Play and inquiry are foundational to early childhood curriculum, yet they are frequently contested within contemporary policy and accountability environments. In this course, you will critically examine theoretical, philosophical and research-informed perspectives on play, inquiry and curriculum innovation in Early Childhood Education and Care (ECEC). 

You will interrogate tensions between child-led inquiry, structured learning expectations and regulatory accountability. Drawing on contemporary curriculum theory, the Early Years Learning Framework (EYLF v2.0), National Quality Standards (NQS) and international research, you will evaluate how play-based approaches can be strategically designed, documented and defended within complex professional contexts. 

Through critical analysis and curriculum design tasks, you will develop the capacity to innovate curriculum approaches that are pedagogically rigorous, responsive to diverse learners and aligned with quality standards. 

This is a core course in the Master of Teaching Practice (Early Childhood) program preparing you to exercise curriculum leadership and innovation in early childhood settings.