC Staffing Handbook for detailed descriptions of administrative roles and
responsibilities.
Academic Administrative Role

Undergraduate Coordinator Staffing Coordinators

Undergraduate Coordinator Distance International Student Coordinator

Postgraduate Coursework Coordinator Promotions and Marketing Coordinator

Honours Coordinator Website Coordinator

Warawara Academic Liaison Officer IEC Art Collection Coordinator

Chair: Plagiarism Committee Sessional Staff Coordinator

Chair: Appeals and Exclusions Committee Fieldwork Coordinators for each

Professional Experience unit

Professional Experience Coordinator IEC Ethics Coordinator

Grad Dip and BTeach Coordinator Publications Coordinator

Administrative Roles: Professional Staff

Head of Department

Department Administration Manager Level 7

Undergraduate Student Practicum Officer (job Administration Assistant

Services Officer Level 6 share) Level 6 Level 5

Postgraduate and HDR Practicum Support Officer

Student Services Officer Level 4
(0.5) Level 6

Children and Families Research Centre

Director

Deputy Director

Administration Officer Academic Research Staff

Level 7

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 CURRENT BUDGET POSITION

2006 2007 2008 2009

Expected
result

Total income 3,614,877 3,884,695 4,125,320 4,504,955

Academic 1,819,428 2,001,738 2,188,681 2,877,655

salaries

Academic 265,673 265,102 265,211 123,150

casuals

General salaries 172,932 182,044 169,854 357,143

General casual 32,736 24,474 49,986 64,075

All other costs eg 1,238,718 1,332,290 1,442,550 911,965

on-costs, travel,
consumables

Total 3,529,487 3,805,648 4,116,282 4,333,988

expenditure

Operating 85,390 79,047 9,038 170,967

surplus

(deficit)

The above figures include the IEC Operating Budget only. They exclude the budgets of Mia
Mia, Children and Families Centre, the Practicum budget, and research grants and
consultancies. It can be seen that during 2009, IEC engaged in a careful review of the
delivery of its programs and use of resources, leading to an overall predicted surplus of
$170,967.

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 STAFFING PROFILE 2009
Institute of Early Childhood

Academic FTE Continuing Fixed term

A 0.5 A 3
B 13.8 B 5.9
C 2.8 C 0
D 3 D 0
E 2 E 0

Total FTE 22.1 8.9

Professional FTE Continuing Fixed term

H3 0 H3 0
H4 0.29 H4 0
H5 0 H5 1.5
H6 1.2 H6 1
H7 0 H7 2

Total FTE 1.49 4.5

Please note: Fixed term does not include contractors. Currently IEC has a full time level 3
equivalent contractor employed in an administrative assistant position. The figures exclude
Mia Mia Child and Family Study Centre staff, however it does include all other staff
including Research Centre staff and Research Assistants on contract.

ACADEMIC STAFF QUALIFICATIONS 2009

Highest qualification Continuing Fixed Term Total

Bachelors 0 0 0

Masters coursework 4 1 5

Masters by research 1 2 3

PhD 17 6 23

Currently doing PhD 1 2 3

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These figures do not discriminate between full time and part time staff. They include staff in
the Children and Families Research Centre.

ACADEMIC STAFF APPOINTMENTS AND RETIREMENTS 2007 - 2009

New Retirements: New New

appointments: continuing appointments: appointments:
continuing positions contract > 12 contract < 12
positions months months

Level A 0 0 2 0

Level B 5 0 6 3

Level C 0 3 0 0

Level D 0 0 0 0

Level E 1 1 0 0

These figures do not discriminate between full time and part time staff. They include staff in
the Children and Families Research Centre.

Honorary Associates

• Emeritus Professor Jacqueline Goodnow

• Dr Margaret White

• Dr Louie Suthers.

STAFF DEVELOPMENT

• Participation in annual 2-day Retreat each February.

• New continuing staff receive a 0.5 teaching load in their 1st semester.

• Induction programs are held for new contract and casual staff.

• ICT sessions are provided to staff, including use of whiteboards and Smart Notebook.

• Attendance at university induction program is expected.

• Attendance at library training sessions is recommended.

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 • New staff are mentored by colleagues and unit coordinators.

• Regular research colloquia.

• An IEC Staffing Manual is available.

• All staff, academic and professional, are required to participate in a Performance

Development and Review cycle, implemented in 2008. There are 4 PDR advisers at
IEC.

IEC WORKLOAD MODEL

Workload Patterns

In accordance with the Enterprise Agreement, academic staff work for 1579 hours per
annum. Three workload patterns are possible:

• Teaching and research – the most common pattern for staff who are research active.
Staff who work this pattern receive an allocation of 500 hours per annum for their
research activities.
• Teaching mainly – for staff who are not actively engaged in research, and/or contract
staff. Staff who work this pattern receive an allocation of 150 hours per annum for
their research activities.
• Research mainly – for staff who have large external research grants.

IEC uses a software program which calculates staff workloads based on 750 hours per
semester. The remaining 79 hours are allocated to all staff to attend field and university
meetings, Open Days, and other activities.

The following table sets out the allocations which the IEC staff website makes for different
types of academic activity.

IEC Staffing Allocations

Activity Allocated staff hours

1 hour lecture (internal only)* 6 hours

1 hour tutorial 1 hour

tutorial preparation 1.5 hours

2 hour seminar (400 & 800 level units 8 hours

only

internal marking (includes an 1 hour/student/semester for 3 credit pt unit

embedded allocation for consultation)
1 hour 20 mins/student/semester for 4 credit pt unit

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 + 5 minutes per student per week

online tutorials – for units which only 1 hour/student /semester

run externally and which conduct
tutorials online (ie not general
consultation)

external marking (also includes 1 hour/student/semester for 3 credit pt unit

consultation)
1 hour 20 mins/student/semester for 4 credit pt unit
+ 5 minutes per student per week

external consultation 5 minutes per student per week

unit coordination 0-99 students: 0.5 hours/week

100-149 students: 1 hour/week
150 + students: 1.5 hours/week

prac supervision 16 hours/semester for full-time staff members

(ie 2 students x 2 visits x 4 hours/ student or
4 students x 1 visit x 4 hours/student)

research student supervision part-time student: 2 hours/week

(calculated over 22 weeks/semester)
full-time student: 4 hours/week
principal and associate supervisors are to decide
how to divide these hours

new unit writing new 3 cp = 78 hours

new 4 cp = 104 hours
major revision 3cp = 39 hours ie half
major revision 4 cp = 52 hours

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 LEARNING AND TEACHING
THE DISTINCTIVENESS OF EARLY CHILDHOOD AS A SEPARATE DISCIPLINE

Early Childhood and Education are two separate and discrete disciplines, informed by
different philosophical and theoretical frameworks. Within the discipline of Early Childhood,
education is conceived of broadly in terms of the overall development of the child from birth
to 8 years, including physical, social, emotional, linguistic and intellectual development.
Understanding home, family and community influences, and their pedagogical implications
for children’s development, drives Early Childhood education. Observation is the basis of
early childhood teaching. Students gain skills in observing and interpreting young children’s
behavior, underpinned by theoretical understanding, and then formulating objectives to
facilitate each individual child’s development. Thus early childhood education does not fit
easily or naturally with the more content-based curriculum focus of Primary School
education. Hence IEC’s research and teaching synergies lie naturally with a range of
disciplines such as Psychology, Linguistics, Sociology, Indigenous Studies and other social
science areas. Early childhood academics and practitioners must negotiate issues within a
complex cultural and regulatory environment, which are inherently different from the issues
facing Education departments.

IDENTIFICATION OF CURRENT CHALLENGES AND OPPORTUNITIES

Challenges include meeting the accreditation and regulatory requirements set out in the
introduction, while maintaining a high quality program which produces graduates who are
valued by employers and respected in the field.

Additional challenges include a shortage of research active early childhood academics in a

fiercely competitive field, requiring thoughtful support of current staff as they move towards
research active status.

Opportunities are set out in the final section of this review.

EVIDENCE OF ALIGNMENT WITH UNIVERSITY AND FACULTY PRIORITIES

IEC’s plans align closely with university and faculty priorities. Current foci include the
recruitment and retention of undergraduate, postgraduate and HDR students,
internationalization and increased provision for students from diverse backgrounds.

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 UAI AND FIRST PREFERENCE TRENDS LAST 2 YEARS: BE(ECE)

Year 2008 2009

1st preference 164 257

All 296 498

preferences

UNDERGRADUATE PROGRAMS 2009

There will be major revisions and changes to the following programs which will be
implemented progressively from January 2010. These revisions and changes have resulted
from:

• The Macquarie University curriculum review

• The mandatory requirements of the NSW Institute of Teachers
• The mandatory requirements of the NSW Department of Community Services
• National and state reforms in early childhood policy and regulatory frameworks.

All IEC programs are available for study internally, by distance mode or mixed mode.

Program Entry Duration Advanced Comments

requirements standing

BEd(ECE) HSC; UAI >72 4 yrs full time, Yes Birth to 8 years*
pro rata part
Or Diploma Accreditation:
time.
Or Non award NSW DoCS and
or Jubilee NSW Institute
pathway of Teachers

BTeach(Birth to Diploma 2.5 yrs full time Yes External and

5 years) block on campus

Accreditation:
NSW DoCS

BTeach(Early Various 3 yrs full time, Yes Indigenous only

Childhood spaced over 4
Accreditation:
Services) years
NSW DoCS;
other states
various.

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Grad Dip Early Qualified 2 yrs Accreditation:
Childhood primary teacher NSW DoCS
(Birth to 5 or BTeach(ECS)
years)

* A submission has been made to the NSW Institute of Teachers with a revised BEd(ECE)
program to cover the period from birth to 12 years.

POSTGRADUATE PROGRAMS 2009

Postgraduate offerings have not been affected by changes to the same extent as the
undergraduate offerings.

The Master of Teaching (Birth to 5) was introduced in 2007 to meet demands for a
postgraduate early childhood teacher qualification. Within each Masters program are
embedded a Postgraduate Diploma (24 credit points) and a Postgraduate Certificate (12 credit
points).

Program Entry Duration Advanced Comments

requirements standing

Master of Bachelors in any 2 yrs full time, Graduates are

Teaching (Birth discipline qualified
to 5) pro rata part teachers of
GPA of at least time children birth to
2.5 in UG 5 years.
IELTS of 7 Accreditation:
NSW DoCS

Master of Early Bachelors Does not lead to

Childhood degree in the a teaching
social sciences, qualification
some
professional
experience with
children

Postgraduate Bachelors 1 year part time Pathway to

Certificate in degree HDR entry
Research
Methods Offered jointly
by Education
and IEC

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Master of Bachelor degree Does not lead to
Educational and 2 years a teaching
Leadership relevant work qualification.
(Early experience and
Childhood written
Education) application

IEC Postgraduate Coursework Enrolments 2007 - 2009

2007 2008 2009 2009

New students New students New students Total enrolled

Master of 18 33 33 59
Teaching (Birth
to 5)

Master of Early 13 12 7 28
Childhood

Postgraduate 2 0 3 3
Certificate in
Research
Methods

Master of 2 2 4 6
Educational
Leadership
(Early
Childhood
Education)

Other 3 3 3 9

TOTAL all new

students

TOTAL 5 11 10
international
students (3 MTeach) (7 MTeach) (9 MTeach)

Please see Appendix 1 for a complete list of programs, units and enrolments for the previous
3 years.

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 ENROLMENT FIGURES

Total Enrolments by Department from 2005 to 2009 (EFTSL)

2005 2006 2007 2008 2009

Dept of Education 830.2 851.0 798.4 738.1 837.1
Dept of Linguistics 824.3 856.7 832.9 791.7 792.5
Dept of Psychology 1072.4 1109.5 1151.6 1111.4 1195.1
Institute of Early Childhood 720.4 697.6 688.7 709.8 663.7
Institute of Human Cognition and
Brain Science 62.1 69.4 107.7 88.4 100.9
School of Advanced Medicine 5.0 18.2 34.5

Faculty total 3509 3584 3584 3458 3624

IEC and Education EFTSL in 2009 across different programs as a percentage of all
Faculty programs

EFTSL UG PG HDR Non- Domestic International Total

award
May 2009

Education 649.8 153.3 24.8 9.1 783.4 53.7 837.1

(% of (27.8%) (16.5%) (8.1%) (15.8%) (26.3%) (8.4%) (23.1%)

FHS)

IEC 577.8 70.9 6.2 8.7 594.8 68.9 663.7

(% of (24.8%) (7.6%) (2%) (15.1%) (19.9%) (10.7%) (18.3%)

FHS)

Faculty 2333.2 926.1 306.3 57.6 2982.2 641.5 3624

Totals

IDENTIFICATION OF AREAS OF EXCELLENCE

IEC Teaching Awards
• Jenny Nicholls: Australian Learning and Teaching Council Citation for Outstanding
Contribution to Student Learning 2008.
• Marina Papic: Faculty of Human Sciences Learning and Teaching Award for
“scholarship, innovation and respect for diversity in teaching which enhances student
learning” 2008.
• Kate Highfield: Faculty of Human Sciences Dean’s Citation for Outstanding
Contributions to student Learning “through integration of technology in teaching and
learning; and supporting students in application of theory, skills and knowledge”
2009.

22
IEC Teaching Grants
• Kate Highfield: Macquarie University Emerging Technologies Grant scheme for
project titled “examination of the tools available in the social networking platform,
NING, to facilitate discussion and reflection in Mathematics, Sciences and
Technology learning”. $9,464.
• Kate Highfield, Peter Whiteman and Manjula Waniganayake: Teaching Equipment
Grant Scheme award for “provision and effective use of technology infrastructure to
enhance student learning, motivation and experience of early childhood student
teachers”. $33,782
COURSE EXPERIENCE QUESTIONNAIRE (CEQ)
Overall Satisfaction ratings for IEC compared with national average
Number of % agreement National average %
responses agreement

2008 101 82 68

2007 83 91.6 68.3

2006 58 74.14

LEARNER EXPERIENCE UNIT RESULTS BY UNIT AND 3 YEAR TREND

S1 2007 S2 2007 S1 2008 S2 2008 S1 2009

IEC ACES IEC ACES IEC ACES IEC ACES IEC Faculty

Clear goals 3.9 3.96 3.91 3.94 4.01 4.00 4.03 Not 4.22 4.00
and standards available

Organisation 3.85 3.91 3.81 3.88 3.93 3.93 3.97 Not 4.04 3.94
available

Learning 3.79 3.95 3.83 3.93 3.96 3.99 3.96 Not 4.01 3.98
Support available

Intellectual 3.92 3.90 3.90 3.95 3.94 3.94 4.00 Not 4.11 3.96
challenge available

Appropriate 3.71 3.71 3.79 3.74 3.76 3.77 3.85 Not 4.01 3.89
assessment available

Feedback 3.58 3.51 3.63 3.54 3.67 3.60 3.74 Not 3.83 3.58
available

Appropriate 3.74 3.68 3.64 3.69 3.73 3.71 3.76 Not 3.86 3.82
workload available

23
It can be seen that IEC’s results have steadily improved relative to Division and Faculty
aggregated average ratings. In Semester 1, 2009, IEC’s results were higher than the Faculty
average on every criterion.

BENCHMARKING

Staff from the IEC undertook a benchmarking exercise in 2004-2005 with Edith Cowan
University. The benchmarking process focused on the Bachelor of Education (ECE), as both
universities offer this program. Areas examined include program content, assessment,
practicum, student diversity and engagement, and flexible learning and teaching approaches.
An analysis of the benchmarking exercise has been published jointly by IEC and Edith
Cowan staff:
Bowes, J., Fleet, A., Maloney, C., & Stamopoulos, E. (2006). Quality assurance of teacher
education programs through benchmarking. Journal of Australian Research in Early
Childhood Education, 13(2), 141-150.

Benchmarking is also facilitated by IEC staff attendance at the NSW Professional Experience
Council Meeting. This meeting comprises representatives from NSW universities and enables
comparisons to be made in numbers of students undertaking early childhood professional
experience units across several universities in NSW. Numbers of students undertaking TAFE
diploma and certificate programs are also tabled at these meetings.

INPUT FROM EXTERNAL STAKEHOLDERS

The Institute Advisory Board’s feedback has been taken into account in unit and program
revision in an ongoing cycle. For example, IAB members provided feedback on a mandatory
health unit and provided key information relating to children under 5 years. More recently,
the IAB had major input into the Professional Experience and Management units and this has
informed the revision of Guided Experience documentation so that it more effectively relates
to current thinking and expectations of employers.

STUDENT BACKGROUNDS
The Institute of Early Childhood has been delivering the BTeach(ECS) in collaboration with
Warawara Department of Indigenous Studies for over 10 years. This is a targeted Indigenous
only program which is offered in block mode to students who attend on campus sessions 4
times each year. They are offered ongoing tutorial support in their home communities as well
as intensive support while on campus. To date, 56 BTeach(ECS) students have graduated and
are now university qualified early childhood teachers. A publication has been published
setting out the experiences of the BTeach(ECS) graduates with a view to encouraging more
Indigenous early childhood practitioners to gain a university teaching qualification. This is
distributed free to early childhood centres and to other interested persons.
Fleet, A., & Kitson, R. (2009). (Eds.). Deadlier with a degree: True stories, many voices.
Institute of Early Childhood, Macquarie University.

24
A copy of this publication is provided in the material accompanying this review. Current
challenges include recruiting an Indigenous early childhood academic to lecture in IEC
programs, and negotiating different accreditation requirements in different states.

RESEARCH
Research and HDR in vocational programs like early childhood and education are
characterised by a number of demographic features:

• Older cohort of HDR candidates

Honours programs are relatively recent and not widely undertaken in early childhood
programs, hence most HDR have many years’ experience in the workforce before returning at
a later stage to undertake doctoral studies. According to figures presented at the 2008 ACDE
Conference, the Chair of ACDE:

Of all commencing research doctorate students (2005)

Education 70% are 40+ years of age
27% are 50+ years of age
All fields 31% are 40+ years of age
12% are 50+ years of age

• Part time candidacy

The majority of IEC HDR candidates undertake their research programs part time. Most are
mature age, with family and employment responsibilities. Therefore in time completions at
IEC typically take 8 years, rather than 4 years. HDR scholarships are not available for part
time candidature, therefore IEC doctoral students usually need to work part time to support
themselves and their families.
RESEARCH OUTPUTS
IEC RESEARCH INCOME

Research Income by Department and Faculty overall 2004 - 2007

Research 2004 2005 2006 2007 2008 2009

Income

Education 27,148 91,648 157,335 226,673

IEC 1,456,444 1,506,216 1,587,424 836,916

Linguistics 206,911 390,808 537,136 285,603

(includes
AMEP)

Psychology 1,175,996 1,377,962 1,076,777 1,607,522

Faculty Total 7,523,704 8,138,990 8,181,729 6,940,553

Research
Income

25
While smaller than the Departments of Linguistics, Psychology and Education, IEC has
received more research income than any other department except Psychology. IHCBS
(includes MACCS, MUSEC and MeLCoE) are not included here, due to lack of
comparability in student and staff demographics.

IEC RESEARCH PUBLICATIONS

Total IEC weighted publications 2005 - 2008

2005 2006 2007 2008 Total Average

per FTE
continuing
staff

A1 Book 0 0 1 0 1

B1 Book 22 12 6 7 47
chapter

C1 Journal 13 7 17 28 65
article

E1 0 4 1 3 8
Conference
paper

Total 121 5.5

It can be seen that IEC’s publication of C1 articles has increased significantly in 2008. Final
numbers for 2009 are not yet available.

Total weighted publications by Department and Faculty overall from 2004 to 2007

Department Academic A1 B1 C1 E1 Total Average

staff (FTE) per FTE
06/09

Education 25.8 5 28 61 49 143 5.54

IEC 29.8 2 46 53 7 108 3.62

Linguistics 59.7 4 85 148 28 265 4.43

(includes
AMEP)

Psychology 46.4 2 15 247 12 276 5.94

Faculty Total 192.1 13 244 690 110 5.23

26
This table includes figures for 2004 to 2007 only. IEC’s publication numbers greatly
increased in 2008. Academic FTE staff numbers include permanent and contract academic
staff only, but not casual, professional, clinical educators or school staff. These are staff
numbers for 2009 and make the assumption that staff numbers have not changed significantly
from 2007 to 2009.

Despite IEC’s substantial research income in the last 5 years, its total publication rate to 2007
is lower than the other departments in the Faculty as a proportion of staff. This may be due to
a relatively large number of early career researchers joining IEC over the last 5 years (5 new
level B appointments). There is also a lag time between obtaining a grant and being in a
position to publish the findings. This would appear to be the case, as the above table has not
taken into account the DEEWR publications for 2008 and 2009, which show a large increase.

IEC RESEARCH ACTIVE STAFF

Percentage of research active staff in 2003: 47%

Percentage of research active staff in 2009: 58%

In 2009, 58% of all staff (including 0.5 and above, contract and continuing) have been
deemed research active, according to Macquarie University’s definition, which is:

“To be deemed research active, a staff member must be an author on 5 DEEWR weighted
publications over the last 5 years and be engaged in other specified activities such as HDR
completions.”

The last formal review of research active status was undertaken in 2003, when IEC had 47%
staff deemed research active, so there has been substantial improvement in the last 6 years.

Strategies to improve this figure to reach the university’s target of 80% are being considered.
Becoming research active is particularly challenging for many IEC staff. On campus and
block teaching sessions occur in February and during mid-semester and mid-year recesses.
The implications are for IEC to consider whether it can continue to offer the same number of
programs in the same manner of delivery. Discussions have begun with staff to consider these
issues.

RQF BENCHMARKING EXERCISE WITH NEWCASTLE UNIVERSITY: 2007

In 2007 Macquarie University undertook a research benchmarking exercise with Newcastle

University. Participants were research active staff at each university, with research activity
defined as 4 DEST Proxy publications in the years 2001 – 2006 inclusive. Esteem factors
were also included. Each researcher included in the exercise was given a rating out of 5, with
5 being the highest possible rating. IEC’s ratings were as follows:

27
Rating IEC staff Distribution MQ
N % %

5 0 0 3

4 2 14 28

3 8 57 49

2 3 21 15

1 1 7 5

Total staff included 14 100%

in trial

It can be seen from this table that there were proportionally more IEC staff rated from 1 – 3
according to RQF criteria, compared with MQ as a whole, with proportionally fewer staff
receiving the higher ratings of 4 and 5.
Since this RQF trial, IEC has appointed a CORE Professor in Early Childhood, who is
playing a mentoring role and increasing research productivity in the department, especially
with early career researchers. Also numbers of DEEWR rated publications increased in 2008
and 2009, whereas the RQF trial was based on publications from 2001 – 2006.

AUDIT OF END USER TAKE UP: 2007

The Divisions of ACES and Information and Computing Science (ICS) were involved in a
trial end user audit activity run by the MQ Research Office in 2007, collecting data on “the
social, environmental, cultural, economic and/or commercial impact that the University’s
research has had, both within Australia and nationally” (EKT Audit guidelines, Research
Office) from 2003 - 2007.

While results for individual departments in ACES are not available, the percentage of staff
receiving ratings from A (most impact) to D (least impact) are as follows:

ACES % ICS %

A rating 13 3

B rating 12 12

C rating 16 12

D rating 16 16

These results indicate that ACES research has had more impact on end users than research in
ICS. It should be noted, however, that these were self evaluations by staff and that the system
of determining impact was a trial only.

28
 HDR CANDIDATES

ACES: Full time total EFTSL 2004 – 2008 commencing and continuing HDR
Candidates by attendance

2004 2005 2006 2007 2008

ACES Full 19.3 16.3 16.4 19.7 20.9

time

ACES Part 28.1 24.4 20.6 21.4 21.3

time

L&P Full 100.7 116.5 122.2 155.2 200.0

time

L & P Part 48.5 50.3 55.7 61.1 56.8

time

MQ Full time 591.2 670.9 674.8 744.0 876.2

Total

MQ Part time 264.9 270.2 270.2 283.0 281.7

Total

HDR load and completions by former Division and Faculty Total

2004 2005 2006 2007 2008

ACES 83 79 70 76 80
candidates

ACES HDR 47.5 40.6 36.9 41 42.2

EFTSL

ACES 6 6 13 10 12
Completions

ACES 4 3 6
withdrawals

L&P 240 254 285 333 375

candidates

L & P HDR 149 166.8 177.9 216.3 256.7

29
EFTSL

L&P 25 29 35 36 46
Completions

L&P 11 10 13
withdrawals

Faculty Total 196.5/31 207.4/35 214.8/48 257.3/46 298.9/58

RESEARCH AWARDS

Marina Papic received the NSW Institute of Educational Research’s award in recognition of
outstanding educational research.

Fay Hadley received the Early Childhood Australia Doctoral Thesis Award for 2009.

Shirley Wyver received the Dean’s Citation for Outstanding HDR Supervision in 2008.

RESEARCH AND HDR COLLABORATION WITHIN MACQUARIE UNIVERSITY

Research collaborations within Macquarie University illustrate the strong links between IEC
and Psychology, as evidenced in joint supervision of HDR students, co-publications and
research project work. While not as frequent, IEC also shares HDR supervision with
Education and research activities with Education and Linguistics.

AREAS FOR DEVELOPMENT

Increase HDR enrolments. Progress has already been made, with 6 new HDR students
already accepted for PhDs in 2010. A further 8 students are currently undertaking the
Postgraduate Certificate in Research Methods as a pathway to doctoral studies.
Predicted number of HDR candidates in IEC in 2010 = 20

Support more staff to become research active. Systems are in place to support IEC staff to
increase their research activity and productivity.

30
 EXTERNAL ENGAGEMENT
In accordance with its vision and mission of maximizing opportunities for children and
families, the Institute of Early Childhood has over 100 years of experience in advocating for
the rights of women, children and disenfranchised and vulnerable members of society. IEC
staff have played a major role in influencing government policy and social reforms.

Many IEC staff have senior roles or are members in professional organizations including:
Early Childhood Australia and the NSW Early Childhood Reference Group.

IEC is frequently approached by bodies interested in incorporating an early childhood

perspective into their work. Recent approaches have included the Museum of Contemporary
Art, the Sydney Botanic Gardens, NSW Police Education Officers and the Oasis Young
Parents Program of the Salvation Army.

Institute Advisory Board

The Institute Advisory Board has provided a valuable source of external advice to the
Institute of Early Childhood over many years. The advisory group keeps the IEC in close
touch with developments in the early childhood field and provides external review of the IEC
programs. The IAB also advises the Institute about its research, community outreach and
other activities. Members of the IAB are invited to the positions on the basis of their long
term contribution to the early childhood field.

Mia Mia Child and Family Study Centre

Mia Mia offers the community, staff and students a long day care service for children from 6
weeks until they start school. This centre is an integral part of the Institute of Early
Childhood and provides unique opportunities for staff research and observational studies for
units offered in child development, curriculum studies and early childhood education. The
observation of children at the centre is of value in assisting students to see and understand the
practical implications and the relevance of course work to the teaching situation. Three
videos have been made to date and are used as a teaching resource in many early childhood
institutions.

The centre is used for

• child study;
• curriculum planning and teaching studies; parent/teacher studies;
• developing students' ability through mini-teaching and micro-teaching experience,
and production of teaching films and videotapes

Due to the international reputation of IEC and Mia Mia Child and Family Centre, it welcomes
a large number of visitors each year, including staff from universities in China, India, Korea
and Japan.

Music Program for Children

31
The Institute of Early Childhood's music program for children offers music classes for
children aged from 4 months to 8 years of age. The classes provide children with an
introduction to music. There are opportunities for children to experience a wide range of
music activities including singing, moving and dancing to music, playing instruments,
listening to music and playing listening games as well as creating music.

International Student Playgroup

This supported playgroup was established in collaboration with the MQ International Office
to provide support for international students with young children. Using the facilities and
expertise of the IEC, the playgroup meets fortnightly.

EXAMPLES OF INVOLVEMENT AT NATIONAL AND STATE POLICY LEVEL

Four IEC staff members, Sandra Cheeseman, Marina Papic, Peter Whiteman and Jane Torr,
were part of the consortium which successfully tendered to write the Early Years Learning
Framework. This is Australia’s first national early childhood curriculum framework, and it
will be required in all early childhood centres from mid-2009.

In March 2009, IEC welcomed the Honourable Maxine McKew MP, then Parliamentary
Secretary for early Childhood Education and Childcare. Ms McKew emphasised the
Government’s commitment to create additional university places for Early Childhood
Teachers.

Wendy Shepherd was invited to serve as an expert in early childhood on a COAG working
party to review quality standards for children’s services. This panel was convened by Maxine
McKew.

Jennifer Bowes participated in the COAG Working Group on Education, Skills, Training and
Early Childhood Development in Melbourne on May 2008.

The Children and Families Research Centre at IEC, led by Jennifer Bowes, has rapidly
expanded since it was launched by Julie Bishop in 2007. It has received $423,000 in funding
and has 4 doctoral students and 6 postdoctoral research fellows.

Mia Mia has also received visits from the Julie Bishop in 2007, Maxine McKew in December
2007, 2008 and 2009, senior policy advisers to the Julia Gillard in 2008 and 2009, and senior
policy advisers from the NSW Department of Community Services.

Jane Torr and Wendy Shepherd (director of Mia Mia Child and Family Centre) participated
in the 2-day symposium in Canberra on 28 and 29 May, to frame a national curriculum for
children from birth to 8 years, called the Early Years Learning Framework. This framework
when completed will be implemented nationally.

Jane Torr represented MU at an Australian Council of Deans of Education meeting with

Maxine McKew to discuss the release of 1500 new Commonwealth Supported Early
Childhood education places over the next 3 years.

32
Jane Torr and Sandra Cheeseman attended the launch by the Julia Gillard of the Big Steps in
Childcare campaign run by the LHMU Childcare Union, which represents childcare workers
nationally.

Jane Torr was commissioned to provide a review of the national quality assurance guidelines
for children’s services by the National Childcare Accreditation Council.

Alma Fleet and Ros Kitson from IEC, and Jeanne Townsend from Warawara, are part of an
Indigenous teacher education initiative in NSW, called InTER.

Alma Fleet has been involved in a National Aboriginal and Torres Strait Islander Early
Childhood Skills training network, initiated by Eva Cox and the Dusseldorp skills forum.

Manjula Waniganayake, Sandra Cheeseman and Katey de Gioia were commissioned by the
Professional Support Coordinators Alliance to undertake a national research study into the
professional development support needs of childcare staff in Australia.

Professor Jacqueline Hayden coordinated a meeting of experts at IEC as part of the Joint
Learning Initiative on Children and Ethnic Diversity (JLICED).The JLICED has been funded
at close to $1 million AUD to investigate issues around young children and ethnic diversity
from diverse perspectives. Hayden's learning group investigated the relationship between
early childhood programs and macro level policies which target social inclusion. Experts
from around the world were invited to meetings at Macquarie University on Sept 10 and 11,
2009.

EXAMPLES OF PROFESSIONAL DEVELOPMENT AND ENGAGEMENT WITH THE

FIELD

Several IEC staff are involved in practitioner inquiry projects, focused on preparing early
childhood staff to implement the Early Years Learning Framework.

Alma Fleet, Catherine Patterson and more recently Katey de Gioia, have been engaged in
various projects with schools including Santa Sabina Junior School, Barker College, PLC
Croydon,
Marina Papic and Camilla Gordon have provided professional development in early
numeracy and sciences to 93 professionals who work in Aboriginal-run children’s services in
rural, regional and remote areas in NSW.
Rosalind Kitson and Peter Whiteman of the Institute of Early Childhood (IEC) have been
actively engaged in a joint venture with the College of Fine Arts, University of New South
Wales (COFA), under the auspices of the Australia Council for the Arts to prepare
educational resources to accompany the Australian contribution to La Biennale di Venezia.
This prestigious visual arts exhibition presents contemporary works of artists representing
more than 77 countries and is visited by over 295,000 people during the five months of the
exhibition.

33
Kerry Hodge is among 106 Australians to receive a Churchill Fellowship in 2009. Kerry has
been awarded the Nancy Fairfax Churchill Fellowship, which will allow her to visit overseas
programs for gifted preschoolers to learn about their approaches to identifying gifted
children, curriculum, parent involvement and transition to school. She will also visit
demonstration centres for early childhood curricula that show potential for use with gifted
preschoolers and have discussions with providers of pre-service and in-service training in
gifted education for early childhood teachers. Kerry will travel to the USA, Canada and the
United Kingdom for 6 weeks in April-May 2010.

ISSUES, TRENDS AND FUTURE DEVELOPMENT

OPPORTUNITIES

INCREASED COLLABORATION WITH THE DEPARTMENT OF EDUCATION

IEC has a long history of collaborating with the Department of Education and other
departments in Macquarie University at the postgraduate and HDR levels. IEC and Education
jointly deliver a suite of units which are components of their Master, Diploma and Certificate
programs. Several HDR candidates have experienced shared supervision between IEC and
Education. IEC also has strong research and teaching connections with Psychology and
Linguistics.

Collaboration at the undergraduate level in the delivery of the primary component of the
BEd(ECE) program will be important for increased efficiency in sharing resources and
expertise. There have already been moves in 2009 to facilitate greater collaboration. IEC
students will be required to enrol in EDUC289 from 2010 onwards, and there are plans for
IEC and Education to jointly offer units in the creative arts and physical health and personal
development. Likewise, IEC is working with staff in Linguistics and Mathematics to make
LING120 and MATH106 required units to meet the NSW Institute of Teachers requirements.

IEC supports the creation of closer links with other departments but considers it essential that
it retains its name and organizational status as a separate department within Macquarie
University. Employers of IEC graduates seek early childhood teachers who have a sound
knowledge and understanding of the philosophical orientations and pedagogical practices
unique to the field. The distinctiveness of early childhood is emphasised in the governance
structures and accountability requirements which drive the work of contemporary early
childhood educators. Opportunities for shared teaching with the School of Education at the
undergraduate level will need to be undertaken carefully and in consultation with early
childhood employer bodies and stakeholders, in order to maintain the high reputation of the
Institute and to assuage concerns in the field of a “push-down” curriculum with minimal early
childhood content.

Amalgamation with other departments may jeopardize the overall integration and functioning
of this unique organizational unit. In universities where early childhood departments have
been amalgamated with education departments, there has been a gradual decline in the early
childhood focus and less visibility and status accorded to early childhood education. Given
the size of the Institute of Early Childhood, its historical and cultural origins which create
cohesiveness and a sense of shared purpose in its staff, and its international reputation and
“brand visibility”, it is in the interests of Macquarie University to retain the Institute of Early

34
Childhood as the largest distinct early childhood teacher education and research facility in
Australia and indeed in the Southern Hemisphere.

FUTURE DEVELOPMENT OPPORTUNITIES

Joint Development of a Graduate Diploma in Primary Education

As early childhood initial teacher education programs in NSW move to a birth to 12 model,
there is a growing demand from graduates seeking to upgrade their qualifications to cover the
Primary age range. Without additional costs to IEC and Education, it would be possible to
develop a Graduate Diploma in Primary Education for early childhood graduates.

Shared Practicum Office K – 6

It is in the interests of both departments to combine their K – 6 practicum offices to increase

efficiency, share knowledge and expertise, and present a unified face to the primary teaching
community. This is particularly relevant as separate funding for Practicum has been reduced
substantially in 2010 and will not be available at all in 2011.

Increased Internationalisation

There is a desperate shortage of early childhood teachers in Australia, NZ and throughout

Asia. IEC is frequently approached to provide teacher education programs in Korea, China,
Hong Kong, Singapore and India. International student numbers in IEC’s programs has
increased in the last 2 years at both undergraduate and postgraduate levels.

Feedback from international students currently at IEC indicates that they value the status
attached to a degree from the Institute of Early Childhood.

Postgraduate Certificate in Child Development

Discussions are underway to offer this program jointly with the University of Victoria in
British Columbia, Canada. Personnel working in NGOs and other aid organizations are
increasingly aware of the plight of young children in disadvantaged communities, and in
conflict and natural disaster areas, and are seeking to increase their understanding of young
children’s development and wellbeing.

Prepared by
Associate Professor Jane Torr
Head of IEC
13/11/09

35
APPENDIX 1
IEC Enrolment Numbers for 2006-2009
Unit Avail 2006 2007 2008 2009
ABEC112 External X X 24 X
ABEC120 External X 30 X 21
ABEC121 External X 28 X X
ABEC150 External X X 24 X
ABEC210 External X 27 X X
ABEC211 External X X 25 X
ABEC212 External X 24 X 1
ABEC215 External X X X 18
ABEC220 External 31 X X X
ABEC222 External X 27 X 1
ABEC225 External X X X 24
ABEC240 External X X X 20
ABEC241 External 23 X X X
ABEC311 External 30 X X 12
ABEC320 External X 22 X X
ABEC340 External X 22 X 1
ABEC350 External 32 X X X
ABEP130 External X X 20 X
ABEP230 External 26 X X 14
ABEP330 External X 19 X X
ABFS110 External X 29 X X
ABFS210 External X 2 X X
ABMG140 External X X 24 X
ACES842 Internal 5 X 2 X
ACES842 External 7 X 10 X
ACES845 External X X 1 3
ECED817 Internal X 16 25 28
ECED818 Internal X 13 25 26
ECED819 Internal X 20 24 29
ECED819 External X 11 10 18
ECED820 Internal X 16 23 28
ECED820 External X 15 21 11
ECED821 Internal X 13 22 19
ECED822 Internal X 18 21 15
ECED822 External X 17 15 8
ECED823 Internal X 16 22 15
ECED823 External X 16 6 12
ECED824 Internal X 15 22 15
ECED824 External X 7 9 8

36
ECED825 Internal X X 11 22
ECED826 Internal X X 13 20
ECED826 External X X 12 11
ECED827 Internal X X 12 21
ECED828 Internal X X 8 20
ECED828 External X X 12 9
ECED829 Internal X X 9 13
ECED830 Internal X X x 13
ECED830 External X X 16 6
ECED840 Internal 2 X X X
ECED840 External 6 X X X
ECED841 Internal 3 X X X
ECED841 External 12 X X X
ECED842 Internal 5 X X X
ECED842 External 7 X X X
ECED843 Internal 5 X X X
ECED843 External 8 X X X
ECED852 Internal x X 3 X
ECED852 External 14 19 3 3
ECED853 External 5 2 2 1
ECED854 External 1 7 3 X
ECED858 External 4 3 1 X
ECED886 Internal 2 6 1 X
ECED886 External 6 8 15 X
ECH 113 Internal 141 143 137 158
ECH 113 External 44 38 35 42
ECH 120 Internal 131 127 72 X
ECH 120 External 52 54 39 45
ECH 126 Internal 137 138 127 144
ECH 126 External 23 14 10 29
ECH 129 Internal 146 133 125 14
ECH 129 External 33 18 23 3
ECH130 Internal X X X 157
ECH130 External X X X 38
ECH131 Internal X X X 127
ECH131 External X X X 39
ECH 214 Internal 91 123 121 87
ECH 214 External 70 48 53 46
ECH 215 Internal 80 124 126 64
ECH 215 External 47 53 48 26
ECH 226 Internal 125 157 123 118
ECH 226 External 89 72 90 84

37
ECH 228 Internal 110 145 110 78
ECH 228 External 51 56 68 23
ECH 229 Internal 91 91 116 77
ECH 229 External 55 51 46 36
ECH 315 Internal 93 88 98 95
ECH 315 External 80 66 70 59
ECH 316 Internal 80 79 92 94
ECH 316 External 73 75 58 44
ECH 319 Internal 93 104 117 97
ECH 319 External 55 60 73 57
ECH 320 Internal 82 86 120 96
ECH 320 External 69 45 38 55
ECH 326 Internal 95 X 125 95
ECH326 External 88 188 81 61
ECH 413 Internal 55 41 48 X
ECH 413 External 55 44 87 84
ECH 416 Internal X X 43 61
ECH 416 External 95 118 102 46
ECH 417 Internal 27 17 23 X
ECH 417 External 68 58 62 68
ECH 425 Internal 74 72 62 61
ECH 425 External 82 74 76 101
ECH 426 Internal 19 21 X 48
ECH 426 External 33 36 X 42
ECH 432 Internal 36 26 32 38
ECH 432 External 28 36 39 20
ECH 440 1st Semester External 24 19 37 22
ECH 440 2nd Semester External 8 8 7 1
ECH 441 External 42 57 62 61
ECH 445 External 37 40 56 37
ECHH340 Internal 15 7 10 1
ECHH401 Internal 5 10 3 6
ECHH440 Internal 5 10 3 7
ECHL111 Internal 60 X 58 X
ECHL111 External 7 X X X
ECHL112 Internal 35 X X X
ECHL112 External 6 7 X X
ECHL113 Internal 69 X X X
ECHL113 External 8 8 9 X
ECHL115 Internal 44 X X X
ECHL115 External 6 17 X X
ECHL211 External X 29 X 24

38
ECHL212 External 16 X X X
ECHL213 External 39 41 28 X
ECHL311 Internal 17 X 21 17
ECHP122 Internal 95 113 113 122
ECHP222 Internal 91 144 129 90
ECHP222 External 45 35 47 32
ECHP323 Internal 87 79 121 118
ECHP323 External 55 76 55 57
ECHP324 Internal 77 76 120 116
ECHP324 External 62 51 60 59
ECHP422 Internal 85 68 70 100
ECHP422 External 55 55 50 69
ECHP423 Internal 16 5 X 10
ECHP423 External 12 10 14 7
ECHP444 External 26 26 27 25
ECST100 External 38 34 10 X
ECST101 External 40 34 12 2
ECST200 External 21 12 22 18

39
 Appendix 2

ECH 319 The arts in education of 3Study: ECH

Program 315 Management & Leadership I - The socio-
TEDN0x 3

BEd(ECE) Revised Program beginning political January

context2009:
of teaching
A recommended
ECH 333 Developmental difference and 3
pathway
disability
Available 2011

ECH 326 Children, families and communities in 3

ECH 335 Young children’s mathematics, a diverse society
YEAR 3

SEMESTER
science 1 2
and technology C.Pts SEMESTER 2 C.Pts
ECH 332 PDHPE: Wellness and wellbeing
3

ECH
ECHP113*
323 Play and inquiry
Reflective in early
practice 3 childhood 3 ECH 131 The arts in early childhood contexts 33
ECHP 324 Reflective practice 4

ECH 126 * Early childhood in Australia: The 33 MATH 106 A view of mathematics 33
Available 2009

social context
YEAR 1

LING 120 Exploring English ECHP 122 * Early childhood reflective practice 1 3
SEMESTER 7 C.Pts SEMESTER 8 C.Pts
3

ECH 120 Introduction to prior-to-school ECH 130 Health in early childhood 3

settings Option A
3
ECHP 421 Early childhood reflective practice 3 ECH 430 Teaching & learning science & 3
5 technology
ECH 431 Teaching and learning mathematics
SEMESTER 3 C.Pts SEMESTER 4 C.Pts
3 3
ECH 433 Issues in developmental literacy
ECH 435 Management & Leadership II -
Building ECH 218 Child development 4-12 years
ECH 216 Infancy and early development 33 33
learning environments ECHP 424 Reflective practice 6
ECH 231 Young children’s language, ECH 230 HSIE: Culture and diversity in practice
literature and literacy 3
2010
Available 2012

EDUC 289 Human Society and its environment Electives: Choose one of the following units @3 cp
33
YEAR42

Elective: One content unit required by Institute ECH

ECH 232 Young children’s
formathematics, science
YEAR

Available

451 Early education young children with

of Teachers (Choose from list of approved disabilities
units) and technology 1
ECHP 222 Early childhood reflective practice 33 3
2 ECH 452 Child development: Research and
practice

Elective:
ECH 453 One content unit
Leadership required
in early by the Institute
childhood
3 of Teachers (Choose from list of approved units)
ECH 454 Creativity and the arts
3

SEMESTER 5 C.Pts SEMESTER 6 C.Pts

Option B
3
ECH 433 Issues in developmental literacy
3
ECH 430 Teaching & learning science &
technology 6

ECHP 499 Early childhood internship

40
41