Assessment 1: Critical Review of Early Learning Practices TCHR5003

TCHR5003: PRINCIPLES AND PRACTICes IN EARLY CHILDHOOD EDUCATION

ASSESSMENT 1: Critical Review

Summary

Title Assessment 1: Critical Review

Due Date Monday 27th March (WEEK 4) at 11:59pm AEST

Length 1500 words

Weighting 50%

Submission 1 word document submitted to Turnitin

Unit Learning Outcomes You will demonstrate the following Unit Learning Outcomes on the successful completion of this task:

ULO 1: Describe and apply the key principles and practices of the Early Years Learning Framework (Department of Education, 2022).

ULO 2: Understand and analyse the importance of relationships and how to build and foster them with children, families, staff and the community respecting the diversities of their histories and backgrounds.

ULO 3: Develop the knowledge and skills regarding setting up learning environments for children that are flexible and sustainable both indoors and outdoors.

Task Description

Students are required to develop a professional response to the three (3) scenarios described below that have occurred in early childhood settings making reference to the unit materials, the National Quality Standard (ACECQA, 2020) and the EYLF (DoE, 2022).

Rationale

The scenarios are based on real life events in early childhood settings and relate to the early childhood principles and practices that have been explored over the first three weeks of the unit.

Task Instructions

Develop a professional response to each scenario below (500 words each) to demonstrate your knowledge of relationships and the environment, by referring to the EYLF, the NQS and unit materials to support your points.

Scenario 1:

You are the early childhood teacher in the toddler room. You notice some of your staff do not believe the toddlers are capable of making choices and completing routines on their own.

What do you say to the staff about why childrens agency is important in the toddler room and how will you communicate this to staff?

Provide staff one way they could allow the children to have more agency in the room.

Justify your response with reference to one NQS Quality Area (ACECQA, 2020), one EYLF Principle and one EYLF Practice (DoE, 2022).

Scenario 2

You are the early childhood teacher responsible for the four-year-old room in a long day care centre that provides food. You are wanting to implement a healthier eating program within your room. You have diverse family groups from a wide variety of cultures and food preferences (including families who are vegan).

What is one way you could involve the children in developing and implementing the healthier eating program?

What is one way you could involve the families and community in developing and implementing the healthier eating program?

Use one NQS Quality Area (ACECQA, 2020), one EYLF Principle and one EYLF practice (DoE, 2022) to justify your changes.

Scenario 3

You are the educator in the 02-year-old room. You have a number of new families who do not understand why the children are so upset at drop off time. You want to ensure that parents are aware that this is common for many children.

Explain a strategy you could use to help the children build trust and settle each morning.

Outline what information you would share with families about this issue.

Use one NQS Quality Area (ACECQA, 2020), one EYLF Principle and one EYLF Practice (DoE, 2022) to justify why your actions are important for the child and family.

Follow the steps below to complete this task:

Create a new Word Document and save it with your surname and initial and the assessment tasks name. E.g: MillsA_TCHR5003_assessment1_criticalreview

Create a cover page with the following details:

Student name

Student ID

Unit code

Unit Assessor and Tutor names

Date submitted

Complete ONE reference list for the entire assessment task. Please note, your reference list is not included in the 1500 word count.

Once complete, submit task via the Turnitin link in the Assessment and Submission section of the unit site.

Adhere to APA7 formatting guidelines

Referencing Style

APA 7th referencing format is required in Faculty of Education assessment tasks link to SCU Libguide here: APA 7 Referencing.

Task Submission

Assessments should be submitted using the Turnitin activity titled Assessment 1: Critical Review in the Assessments Tasks & Submission section on the Blackboard site. Only Microsoft Word documents submitted via the Turnitin portal on Blackboard will be accepted.

Special Consideration

Students wishing to request special consideration to extend the due date of an assessment task must submit a Request for Special Consideration form via their MyEnrolment page as early as possible and prior to the original due date for that assessment task, along with any accompanying documents, such as medical certificates.

Late Submissions & Penalties

Except when special consideration is awarded, late submission of assessment tasks will lead automatically to the imposition of a penalty. Penalties will be incurred as soon as the deadline is reached.

a penalty of 5% of the available marks will be deducted from the actual mark at one minute after the time listed in the due date

a further penalty of 5% of the available mark will be deducted from the actual mark achieved on each subsequent calendar day until the mark reaches zero.

Grades & Feedback

Assignments that have been submitted by the due date will receive an SCU grade and written feedback. Grades and feedback will be posted to Grades & Feedback section on the Blackboard unit site. Please allow 7 working days for marks to be posted.

Academic Integrity

At Southern Cross University academic integrity means behaving with the values of honesty, fairness, trustworthiness, courage, responsibility and respect in relation to academic work. The Southern Cross University Academic Integrity Framework aims to develop a holistic, systematic and consistent approach to addressing academic integrity across the entire University. For more information see the SCU Academic Integrity FrameworkAssessment Rubric

Marking Criteria and % allocation High Distinction

(85-100%) Distinction

(75-84%) Credit

(65-74%) Pass

(50-64%) Fail

0-49%

Demonstrated understanding of building and fostering relationships with

Children

Families

Community

Staff

15 marks Outstanding understanding of building and fostering relationships with

Children

Families

Community

Staff

Very good understanding of building and fostering relationships with

Children

Families

Community

Staff

Good understanding of building and fostering relationships with

Children

Families

Community

Staff

Satisfactory understanding of building and fostering relationships with

Children

Families

Community

Staff

Little to no understanding of building and fostering relationships with

Children

Families

Community

Staff

Professional reflective response to each scenario justifying response with reference to relevant EYLF Principles and Practices

15 marks Outstanding reflective professional response to each scenario justifying chosen response with reference to relevant EYLF Principles and Practices Very good reflective professional response to each scenario justifying chosen response with reference to relevant EYLF Principles and Practices Good reflective professional response to each scenario justifying chosen response with reference to relevant EYLF Principles and Practices Satisfactory reflective professional response to each scenario justifying chosen response with reference to relevant EYLF Principles and Practices Poor reflective professional response to each scenario justifying chosen response with reference to relevant EYLF Principles and Practices

Professional reflective response to each scenario justifying chosen response with reference to National Quality Standard

15 marks Outstanding reflective professional response to each scenario justifying chosen response with reference to the National Quality Standard Very good reflective professional response to each scenario justifying chosen response with reference to the National Quality Standard Good reflective professional response to each scenario justifying chosen response with reference to the National Quality Standard Satisfactory reflective professional response to each scenario justifying chosen response with reference to the National Quality Standard Poor reflective professional response to each scenario justifying chosen response with reference to the National Quality Standard

Academic Literacy

5 marks Displayed outstanding Academic Literacy, including all of the following:

Correct word count (+/- 10%), correct writing conventions, correctly formatted reference list Displayed comprehensive Academic Literacy, including all or most of the following:

Correct word count (+/- 10%), correct writing conventions, correctly formatted reference list Displayed solid Academic Literacy, including some or most of the following:

Correct word count (+/- 10%), correct writing conventions, correctly formatted reference list Displayed satisfactory Academic Literacy, including some of the following:

Correct word count (+/- 10%), correct writing conventions, correctly formatted reference list Failed to display satisfactory Academic Literacy.

Incorrect word count, Incorrect writing conventions, incorrectly formatted reference list

Description of SCU Grades

High Distinction:

The students performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The students performance could be described as outstanding in relation to the learning requirements specified.

Distinction:

The students performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The students performance could be described as distinguished in relation to the learning requirements specified.

Credit:

The students performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying relevant skills and concepts. The students performance could be described as competent in relation to the learning requirements specified.

Pass:

The students performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area. The students performance could be described as satisfactory in relation to the learning requirements specified.

Fail:

The students performance fails to satisfy the learning requirements specified.