PRINCIPLES AND PRACTICes IN EARLY CHILDHOOD EDUCATION ASSIGNMENT TCHR5003

TCHR5003: PRINCIPLES AND PRACTICes IN EARLY CHILDHOOD EDUCATION

ASSESSMENT 2: Report

Summary

Task Description

This task requires students to reflect upon the Early Years Learning Framework [EYLF] (Department of Education, 2022) Principles and Practices and write a report demonstrating their understanding of high-quality pedagogy.

Rationale

Early childhood educators are required to understand the importance of high-quality practice and be able to identify what high-quality practice looks like. In this assessment, students identify high-quality practice and determine the principles, theory and research that underpins such practice. This assessment aims for students to develop an understanding of how to align practice, principles, theory and research.

Task Instructions

You are required to answer each of the following:

1. Briefly outline how you think the Early Years Learning Framework will guide your early childhood education and care pedagogy (approx. 200 words).

1. Discuss how you will implement Respect for diversity, Sustainability and a principle of your choice within a high-quality early childhood education and care setting.

1. Discuss how you will implement Responsiveness to children, Learning environments and a practice of your choice within a high-quality early childhood education and care setting.

The EYLF Principles and Practices that you can choose from are listed below:

PRINCIPLES:

• Secure, respectful and reciprocal relationships

• Partnerships

• Respect for diversity (compulsory)

• Aboriginal and Torres Strait Islander perspectives

• Equity, inclusion and high expectations

• Sustainability (compulsory)

• Critical reflection and ongoing professional learning

• Collaborative leadership and teamwork

PRACTICES:

• Holistic, integrated and interconnected approaches

• Responsiveness to children (compulsory)

• Play-based learning and intentionality

• Learning environments (compulsory)

• Cultural responsiveness

• Continuity of learning and transitions

• Assessment and evaluation for learning, development and wellbeing

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_assessment2_report

• 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.

• 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 2: Report in the Assessments Tasks & Submission section on the Blackboard TCHR5003 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 Framework

Assessment Rubric

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.