This template is a suggested structure for Assessment Task 3. We encourage you to use subheadings to organise your essay. However, your subheadings
This template is a suggested structure for Assessment Task 3. We encourage you to use subheadings to organise your essay. However, your subheadings do not have to replicate the subheadings used here this is only a suggestion.
Introduction
Very brief introduction that identifies the purpose of the essay and the key features/topics that will be included/discussed.
Theoretical Perspective
Provide an overview of the selected theory and discuss child development from this theoretical perspective.
Theory to Practice
Provide your two development plans. There should be one focused on infants or toddlers, and one focused on four-year old kindergarten OR foundation level.
Intended audience
Individual
Group Age group: Theoretical focus e.g., Vygotsky and Socio-cultural theory
Identify one developmental domain that this planned experience aims to foster:
Link the identified aim to one outcome using either the EYLF or VEYLDF:
Description of the experience
Use the theoretical perspective in the development of this experience. How the experience is implemented will depend on how that theory describes and aims to support childrens development
Provide an overview of the experience (what is it?)
Be concise. Okay to use short paragraph or dot points.
Locatione.g., indoors and/or outdoors, quiet area, collaborative space etc.,
Duration/access
Will children have free access? During specified times? How will the length of its implementation be determined?
Materials and resources
What will you need to implement the activity? List as dot points
The role of the teacher
Based on your chosen theory, what might the teachers involvement look like? (e.g., consider level of involvement, proximity, types of questions they might ask, etc.,) Theoretical approaches
Briefly identify some key approaches that will be adopted during the implementation of this experience that reflect the beliefs/assumptions of your chosen theory Intended audience
Individual
Group Age group: Theoretical focus e.g., Vygotsky and Socio-cultural theory
Identify one developmental domain that this planned experience aims to foster:
Link the identified aim to one outcome using either the EYLF or VEYLDF:
Description of the experience
Use the theoretical perspective in the development of this experience. How the experience is implemented will depend on how that theory describes and aims to support childrens development
Provide an overview of the experience (what is it?)
Be concise. Okay to use short paragraph or dot points.
Locatione.g., indoors and/or outdoors, quiet area, collaborative space etc.,
Duration/access
Will children have free access? During specified times? How will the length of its implementation be determined?
Materials and resources
What will you need to implement the activity? List as dot points
The role of the teacher
Based on your chosen theory, what might the teachers involvement look like? (e.g., consider level of involvement, proximity, types of questions they might ask, etc.,) Theoretical approaches
Briefly identify some key approaches that will be adopted during the implementation of this experience that reflect the beliefs/assumptions of your chosen theory Rationale
Provide a rationale that demonstrates clear links between theory and practice in relation to your planned experiences. Consider the following prompts to guide your thinking/writing:
Explain how the planned experience reflects the chosen theoretical focus
Explain how this particular theoretical approach supports childrens development in the domain identified within the plan
You may choose to provide one overall rationale, or a rationale per plan. You can determine what would be most appropriate and illustrative for your essay.
Conclusion
Summarise the key ideas that were discussed in the body of the assessment. Do not provide newinformation in the conclusion.
Reference List
Provide your reference list on a new page after the body of the assessment.
Remember to use the Deakin Guide to APA7 and order your references in alphabetical order.
Use scholarly sources. Videos and most websites (e.g., Simply Psychology) are not considered scholarly so avoid using these.
The references included in the list should reflect the citations used in the body of the assessment.
Appendix: Evidence of Online Discussions
This is where you would include a screenshot or photo of your two online discussions.
Individual or Group Development Plan
Intended audience
Individual
Group Age group: Theoretical focus e.g., Vygotsky and Socio-cultural theory
Identify one developmental domain that this planned experience aims to foster:
Link the identified aim to one outcome using either the EYLF or VEYLDF:
Description of the experience
Use the theoretical perspective in the development of this experience. How the experience is implemented will depend on how that theory describes and aims to support childrens development
Provide an overview of the experience (what is it?)
Be concise. Okay to use short paragraph or dot points.
Locatione.g., indoors and/or outdoors, quiet area, collaborative space etc.,
Duration/access
Will children have free access? During specified times? How will the length of its implementation be determined?
Materials and resources
What will you need to implement the activity? List as dot points
The role of the teacher
Based on your chosen theory, what might the teachers involvement look like? (e.g., consider level of involvement, proximity, types of questions they might ask, etc.,) Theoretical approaches
Briefly identify some key approaches that will be adopted during the implementation of this experience that reflect the beliefs/assumptions of your chosen theory
AT3 Rubric
AT3 Essay / 50 points
Criterion mode: points High Distinction Distinction Credit Pass Unsatisfactory
Percentage 80 Percentage 70 Percentage 60 Percentage 50 Percentage 0
Demonstrated knowledge and understanding of a selected child development theory An accurate overview of the chosen theory has been provided. The overview concisely details key ideas underpinning this theoretical perspective in relation to child development. Excellent knowledge and understanding have been demonstrated.
(9.6 - 12 points) An accurate overview of the chosen theory has been provided. The overview summarises key ideas underpinning this theoretical perspective in relation to child development. High level of knowledge and understanding have been demonstrated.
(8.4 - 9.5 points) An overview of the chosen theory has been provided. The overview describes key ideas underpinning this theoretical perspective in relation to child development. Good level of knowledge and understanding have been demonstrated, but could show more depth.
(7.2 - 8.3 points) An overview of the chosen theory has been provided. The overview required further relevant details related to key ideas underpinning this theoretical perspective in relation to child development. Some level of knowledge and understanding demonstrated, more depth is needed.
(6 - 7.1 points) More discussion was needed to provide an overview of the key ideas underpinning this theoretical perspective in relation to child development. Limited level of knowledge and understanding was demonstrated. Significant need for further depth.
(0 - 5.9 points)
Demonstrated a hypothetical practical application of theory in two different early childhood settings Two development plans have been included. The respective plans illustrate how the chosen theory could be applied within two early years contexts. This includes an infants or toddler setting, and a kindergarten or foundation setting.
The planned experiences are detailed, have been well considered for the identified developmental domain, and the approach strongly reflects the chosen theoretical perspective.
(8 - 10 points) Two development plans have been included. The respective plans illustrate how the chosen theory could be applied within two early years contexts. This includes an infants or toddler setting, and a kindergarten or foundation setting.
The planned experiences provide some detail, but could be clearer. The plans are appropriate for the identified developmental domain, and the approach is reflective of the chosen theoretical perspective.
(7 - 7.9 points) Two development plans have been included. The respective plans illustrate how the chosen theory could be applied within two early years contexts. This includes an infants or toddler setting, and a kindergarten or foundation setting.
The planned experiences have been described, but require further detail to demonstrate its relevance to the chosen theoretical perspective. The plans are appropriate for the identified developmental domain.
(6 - 6.9 points) At least one development plan has been included. The plan(s) illustrate how the chosen theory could be applied within two early years contexts. The plan(s) refers to infants, toddler, kindergarten, or foundation setting(s).
The plan(s) have been attempted but require substantial improvements. Further details are required to demonstrate its relevance to the chosen theoretical perspective and the identified developmental domain.
(5 - 5.9 points) No development plans have been included. OR the provided plan(s) require significant improvements. There are insufficient details to demonstrate an adequate level of knowledge or understanding.
(0 - 4.9 points)
Demonstrated critical thinking through the provision of a rationale that illustrates the link between theory and practice The rationale includes excellent discussion and analysis of links between the chosen theory, the development plans, the developmental domain, and how the chosen theory would inform a range of practices within the early childhood settings as identified in the development plans.
(12 - 15 points) The rationale demonstrates a high level of analysis that links the chosen theory, the development plans, the developmental domain, and how the chosen theory would inform a range of practices within the early childhood settings as identified in the development plans.
(10.5 - 11.9 points) The rationale demonstrates a good level analysis. There are some links made between the chosen theory, the development plans, and the developmental domain. How the chosen theory would inform some practices within the early childhood settings have been discussed.
(9 - 10.4 points) The rationale demonstrates some analysis. There are few links made between the chosen theory, the development plans, and the developmental domain. How the chosen theory would inform some practices within the early childhood settings have been mentioned.
(7.5 - 8.9 points) Limited evidence of a rationale that demonstrates analysis of links between the chosen theory, the development plans, the developmental domain, and how the chosen theory would inform a range of practices within the early childhood settings as identified in the development plans.
(0 - 7.4 points)
Evidence of online discussions have been provided Evidence has been provided to demonstrate one created post about the chosen theory, and one reply to a peers chosen theory, have been made. The ideas discussed accurately reflect important ideas related to the chosen theoretical perspective.
(6.4 - 8 points) Evidence has been provided to demonstrate one created post about the chosen theory, and one reply to a peers chosen theory, have been made. The ideas discussed accurately reflect some key ideas related to the chosen theoretical perspective.
(5.6 - 6.3 points) Evidence has been provided to demonstrate one created post about the chosen theory, and one reply to a peers chosen theory, have been made. More attention to the important ideas related to the chosen theoretical perspective is needed.
(4.8 - 5.5 points) Evidence has been provided to demonstrate one created post about the chosen theory, and/or one reply to a peers chosen theory, have been made. The discussion makes limited and/or inaccurate reference to the chosen theoretical perspective.
(4 - 4.7 points) Evidence of one created post and/or one reply to a peer is lacking or missing. Where some evidence has been provided, the discussion requires further depth to demonstrate an accurate understanding of the chosen theoretical perspective.
(0 - 3.9 points)
Clear grammatically correct writing and consistently accurate referencing APA7 referencing has been applied accurately and consistently in both the body of the assessment task and the reference list. The five or more choices of literature are excellent.
Grammar, spelling, and punctuation are correct. The language used is highly professional.
(4 - 5 points) APA7 referencing has been applied. In most cases, its application is consistent and accurate in both the body of the assessment task and the reference list. Some minor errors are present. The five or more choices of literature are excellent.
Grammar, spelling, and punctuation are mostly correct. The language used is highly professional.
(3.5 - 3.9 points) There is evidence that APA7 referencing has been applied. However, further attention is required to ensure consistent and accurate application in the body of the assessment task and/or the reference list. There are some good choices of literature.
Grammar, spelling, and punctuation are mostly correct however, requires revision.
(3 - 3.4 points) Satisfactory level of referencing throughout, a reference list at the end of the task and the use of the prescribed reading. Further literature was required.
Grammar, spelling, and punctuation are acceptable however, requires revision.
(2.5 - 2.9 points) There is no evidence that APA7 referencing has been attempted.
Continue to develop academic and professional writing skills.
(0 - 2.4 points)
Total Points 50
