PRINCIPLES AND PRACTICES IN EARLY CHILDHOOD EDUCATION ASSIGNMENT
- Subject Code :
TCHR5003
- University :
Southern Cross University Exam Question Bank is not sponsored or endorsed by this college or university.
- Country :
Australia
TCHR5003: PRINCIPLES AND PRACTICES IN EARLY CHILDHOOD EDUCATION
ASSESSMENT 1: Critical Review
Summary
Title |
Assessment 1: Critical Review |
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Due Date |
Monday 31 March 11:59pm AEDT (Week 4) |
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Length |
1500 words |
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Weighting |
50% |
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Submission |
1 word document submitted to Turnitin |
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Academic Integrity (See below for limits of use where GenAI is permitted) |
In this assessment task, the use of GenAI is allowed but limited. You may only use GenAI to help guide you in the process of completing your assessment work. Think of it as a tool. A quick way to access information or an AI tutor to help answer your questions. So, you can use GenAI to help guide your research, ask questions to help to clarify your understanding, brainstorm preliminary ideas, get feedback on your ideas and clarify concepts. Remember, just as if you Googled something, you still need to evaluate the information to determine its accuracy and relevance. GenAI can produce biased and false information. You must find scholarly sources to support any of the ideas generated. This is a requirement for this assessment. You cannot include content generated AI by in your assessment (even if you have paraphrased, summarised or quoted the output). You are also permitted to use Grammarly Premium to help edit and improve the quality of your written work. If you opt to use GenAI as defined as acceptable for this assessment, you must keep evidence of how it was used and acknowledge how you used it in the process of completing your assessment appropriately. To help understand what to do, consult the Learning Zones resources. Quick Guide Acknowledging and Referencing GenAI Use Build your skills using GenAI - PAIR Framework The SCU Library Guide- GenAI can also help you develop your AI literacy skills. https://libguides.scu.edu.au/genAI If you use GenAI tools in your assessment task beyond the acceptable limits, it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3. Under the Rules - Student Academic and Non-Academic Misconduct Rules (Section 3) students have the right to Appeal against the Academic Integrity Officers academic misconduct Determination, to the Executive Dean, with that determination being final and conclusive, and not subject to further Appeal within the University. Students are not able to appeal against academic misconduct via the Unit |
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Assessor or unit staff. |
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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 (AGDE, 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. |
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Task Description
You 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 [NQS] (ACECQA, 2020) and the Early Years Learning Framework V2.0 [EYLF] (AGDE, 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 (Modules 1-3).
Task Instructions
Develop a professional response to each scenario below (500 words each) to demonstrate your understanding of 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. Refer to the EYLF, NQS, unit materials, and academic literature to support your points.
Scenario 1:
You are the early childhood teacher in the toddler room. Increasingly, you notice some of your colleagues have a deficit view of the toddlers in their care. Your colleagues demonstrate behaviours that suggest the toddlers are not capable of making choices and completing routines on their own.
Critically analyse this learning environment in terms of a) the need for childrens agency and b) the practices you would implement for improved childrens agency in this setting.
When synthesising your response, justify your analysis with one NQS Quality Area (ACECQA, 2020),
one EYLF Principle and one EYLF Practice (AGDE, 2022) and academic literature.
Scenario 2
As the early childhood teacher responsible for the Preschool room at a long day care service, you are eager to introduce a healthier eating program. Your goal is to involve both families and the community in this initiative. Your service caters to a diverse range of family backgrounds, each with unique cultural influences and dietary requirements and preferences.
How can you effectively implement a healthier eating program, considering the diverse backgrounds and preferences? Additionally, how can you ensure participation and support from both families and the broader community in this initiative
When constructing your response, justify your answer with one NQS Quality Area (ACECQA, 2020),
one EYLF Principle and one EYLF Practice (AGDE, 2022) and academic literature.
Scenario 3
You are the educator in the 02-year-old room. You have a number of new families who are concerned about their children who become very upset at drop-off time. You are to construct a response to families that will a) reassure the new families that their childrens behaviour is common,
and b) explain the strategies you use to settle the children each morning and build trust.
When detailing the response use one NQS Quality Area (ACECQA, 2020), one EYLF Principle and one EYLF Practice (AGDE, 2022) and academic literature to justify your decisions, and the importance of these 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_criticalreview
- Create a cover page with the following details (use the cover page provided on the unit site)
- Student name
- Student ID
- Unit code
- Unit Assessor and Tutor names
- Date submitted
- GenAI acknowledgement
- Complete one reference list for the entire assessment
- Once complete, submit task via the Turnitin link in the Assessment and Submission section of the unit site.
- Adhere to APA7 formatting guidelines
Referencing
APA7th referencing format is required with a minimum of 10 references. Sources should include relevant early childhood policy and peer-reviewed literature. 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 7-10 days for marks to be posted.
Academic Integrit
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 Framework
NOTE: Academic Integrity breaches include the use of generative artificial intelligence tools when not permitted, poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating information.
GenAI is allowed but limited
You may only use GenAI to help guide you in the process of completing your assessment work. Think of it as a tool. A quick way to access information or an AI tutor to help answer your questions. So, you can use GenAI to help guide your research, research, ask questions to help to clarify your understanding, brainstorm preliminary ideas, get feedback on your ideas and clarify concepts. You must find scholarly sources to support any of the ideas generated. This is a requirement for this assessment. Please see the Student Academic and Non-Academic Misconduct Rules, Section 3.
Assessment Rubric
Marking Criteria and % allocation |
High Distinction + (100%) |
High Distinction (85-99%) |
Distinction (75-84%) |
Credit (65-74%) |
Pass (50-64%) |
Marginal Fail (35-49% |
Fail (1-34%) |
Not addressed 0% |
Demonstrated understanding of building and fostering relationships with - Children - Families - Community - Staff 30% |
Achieves all the criteria for a high distinction to an exemplary standard, without any errors. |
Outstanding understanding of building and fostering relationships with children, families, community and staff. |
Very good understanding of building and fostering relationships with children, families, community and staff. |
Good understanding of building and fostering relationships with children, families, community and staff. |
Satisfactory understanding of building and fostering relationships with children, families, community and staff. |
Little understanding of building and fostering relationships with children, families, community and staff. |
No understanding of building and fostering relationships with children, families, community and staff. |
Not Addressed |
Professional reflective response to each scenario justifying response with reference to relevant Early Years Learning Framework Principles and Practices 30% |
Achieves all the criteria for a high distinction to an exemplary standard, without any errors. |
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 limited reference to relevant EYLF Principles and Practices |
Reflective professional response to each scenario is incomplete with no reference to EYLF Principles and Practices |
Not Addressed |
Professional reflective response to each scenario justifying chosen response with reference to National Quality Standard 30% |
Achieves all the criteria for a high distinction to an exemplary standard, without any errors. |
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 limited reference to the National Quality Standard |
Reflective professional response to each scenario is incomplete with no reference to the National Quality Standard |
Not Addressed |
Academic Literacy 10% |
Achieves all the criteria for a high distinction to an exemplary standard, without any errors. |
Demonstrates a comprehensive understanding and application of correct writing conventions, including accurate spelling, grammar, and punctuation. The reference list contains all the required information in the correct APA 7 format. No errors. |
Demonstrates a thorough understanding and application of correct writing conventions by correctly using spelling, grammar, and punctuation throughout with very minor inaccuracies. The reference list contains all the required information in the correct APA 7 format, with less than 3 minor errors. |
Demonstrates a good understanding and application of correct writing conventions by correctly using spelling, grammar, and punctuation, with minor inaccuracies. The reference list contains all the required information, but some items may be in an incorrect format or have less than six minor errors. |
Demonstrates a satisfactory understanding and application of correct writing conventions by mostly using correct spelling, grammar, and punctuation, with some inaccuracies. The reference list provides most of the required information, but there are more than six errors. |
Poor understanding and application of correct writing conventions, including accurate spelling, grammar, and punctuation that impact readability. The reference list is incorrectly formatted or there are an inadequate number of references. |
Poor understanding and application of correct writing conventions, including accurate spelling, grammar, and punctuation, that significantly impact readability. The reference list is incomplete or missing. |
Not Addressed |
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 applyin
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.
