Assessment 2:Case Study
Assessment 2:Case Study
Assessment Information
Value:45%
Due Date:3rd September 2023
Return Date:22nd September 2023
Length:2000 words
Submission method options:EASTS
Task
For this assessment, you will use the following case study scenario to examine issues around childrens wellness and wellbeing to determine appropriate strategies for early childhood staff.
Consider the scenario then use the HYPERLINK "https://interact2.csu.edu.au/bbcswebdav/pid-5934892-dt-content-rid-31188327_1/xid-31188327_1" o "EEB309 Assessment 2 Template" EEB309 Assessment 2 Template HYPERLINK "https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_69397_1&content_id=_5594485_1&mode=reset" o "Alternative formats" EEB309 Assessment 2 Template - Alternative Formatsto complete the assessment task and submit via EASTS.
Examine the Case Study Scenario below and discuss the following aspects of wellness and wellbeing:
1.Thesocial(EC peers, mass media, obesity, local community networks) andenvironmental(local park and EC indoor and outdoor areas) influences related to the case study (please choose three specific influences, write about the family circumstances and how these influences (above) impact the child's wellness and wellbeing. Use your assigned subject readings to provide a discussion on the three identified social/environmental influences in this case study.
2.Theequityandculturalissues related to childrens wellness and wellbeing in the case study (these can include low-socio-economic status, racism, and language). As above, please choose three specific issues or cultural considerations to discuss how these specifically impact the child's and the family's wellness and wellbeing. Use your assigned subject readings to provide a discussion on the identified issues and cultural considerations.
For each identified influence and issue (6 in total), discuss what EC educators and leaders can do in their professional practices to support the child's wellness and wellbeing. Think about the role of educators and leaders in the EC setting and how they can promote and improve the child's wellness and wellbeing. This is about the educators' pedagogical strategies and plans for specific play-based experiences at the EC setting to minimise the impact of these influences and issues. How will these pedagogical strategies and play-based experiences benefit the child. Please make sure you refer to the EYLF Practices and Principles, and NQS QAs, as these documents should always inform educators' pedagogical practices.Case Study Scenario
Anok is 4 years old and attends an early childhood centre four days per week. He lives with his mother, Alim, and father, Jamal, in a two-bedroom apartment in Sydney. He has no siblings. He has recently been assessed by his doctor as obese. He has difficulty standing up unaided from sitting on the floor and finds it difficult to take part in vigorous physical exercise outdoors, as this makes him breathless. Other children in the early childhood centre notice that Anok looks different and are beginning to make racist comments directed at him and make bullying comments about his weight. The educators are becoming increasingly concerned about Anoks weight and the impact it is having on his general health.Anok normally has a packed lunch from home consisting of sweet biscuits, chocolate, and crisps. At morning tea time, the early childhood centre provides the children with fresh fruit and vegetables, but Anok will not normally choose to eat any of these. At drop-off time, Anok's father, Jamal, has told the educators that Anok loves to eat sugary cereals in the morning, especially those that come in the brightly coloured boxes he sees on TV. Drop-off time for children is normally a very busy and rushed time at the centre, so educators have not been able to discuss these issues with Anok's father Jamal, in any detail.
Anok's mother, Alim, attends four half-day sessions at the local TAFE as she is learning to speak English more fluently and as well, attending a workplace training course in the hope of returning to work when Anok starts formal schooling. She picks him up at the end of the day. Educators have expressed concerns to her about Anok's eating habits. Alim says that she likes to ensure that her son has a meal he enjoys and cannot afford for him to waste any food. It is difficult for the family to afford fresh healthy foods on their income. She rarely takes him to the local playground because it is often vandalised and in a poor state and she feels uncomfortable because the playground is used primarily by white families who have made racist comments towards her and Anok. She and Anok rarely go out and have few friends or family in the area. Jamal often works long hours and is not normally home in the evenings. Alim confides that sharing sweets and crisps with Anok whilst watching videos is something they really enjoy together.
(Adapted from Albon, D., & Mukherji, P. (2008).Food and health in early childhood: A holistic approach. Sage Publications.)Charles Sturt
General Information
When constructing this assessment, think of it as a resource for an early childhood setting, where information on a particular child and their background is available. It is therefore important to offer and refer to wellness and wellbeing theory, but underpin this with practice, i.e., you need to identify the wellness and wellbeingissuespresent, then specify plannedstrategiesto address the issues and influences.
Rationale
This assessment task will assess the following learning outcome/s:
be able to examine the socialisation and environmental influences on wellness and wellbeing and how they apply to children in early childhood settings.
be able to discuss the role leaders and advocates in the early childhood profession have in ensuring conditions in early childhood settings that support the wellness and wellbeing of children.
This assessment task also provides students with opportunities to:
Understand and articulate the concepts of wellness and wellbeing from a social health model perspective and how this pertains to the early childhood context.
Recognise the impact that wellness and wellbeing have on the continuing development of the child.
Analyse the socialisation and environmental influences related to a child's wellness and wellbeing in the early childhood setting.
Consider theoretical and practical means for fostering the wellness and wellbeing of children in the early childhood setting.
Recognise the role that early childhood directors and educators have in supporting childrens wellness and wellbeing.
Marking Criteria
Criterion High Distinction (HD)
(85-100%) Distinction (DI)
(75-84%) Credit (CR)
(65-74%) Pass (PS)
(50-64%) Fail (FL)
(0-49%)
Introduction
Introduce the case study and outline why the child and their family in this case study would be experiencing wellness and wellbeing issues.
3 Marks Has a clear and engaging topic sentence. Identifies, and discusses, the broader key underlying wellness and wellbeing issues central to the case study provided. Provides an overview of related themes that will be discussed.
2.6 - 3.0 marks Has a topic sentence to guide the reader, clearly connected. Identifies the key underlying wellness and wellbeing issues central to the case study provided. Overviews some of the themes to be discussed.
2.3 - 2.5 marks Guides the reader through some of the themes to be discussed. Shows recognition of the key underlying wellness and wellbeing issues central to the case study provided. Overviews some of the themes to be discussed.
2.0 - 2.2 marks Guides the reader through the familys vulnerabilities and overviews some of the ways in which they may be impacted and require support. Overviews someof the themes tobe discussed.
1.5 - 1.9 marks Does not identify and/or discuss the broader key issues underlying wellness and wellbeing that arecentral to the casestudy provided.Does not provide anoverview ofthe themes to bediscussed.
0 - 1.4 marks
Social and EnvironmentalInfluences
Examine the social and/ or environmental considerations present within the prescribed case study; discuss theimpact/influencesthese could have on wellness and wellbeing
9 Marks Clear, concise, andorganised examinationof social andenvironmentalinfluences. An informed discussion analyses thepotential impacts these influences could have on Anok's wellness andwellbeing. Assignedsubject readings andlearning modulematerial substantiate/support the pointsraised.
7.7 - 9.0 marks Explains, in anorganised way, thesocial andenvironmentalinfluences present. A thoughtfuldiscussion analyses the potential impacts these influences could have on wellness and wellbeing.Assigned subjectreadings andlearning modulecontent support thediscussion.
6.8 - 7.6 marks Provides clearidentification of thechilds social andenvironmentalinfluences. Anunderstanding ofhow these might impact wellnessand wellbeing isdiscussed. Subjectreadings andmodule materialssupport somestatements.
5.9 - 6.7 marks Provides acoherentsummary thatdescribes thechilds social andenvironmentalinfluences and the impact that thesemay have onwellness andwellbeing.Limited subjectreadings andlearning modulematerials areincorporated.
4.5 - 5.8 marks Does not identify, ordoes not discuss,appropriatesocialisation andenvironmentalinfluences.Does not identify, or does not discuss, the impact these socialisationinfluences couldhave on Anok's wellness andwellbeing. Subjectreadings and/orsubject learningmodules are notincorporated into thediscussion.
0 - 4.4 marks
Social and EnvironmentalStrategies
Examine the wellnessand wellbeingpedagogicalstrategies and play-based experiences that EC educators could implement to address the social and environmentalinfluences presentwithin the prescribedcase study;Refers to the EYLFPractices and Principles and NQS QAs to supportthese strategies.
9 Marks Detailed, logical, and integrated discussion ofevidence-basedstrategies and play-based experiences. Expresses how they could addresssocial and environmental influences toimprove wellness and wellbeing.Both the EYLF Principles andPractices, and NQS QAs are included tosubstantiate/ support pedagogical strategies.
7.7 - 9.0 marks Detailed andintegrateddiscussion ofevidence-basedstrategies. Expresseshow they could beused to address the social and environmental influences toimprove wellnessand wellbeing.Both the EYLFPrinciples andPractices, and NQS QAs are included tosubstantiate/support pedagogicalstrategies.
6.8 - 7.6 marks Discusses, withsome detail, how afew appropriatestrategies could beused to addresssocial influencesand improvewellness andwellbeing.Strategies aresubstantiated/supported by somereference to both theEYLF Practices andPrinciples and NQSQAs.
5.9 - 6.7 marks Discusses someappropriatestrategies.Touches on howthey may addresssocial and environmental influences to improve wellness and wellbeing. Minimal references made to both the EYLF Practices and Principles and the NQS QAs tosupport thesestrategies.
4.5 - 5.8 marks Strategies are eitherinappropriate or notdiscussed.The application ofstrategies to thechilds socialisation and environmental;influences are notaddressed.No references aremade to the EYLFPrinciples andPractices and NQSQAs.
0 - 4.4 marks
Equity & CulturalInfluences
Examine the equityissues and relatedcultural considerationspresent within theprescribed case study;discuss the impactsthese could have onwellness and wellbeing.
9 Marks Clear, concise, andorganised examinationof three equity issues and culturalconsiderations. An informed discussion analyses the potential impacts that equity and cultural influences could have onwellness and wellbeing.Assigned subjectreadings and learning modules are included tosubstantiate key points raised.
7.7 - 9.0 marks Explains, in anorganised way, three equity and cultural issues present. A thoughtful discussion analyses the impact these influencescould have on the child's wellness and wellbeing. Assigned subjectreadings andlearning modulecontent support thediscussion.
6.8 - 7.6 marks Provides clearidentification of threeequity issues andcultural considerationspresent. Anunderstanding ofhow these impact wellness and wellbeing of the child is discussed.Subject readings andlearning modulematerials supportsome statements.
5.9 - 6.7 marks Provides acoherentsummary thatdescribes threeequity andcultural issuespresent. A limited understanding of how these might impact wellness and wellbeing of the child is discussed.Limited links toassigned subjectreadings andlearning modulematerials areincorporated.
4.5 - 5.8 marks Does not identify, ordoes not discuss,appropriate equityand cultural issues.Does not identify, ordoes not discuss, theimpact these equityissues and cultural considerations could have on the child's wellness andwellbeing. Subjectreadings and/orsubject modules arenot incorporated intothe discussion.
0 - 4.4 marks
Equity & CulturalStrategies
Examine the wellnessand wellbeingpedagogicalstrategies that ECeducators couldimplement to addressthe equity issues andrelated cultural considerations present within the prescribed case study;Refers to the EYLFPractice and Principles and NQS QAs to substantiate/ support these strategies.
9 Marks
Detailed, logical, and integrated discussion ofevidence-basedpedagogical strategies.Expresses how theycould address the equity issues and cultural considerationsidentified to improve the child's wellness and wellbeing.Both the EYLF Principles and Practices, and NQS QAs areincluded tosubstantiate/ supportpedagogical strategies
7.7 - 9.0 marks Detailed andintegrateddiscussion ofevidence-basedpedagogicalstrategies. Expresses how they could be used to address the equity issues and culturalconsiderations identified toimprove the child's wellness and wellbeing.Both the EYLF Principles and Practices, and NQS QAs are included to substantiate/support pedagogicalstrategies.
6.8 - 7.6 marks Discusses, withsome detail, how afew appropriatestrategies could beused to address theequity issues andcultural considerationsidentified toimprove wellnessand wellbeing.Refers to the EYLFPractice andPrinciples and NQSQAs to substantiate/support thesestrategies
5.9 - 6.7 marks Discusses someappropriatestrategies.Touches on howthey may addressthe equity issuesand culturalconsiderationsidentified toimprove wellnessand wellbeing.Minimalreferences aremade to both the EYLF Practices and Principles andNQS QAs tosubstantiate/supportstrategies.
4.5 - 5.8 marks Pedagogicalstrategies are eitherinappropriate or notdiscussed.Application ofstrategies to addressequity issues andcultural considerations are not addressed. No references are made to the EYLF Principles and Practices and NQS QAs.
0 - 4.4 marks
Conclusion
Complete your analysis by reflecting on the professional role of educators toacknowledge, identifyand support the child, Anok, and his family. Discusses how educators' pedagogical strategies can support all children and families whose wellness and wellbeing may be compromised by a range of influences and issues. Conclude with final thoughts on how this may impact the play and learning of the child.
3 Marks Has summarised main points of the body of the assessment well and brought these together with aclear impact statement that addresses how thechild, Anok's wellness and wellbeing are supported by the ECeducators.Concludes by adding the vital role EC educators have in supporting all children's wellness and wellbeing. Future applications for children and families in similar situations are addressed thoughtfully.
2.6 - 3.0 marks Has summarised the main points well of the body of the discussion, and brought these together with a clear message addressing the benefits for the child, Anok. The importance of EC educators supporting wellness and wellbeing of the child, and his family is discussed.Includes a discussion of future considerations for children and families in similar situations.
2.3 - 2.5 marks Summaries the main points of the discussion, and the benefits for Anok.Discusses what has been learned from this case study and how this could be implemented in the future to help other children and families in similar situations.The professional role EC educators have in supporting children and families is identified.
2.0 - 2.2 marks Summarises maindiscussion points.An understandingof the benefits forthe child, Anok, is evident.An attempt hasbeen made topropose ideas forsupporting otherchildren andfamilies in thefuture in similarsituations. Therole EC educatorshave in supportingchildren and theirfamily is identified.
1.5 - 1.9 marks The conclusion maybe vague and/or notdirectly address themain discussionpoints and/or anunderstanding of thebenefits for the childis not evident/clear.Overall, there is alack of understanding as to how EC educators can support the child, Anok is this case study.Does not recognise the role of educators to support children and families in similar situations.
0 - 1.4 marks
Academic Writing and use of APA 7th ed. referencing Style.
3 Marks
Referencing conforms to APA 7th ed. style conventions.Subject readings included.Writing is at an academic standard.
2.6 - 3.0 marks Referencing conforms to APA 7th ed. style conventions with very few errors.Subject readings included.Writing is highly developed towards an academic standard.
2.3 - 2.5 marks Referencing conforms to APA 7th ed. style conventions appropriately, though with some errors.Subject readings included.The student is starting to write academically.
2.0 - 2.2 marks Referencing applying APA 7th ed. style conventions has been attempted with some areas for improvement.Subject readings have been included.The students writing is coherent.
1.5 - 1.9 marks Referencing does notconform to APA 7thed. style conventions.Subject readings have not been included.There are significant errors across the areas of professional word choice, grammar, spelling and sentence structure.Has significantlygone over/ under theword count- + or 10% of 2000 words.
0 - 1.4 marks
Feedback on language, literacy, and numeracy in written assessments
Meaning is conveyed clearly, accurately, and unambiguously; literacy and numeracy standards for this task are met OR see below:
The language and literacy areas you need to work on to ensure academic and professional success are:
Purpose/focus Integrating research Vocabulary
Text structure Referencing Grammar
Paragraph structure Punctuation Proofreading and editing
Sentence structure Spelling CoverSheet Template
If one, or more, of these boxes are checked please book an appointment with an Academic Skills Advisor to develop relevant skills or access further services at:
HYPERLINK "https://www.csu.edu.au/current-students/learning-resources/build-your-skills/academic-skills-help" t "https://interact2.csu.edu.au/webapps/blackboard/content/_blank" https://www.csu.edu.au/current-students/learning-resources/build-your-skills/academic-skills-help
HYPERLINK "https://interact2.csu.edu.au/bbcswebdav/pid-5934892-dt-content-rid-25394441_1/xid-25394441_1" Assessment 2 Template HYPERLINK "https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_69397_1&content_id=_5594485_1&mode=reset" o "Alternative formats" Assessment 2 Template - Alternative Formats
This template must be used to complete your assessment 2 in EEB309 (Please click on the heading for the template).Please email Jenny if you are having difficulties accessing the Template - jedwyer@csu.edu.au and I will email you one immediately.
Instructions for Case Study:
You will use the format in the template for presenting this assessment task. The HYPERLINK "https://interact2.csu.edu.au/bbcswebdav/pid-5934892-dt-content-rid-31188327_1/xid-31188327_1" o "EEB309 Assessment 2 Case Study Template" EEB309 Assessment 2 Case Study Template.doc HYPERLINK "https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_69397_1&content_id=_5594485_1&mode=reset" o "Alternative formats" EEB309 Assessment 2 Template - Alternative Formatsasks you to identify:
thesocial and environmentalinfluences(for example, family, peers, media, EC setting, local park, community)that could be impacting the child wellness and wellbeing issues outlined in the case study.
pedagogical strategiesand play-based experiences that early childhood educators and leadership could implement to address these social and environmental influences to promote the child's wellness and wellbeing in the early childhood setting.
theequityissuesand related cultural considerations(for example, low-socio-economic status, racism, and language)present within the prescribed case study, and how these could impact on wellness and wellbeing of the child.
pedagogical strategiesand play-based experiencesthat early childhood educators and leadership could implement to address these equity issues and cultural considerations, to promote the child's wellness and wellbeing in the early childhood setting.
Referencing Information
Why is Referencing Important?
- It shows that you have read the assigned subject readings and learning modules.- It helps others look up further information on the topic using the references as a starting point.- It is the way we acknowledge that our ideas have come from somewhere else originally.-When done correctly, it helps us have academic integrity and avoid plagiarism.
Where to go for referencing help?
CSU Referencing help
HYPERLINK "https://www.csu.edu.au/current-students/learning-resources/build-your-skills/academic-skills-help/referencing" ReferencingGet support for your study.Marketing
CSU APA referencing Guide PDF
HYPERLINK "https://cdn.csu.edu.au/__data/assets/pdf_file/0011/3371843/Charles-Sturt-University-APA-7th-ed.-Referencing-Summary.pdf" t "https://interact2.csu.edu.au/webapps/blackboard/content/_blank" https://cdn.csu.edu.au/__data/assets/pdf_file/0011/3371843/Charles-Sturt-University-APA-7th-ed.-Referencing-Summary.pdf
Library Study Skills
HYPERLINK "https://library.csu.edu.au/for-study/research-skills/writing-and-referencing" Writing and referencingFind the resources you need to succeed at university.Marketing
APA Referencing Tool (ART)
HYPERLINK "https://apps.csu.edu.au/reftool/apa-7" HYPERLINK "https://apps.csu.edu.au/reftool/apa-7" Academic Referencing Tool, Charles Sturt UniversityReferencing Style Guides and ManualsLa Trobe University
American Psychological Association (APA)
Apastyle.org - Website + Blog
HYPERLINK "https://apastyle.apa.org/" APA StyleThe authority on APA Style and the 7th edition of the APA Publication Manual. Find tutorials, the APA Style Blog, how to format papers in APA Style, and other resources to help you improve your writing, master APA Style, and learn the conventions of scholarly publishing.https://apastyle.apa.org
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Submitting Your Assessment task
Word documents are to be submitted to EASTS (in word doc - no PDFs). PDF files cannot be marked appropriately.
The marking criteria table must be included in your submission(if you use the template this automatically included).
The assessment task should be within +/- 10% of the word limit.
Please use 12 point font (an easy-to-read one such as Calibri, Times New Roman or Arial) and 1.5 line spacings in your Word documents.
Proofread your work so that it is free of typographical errors (typos), spelling, grammar, and punctuation mistakes. Read your work aloud to yourself before submitting to EASTS.
Use language that is appropriate to academic tasks. Writing in the third person is expected. Ensure you use respectful and appropriate EC terminology. Maintain a formal tone in your writing at all times. For assistance, see Academic Skills: HYPERLINK "https://www.csu.edu.au/current-students/learning-resources/build-your-skills/academic-skills-help" t "https://interact2.csu.edu.au/webapps/blackboard/content/_blank" https://www.csu.edu.au/current-students/learning-resources/build-your-skills/academic-skills-help
References are required at the end of the case study conclusion. Your References should contain all source documents (subject learning modules, subject readings, Google Scholar articles, etc.) that you refer to, and o quote or paraphrase from. It must conform to the APA 7th ed. referencing style: HYPERLINK "https://cdn.csu.edu.au/__data/assets/pdf_file/0011/3371843/Charles-Sturt-University-APA-7th-ed.-Referencing-Summary.pdf" t "https://interact2.csu.edu.au/webapps/blackboard/content/_blank" https://cdn.csu.edu.au/__data/assets/pdf_file/0011/3371843/Charles-Sturt-University-APA-7th-ed.-Referencing-Summary.pdf
References are NOT counted in the word count.
Add a footer or header with your name, student number, and subject code on your assessment doc.
Academic writing quality - please note and duly follow these points:
Do not use conversational language such as 'great', or 'fantastic' in your writing. Find more sophisticated and formal equivalents such as 'valuable', 'worthwhile', 'interesting', 'useful'.
Do not use contractions such as can't, didn't, shouldn't. Students should choose words such as cannot, did not and should not, as examples, for their assessment writing.
Please write in the third person (grammar) point of view. This involves using pronoun such as him, her, it, they or them. Please do not use the first person point of view which predominantly uses pronouns such as I and me, and the second person point of view in which the main pronouns used are you and your.
Turnitin Create a Turnitin account: HYPERLINK "https://interact2.csu.edu.au/bbcswebdav/pid-5934892-dt-content-rid-26472500_1/xid-26472500_1" t "https://interact2.csu.edu.au/webapps/blackboard/content/_blank" turnitin-creating-account-1.pdf HYPERLINK "https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_69397_1&content_id=_5594485_1&mode=reset" o "Alternative formats" turnitin-creating-account-1.pdf - Alternative Formats
Interpreting Turnitin Similarity Report: HYPERLINK "https://interact2.csu.edu.au/bbcswebdav/pid-5934892-dt-content-rid-26473201_1/xid-26473201_1" t "https://interact2.csu.edu.au/webapps/blackboard/content/_blank" turnitin Interpreting-Similarity-Reports.pdf HYPERLINK "https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_69397_1&content_id=_5594485_1&mode=reset" o "Alternative formats" turnitin Interpreting-Similarity-Reports.pdf - Alternative Formats
