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1Assessment BriefTCHR3001: Early Childhood MattersSummaryTitle Assessment 2Type Position paperDue Date Friday, April 12th at 11:59 pm AEST/AEDT (end of Week 6)Length 1500 wordsWeighting 50%Academic...

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1

Assessment Brief

TCHR3001: Early Childhood Matters

Summary

Title Assessment 2

Type Position paper

Due Date Friday, April 12th at 11:59 pm AEST/AEDT (end of Week 6)

Length 1500 words

Weighting 50%

Academic Integrity GenAI may NOT be used in this task.

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 Assessor or unit staff.

Submission Word document submitted to Turnitin (do NOT submit PDF documents)

Unit Learning

Outcomes

This assessment task maps to the following ULOs:

 ULO1: Identify a range of issues important to early childhood

education and care.

 ULO2: Analyse a range of positions highlighted in authoritative

literature on contemporary issues related to early childhood

education and care.

 ULO3: Critically reflect on their personal approach/philosophy of

learning, development and teaching within early childhood

education and care in relation to contemporary issues.

 ULO4: Argue a position on current issues in early childhood

education and care, in relation to the literature

Rationale

As an early childhood teacher your beliefs form the basis of your early childhood philosophy. How

you implement this philosophy within your teaching practice will be influenced by a range of issues

within your local and broader community.

Task Description

This task requires you to analyse and evaluate the various positions of the contemporary issues

presented in Module 4 – 6. Include a personal reflection that explains your own position on a

selected issue and critically analyse and justify your personal position in relation to current,

scholarly literature.

Task Instructions

2

Assessment Brief

Drawing on the unit learning materials, unit tutorials and a range of relevant and current scholarly

literature, select one issue addressed in Module 4 to 6 of this unit and:

 Part 1: Analyse and evaluate the positions put forward on this issue within the unit

materials and discussions. (500 words)

 Part 2: Reflect on and synthesise your personal position on the issue explaining why and

how it is relevant to you personally as a teacher/educator working with children, families,

and other relevant stakeholders in the Australian early years sector (500 words).

 Part 3: Justify your personal position on the issue using a range of relevant and current

scholarly literature. (500 words).

Please note:

 Part 2 and Part 3 of this task can be written in first (“I” statements) or third person,

however you need to be consistent over the task in the tense and person you use.

 All areas of your responses to this task need to be supported by relevant and current

literature. This means you need to cite relevant and current (within the last 10 years)

literature that supports what you are saying throughout your writing.

 Please refer to your rubric for the literature that you MUST include in your responses to

each part of this task..

 Please remember that you must use scholarly literature in this task.

Please refer to the following documents to support you in addressing this task:

General:

 How to Incorporate Evidence into Your Writing - https://www.scu.edu.au/media/scu-

dep/current-students/learning-zone/quick-

guides/how_to_incorporate_evidence_into_your_writing.pdf

 Summarising and Paraphrasing - https://www.scu.edu.au/media/scu-dep/current-

students/learning-zone/quick-guides/summarising_and_paraphrasing.pdf

Part 1:

 You MUST refer to the unit learning materials and discussions in the recorded tutorial

session/s that address the issue you select.

 Look at the meaning of ‘analyse’ and ‘evaluate’ in the following document -

https://www.scu.edu.au/media/scu-dep/current-students/learning-zone/quick-

guides/common_instruction_words.pdf


Part 2:

 Read this document about Reflective Writing - https://www.scu.edu.au/media/scu-

dep/current-students/learning-zone/quick-guides/reflective_writing.pdf

Part 3:

 Look at the meaning of ‘justify’ in the following document -

https://www.scu.edu.au/media/scu-dep/current-students/learning-zone/quick-

guides/common_instruction_words.pdf

 Writing Paragraphs (PEEL method) - https://www.scu.edu.au/media/scu-dep/current-

students/learning-zone/quick-guides/writing_paragraphs.pdf

 Planning and Writing Body Paragraphs (using the PEEL method) -

https://www.scu.edu.au/media/scu-dep/current-students/learning-zone/quick-

guides/planning_and_writing_body_paragraphs.pdf

3

Assessment Brief

Formatting and style

APA 7 formatting is required for this task.

 Include a cover page that contains:

o The title of the task in bold

o Your name (as author),

o Your faculty (Faculty of Education)

o The unit code and name (TCHR3001 Early Childhood Matters)

o Your unit assessor’s name (Kelly Simpson)

o The due date

 Include a title or the prompt at the start of each response.

 Students may use headings that align with the task instructions to organise their responses.

 Indent the first line of each new paragraph.

 Use 12-point Arial font.

 Double line space your writing and your reference list.

Referencing

 APA Referencing style is required to be used for this task.

 Include one reference list for all responses on a new page at the end of your task. Place the

title References in bold in the centre at the top of this page.

 At a minimum, your sources for this task will include the EYLF (AGDE, 2022), the NQF

(ACECQA, 2023), a range of unit materials, and broader current scholarly literature.

 Broader literature may include textbooks, peer reviewed articles, and published newspaper

and/or media articles by reputable sources (for example, the ABC, The Conversation, Early

Childhood Australia)

 You need to include at least 8 scholarly references in your response to this task as well as the

unit learning materials and the EYLF (AGDE, 2022) and NQS, (ACECQA, 2023).

Resources

 Academic Integrity - https://www.scu.edu.au/about/leadership/executive/academic-

portfolio-office-apo/academic-integrity-framework/

 SCU Student Learning Zone - https://www.scu.edu.au/current-students/learning-zone/

 The Early Years Learning Framework - https://www.acecqa.gov.au/sites/default/files/2023-

01/EYLF-2022-V2.0.pdf

 National Quality Standard - https://www.acecqa.gov.au/nqf/national-quality-standard

 Guide to the National Quality Framework (including the National Quality Standards) -

https://www.acecqa.gov.au/nqf/about/guide

Referencing Style Resource

Please refer to the APA 7th Referencing Guide for this task - https://libguides.scu.edu.au/apa

Task Submission

 Your task should be submitted using the submission point in the Turnitin folder titled

Assessment 2: Position Paper in the Assessments Tasks and Submission section on the

Blackboard TCHR3001 site. Only Microsoft Word documents submitted via the Turnitin

portal on Blackboard will be accepted. You must label your final submission with your

surname and initials and the assessment task's name, e.g. SmithJ_PositionPaper.doc

4

Assessment Brief

 You are strongly advised to undertake your own SIMILARITY CHECK via Turnitin, PRIOR to

the due date, to identify and resolve any academic integrity issues prior to submitting - see

SCU Academic Integrity and Turnitin. You can submit up to three times and receive the

similarity match report immediately – after three attempts, you will need to wait 24 hours.

 It is YOUR responsibility to ensure that you have submitted the correct file and the FINAL

version of your assessment for marking BEFORE the due date/time.

 Turnitin does not generate an automatic email receipt. If you have successfully uploaded

your assessment, a green bar will appear at the top of the screen that says: Submission

uploaded successfully: Download digital receipt. Use the hyperlink to download your digital

receipt and store this with your assignment file.

 If you have any difficulty submitting your assignment, please contact Technology Services

and make sure that you log a job with them, so you have evidence of your attempted

submission. To avoid any last-minute problems, make sure you submit well before 11:59pm

on the due date.

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

NOTE: Academic Integrity breaches include poor referencing, not identifying direct quotations

correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract

cheating, fabricating information.

GenAI May Not be Used

Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, must NOT be used for this Assessment Task.

You are required to demonstrate if you have developed the unit’s skills and knowledge without the support of

GenAI. Grammarly (but NOT GrammarlyGo) may be used to review your task and make changes to grammar or

punctuation or to single words however it must NOT be used to re-write sentences or paragraphs.

Please note that GenAI tools include a range of translation tools. It is the responsibility of students to ensure

that any translation tool they are using is not a GenAI tool. Students are encouraged to write their work

without the support of translation tools for this reason.

If you use GenAI tools in your assessment task, 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 Assessor or unit staff.

Special Consideration

Please refer to the Special Consideration section of Policy

https://policies.scu.edu.au/document/view-current.php?id=140

Late Submissions & Penalties

5

Assessment Brief

Please refer to the Late Submission & Penalties section of Policy

https://policies.scu.edu.au/view.current.php?id=00255

Grades & Feedback

Assessments that have been submitted by the due date will receive an SCU grade. Grades and

feedback will be posted to the ‘Grades and Feedback’ section on the Blackboard unit site. Please

allow 7 days for marks to be posted.

Assessment Criteria

See the marking rubric for the marking criteria and grading standards.

… continued on next page….

6

Assessment Brief

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%)

Criterion 1:

Part 1,

Analysis, and

evaluation of

positions put

forward in the

unit learning

and tutorials

on one issue

from Modules

4-6 is

supported with

reference to

the learning

materials and

recorded

tutorial/s. as

well as recent

scholarly

literature 15%

Achieves all the

criteria for a

high distinction

to an

exemplary

standard. Key

positions on a

chosen issue

from Modules

4-6 that were

presented in

the learning

materials and

recorded

tutorial/s are

analysed and

evaluated at an

exceptional

level with

exceptional

integration the

unit materials,

recorded

tutorials and

recent

scholarly

Key positions on

a chosen issue

from Modules 4-

6 that were

presented in the

learning

materials and

recorded

tutorial/s are

succinctly and

clearly analysed

and evaluated at

an outstanding

level with clear

integration of

the unit

materials,

recorded

tutorial/s and a

range of recent

scholarly

literature.

Key positions

on a chosen

issue from

Modules 4-6

that were

presented in

the learning

materials and

recorded

tutorial/s are

succinctly and

clearly

analysed and

evaluated at a

very good level

with clear

support from

the unit

materials,

recorded

tutorial/s and a

range of recent

scholarly

literature

Key positions

on a chosen

issue from

Modules 4-6

that were

presented in

the learning

materials and

recorded

tutorial/s are

succinctly

analysed and

evaluated at a

good level with

clear reference

to the unit

materials,

recorded

tutorial/s and a

range of recent

scholarly

literature

Key positions

on a chosen

issues from

Modules 4-6

that were

presented in

the learning

materials and

recorded

tutorial/s are

satisfactorily

analysed and

evaluated with

references to

some unit

materials,

recorded

tutorial/s and a

range of recent

scholarly

literature

evident

Key positions

on a chosen

issue from

Modules 4-6

that were

presented in

the learning

materials and

recorded

tutorial/s are

unclearly

analysed and

evaluated

and/or

discussed

rather than

analysed and

evaluated with

relevant

references to

the unit

materials

and/or

recorded

tutorial/s

and/or

Key positions

on an issue

from Modules

4-6 that were

presented in

the learning

materials and

recorded

tutorial/s is not

addressed

and/or the

analysis/

evaluation/

discussion

presented is

not relevant to

the positions

presented in

the learning

materials

and/or

tutorial/s

and/or the

references to

scholarly

literature

Not attempted

7

Assessment Brief

literature and

no errors.

reference to

scholarly

literature

and/or no

references to

the unit

materials

and/or

recorded

tutorial/s are

included in an

appropriate

analysis of an

issue from

Modules 4-6.

provided are

not relevant to

the learning in

the unit and/or

to the chosen

issue.

Criterion 2:

Part 2,

Reflection, and

personal

position on

one issue from

Modules 4-6 is

supported by

references to

the EYLF

(AGDE, 2022),

NQS (ACECQA,

2023) and 4

relevant and

current

Achieves all the

criteria a high

distinction,

with exemplary

discussion of a

personal

position on one

relevant issue

and support

drawn from

the integration

of a broad

range of

relevant and

current

scholarly

An outstanding

personal

position relevant

to an ECEC

professional on

one chosen

issue from

Modules 4 - 6 is

comprehensively

supported

through the

integration of a

range of

relevant and

current scholarly

literature and

A very good

personal

position

relevant to an

ECEC

professional on

one chosen

issue from

Modules 4 - 6

is clearly

supported

through the

integration of 4

or more

relevant and

current

A good

personal

position

relevant to an

ECEC

professional on

one chosen

issue from

Modules 4 - 6

is supported by

clear

references to 4

or more

relevant and

current

scholarly

A satisfactory

personal

position

relevant to an

ECEC

professional on

one chosen

issue from

Modules 4 - 6

is presented

with

references to 4

relevant and

current

scholarly

literature

A personal

position

relevant to an

ECEC

professional on

one chosen

issue from

Modules 4 - 6

is presented

without

references to

at least 2

relevant and

current

scholarly

literature

The personal

position

outlined does

not address an

issue from

Modules 4-6

and/or the

position

presented is

generic/not

personal

and/or

relevant to an

ECEC

professional

and/or the

Not attempted

8

Assessment Brief

scholarly

literature. 15%

literature and

no errors.

the EYLF (AGDE,

2022), NQS

(ACECQA, 2023).

scholarly

literature

sources as well

as the EYLF

(AGDE, 2022),

NQS (ACECQA,

2023).

literature

sources as well

as the EYLF

(AGDE, 2022),

NQS (ACECQA,

2023).

sources

including the

EYLF (AGDE,

2022), NQS

(ACECQA,

2023).

sources and/or

there is no

reference to

the EYLF

(AGDE, 2022),

NQS (ACECQA),

and/or the

personal

position only

generally

relates to one

issue from

Modules 4-6

and is

presented with

or without

references.

literature used

is not relevant

or is invalid.

Criterion 3:

Part 3,

Justification of

personal

position

supported by

references to

the EYLF

(AGDE, 2022),

NQS (ACECQA,

2023) and at

least 4 relevant

and current

scholarly

literature.

Achieves all the

criteria for a

high

distinction,

with

consistently

outstanding

integration of a

range of very

relevant and

current

scholarly

literature

sources and

unit learning

The justification

of the personal

positions is

excellently

linked to the

personal

position

presented and

reflects deep

engagement

with a range of

scholarly

literature with a

minimum of 4

relevant and

The

justification of

the personal

position is very

clearly linked

to the personal

position

presented and

reflects clear

engagement

with a range of

scholarly

literature with

a minimum of

4 relevant and

The

justification of

the personal

position is

clearly linked

to the personal

position

presented and

reflects good

engagement

with a range of

scholarly

literature. A

minimum of 4

relevant and

The

justification of

one personal

position is

satisfactorily

linked to the

personal

position

presented and

supported by

scholarly

literature. A

minimum of 4

relevant and

current

The

justification

presented is

only generally

linked to the

personal

position

presented

and/or a

minimum of 3

relevant and

current

scholarly

sources as well

as the EYLF

The

justification

presented is

not relevant to

the personal

positions

presented

and/or does

not include

references to

relevant

and/or valid

sources of

current

Not attempted.

9

Assessment Brief

15% materials/areas

with no errors.

current scholarly

sources as well

as the EYLF

(AGDE, 2022)

and NQS

(ACECQA, 2023)

integrated

within the

justification.

current

scholarly

sources as well

as the EYLF

(AGDE, 2022)

and NQS

(ACECQA,

2023)

integrated

within the

justification

current

scholarly

sources as well

as the EYLF

(AGDE, 2022)

and NQS

(ACECQA,

2023) provide

good support

to the

justification.

scholarly

sources as well

as the EYLF

(AGDE, 2022)

and NQS

(ACECQA,

2023) are

referenced

within the

justification.

(AGDE, 2022)

and NQS

(ACECQA,

2023) are not

referenced in

the

justification.

scholarly

literature.

Criterion 4:

Standard of

writing and

presentation –

spelling,

punctuation,

grammar,

paragraph

structure,

appropriate

word count,

APA 7th

referencing.

5%

Achieves all the

criteria for a

high distinction

to an

exemplary

standard,

without any

errors.

Excellent

standard of

writing and

presentation

with no errors in

spelling,

punctuation,

grammar,

paragraph

structure, or APA

7th referencing.

Word count

within +/- 10% of

the set word

count.

Very good

standard of

writing and

presentation

with very

minor and very

inconsistent

errors in

spelling and

punctuation

and grammar

and paragraph

structure and

APA 7th

referencing.

Word count

within +/- 10%

of the set word

count.

Good standard

of writing and

presentation

with some

minor and

inconsistent

errors in one or

two areas of

spelling or

punctuation or

grammar or

paragraph

structure, or

APA 7th

referencing.

Word count

within +/- 10%

of the set word

count.

Satisfactory

standard of

writing and

presentation

with errors in

most areas of -

spelling,

punctuation,

grammar,

paragraph

structure, APA

7th referencing

or consistent

errors in one or

two of the

above areas

and/or word

count

over/under +/-

Poor standard

of writing and

presentation

with consistent

errors in

most/all areas

of spelling,

punctuation,

grammar,

paragraph

structure, and

APA 7th

referencing

and/or word

count

significantly

under or over

+/- 10% of the

set word count

for the task

Significant

improvement

needed in

writing and

presentation

with consistent

errors in

spelling,

punctuation,

grammar,

paragraph

structure, and

APA 7th

referencing

Not attempted.

10

Assessment Brief

10% of the set

word count.

11

Assessment Brief

Description of SCU Grades

High Distinction:

The student’s 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 student’s performance could be described as

outstanding in relation to the learning requirements specified.

Distinction:

The student’s 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 student’s performance could be described

as distinguished in relation to the learning requirements specified.

Credit:

The student’s 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 student’s performance could be described as competent in relation to the learning requirements specified.

Pass:

The student’s 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 student’s performance could be described as satisfactory in relation to the learning requirements specified.

Fail:

The student’s performance fails to satisfy the learning requirements specified.
Answered 9 days After Apr 07, 2024

Solution

Dipali answered on Apr 10 2024
4 Votes
WRITTEN ASSIGNMENT        6
WRITTEN ASSIGNMENT
Table of contents
Part 1: Analysis and Evaluation of Positions    3
.Part 2: Personal Reflection    5
Part 3: Justification with Scholarly Literature    7
References    9
Part 1: Analysis and Evaluation of Positions
In this section of the TCHR3001 Early Childhood Matters unit materials, I will look at and evaluate the points of view presented in Modules 4 through 6. The primary objective is to understand different points of view on significant issues related to early childhood education and care, considering how these points of view may affect instructional strategies and how they align with the Early Years Learning Framework (EYLF) and the National Quality Standard (NQS). These lessons primarily address the debate of play-based vs. structured learning approaches in early childhood education. Supporters of play-based learning assert that it fosters young children's creativity, social skills, and problem-solving ability. In order to promote holistic development, they emphasise the importance of experiential learning and kid-directed activities. Play-based learning practices are well associated with the guiding principles of the Early Years Foundation Stage (EYLF), which significantly emphasise children's agency and active engagement in their education.
Nonetheless, proponents of organised learning are in favour of more structured education, usually placing a strong focus on the improvement of academic readiness and numeracy and reading comprehension. According to their argument, structured learning environments provide children clear objectives and benchmarks to strive for, preparing them for success in the classroom down the road. However, opponents of planned learning caution against ove
urdening young children and stress the need of finding a balance between play-based learning and structured activities. Assessing these views necessitates considering the diverse needs and preferences of each child as well as the sociocultural context in which they are situated. Research indicates that children's development can gain from both play-based and structured learning strategies, depending on a number of factors such as age, developmental stage, and cultural context. Thus, the most effective approach to fulfilling the many needs of children in early childhood environments might be to use a well-rounded approach that blends elements of both play-based and structured learning.
Technology integration in early childhood education is an issue of great importance. With the increasing prevalence of digital devices and internet-based learning environments, educators need to figure out how to integrate technology into their teaching methods while still offering young learners stimulating experiences. Advocates of technology argue that it might spark children's curiosity, provide more customised education, and assist them in developing the digital literacy skills required for the twenty-first century. They encourage the thoughtful application of technology as a tool for collaboration, creativity, and exploration in early childhood settings. On the other hand, others express concerns over the potential risks and negative effects of extended screen time on children's health, happiness, and socialisation. The need of finding a balance between screen-based activities and immersive, interactive learning possibilities is emphasised. Additionally, research shows that the quality of interactions and scaffolding educators provide throughout the usage of technology is crucial to maximising its educational benefits while limiting any potential risks.
In summary, evaluating positions on important issues related to early childhood education and care highlights the complexity and variety...
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