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1Assessment BriefTCHR5003: PRINCIPLES AND PRACTICES IN EARLYCHILDHOOD EDUCATIONASSESSMENT 2: ReportSummaryTitle Assessment 2: ReportDue Date Friday 12th April 11:59pm AEDT (Week 6)Length 2000...

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1

Assessment Brief

TCHR5003: PRINCIPLES AND PRACTICES IN EARLY

CHILDHOOD EDUCATION

ASSESSMENT 2: Report

Summary

Title Assessment 2: Report

Due Date Friday 12th April 11:59pm AEDT (Week 6)

Length 2000 words

Weighting 50%

Submission 1 word document submitted to Turnitin

Academic

Integrity

(See below for

limits of use

where GenAI is

permitted)

Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may 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. 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.

Unit Learning

Outcomes

You will demonstrate the following Unit Learning Outcomes on the successful

completion of this task:

 ULO 3: Develop the knowledge and skills regarding setting up

learning environments for children that are flexible and sustainable

both indoors and outdoors.

 ULO 4: Reflect upon, and critique the holistic approaches of principles

and practices.

Task Description

This task requires you to reflect upon the Early Years Learning Framework [EYLF] (AGDE, 2022)

principles and practices and write a report demonstrating your ability to identify and critique high-

quality early childhood 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, you will be asked to identify

high-quality practice and determine the principles, theory and research that underpins such practice.

This assessment aims to develop your understanding of how to align practice, principles, theory and

research.

2

Assessment Brief

Task Instructions

The Early Years Learning Framework (EYLF) is a crucial document for early childhood education and

care. You are to write a report that demonstrates your knowledge and understanding of how the

EYLF principles and practices support high-quality pedagogy.

Your critical reflection should be written in an essay that critically analyses three EYLF Principles (two

of which are Respect for diversity AND Sustainability; and one is your choice), and three EYLF

Practices (two of which are Responsiveness to children AND Learning environments; and one is your

choice). As part of your critical analysis, you will include your personal reflections on how you

anticipate implementing these three principles and three practices, in high-quality early childhood

education and care settings, to support best practice.

Your report should include an introduction that explains how the EYLF guides high-quality pedagogy,

body paragraphs and a conclusion, with in-text citations and references to academic literature to

support your perspectives.

The EYLF Principles and Practices that you can choose from are listed below (the compulsory

principles and practices are in bold):

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

task’s name. E.g: MillsA_TCHR5003_assessment2_report

 Create a cover page with the following details:

o Student name

o Student ID

o Unit code

3

Assessment Brief

o Unit Assessor and Tutor names

o 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

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 2: Report” 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 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

GenAI May Not be Used

Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may 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. If you use GenAI tools in your assessment task, it may

4

Assessment Brief

result in an academic integrity breach against you as described in the Student Academic and Non-

Academic Misconduct Rules, Section 3.

5

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%)

Explanation of

how the EYLF

guides early

childhood

education and

care pedagogy.

10 marks

Achieves all the

criteria for a high

distinction to an

exemplary

standard, without

any errors.

Outstanding

explanation of

how the EYLF

guides early

childhood

education and

care pedagogy.

Very good

explanation of

how the EYLF

guides early

childhood

education and

care pedagogy.

Good explanation

of how the EYLF

guides early

childhood

education and

care pedagogy.

Satisfactory

explanation of

how the EYLF

guides early

childhood

education and

care pedagogy.

Poor explanation

of how the EYLF

guides early

childhood

education and

care pedagogy.

No explanation of

how the EYLF

guides early

childhood

education and

care pedagogy.

Identification,

examples and

analysis of high-

quality ECEC

Principles

15 marks

Achieves all the

criteria for a high

distinction to an

exemplary

standard, without

any errors.

Outstanding

detail, examples

and analysis

regarding the

identification of

high-quality

principles.

Very good detail,

examples and

analysis regarding

the identification

of high-quality

principles.

Good detail,

examples and

analysis regarding

the identification

of high-quality

principles.

Satisfactory

detail, examples

and analysis

regarding the

identification of

high-quality

principles.

Inadequate

detail, examples

and analysis

regarding the

identification of

high-quality

principles.

No detail,

examples or

analysis regarding

the identification

of high-quality

principles.

Identification,

examples and

analysis of high-

quality ECEC

Practices

15 marks

Achieves all the

criteria for a high

distinction to an

exemplary

standard, without

any errors.

Outstanding

detail, examples

and analysis

regarding the

identification of

high-quality

practices.

Very good detail,

examples and

analysis regarding

the identification

of high-quality

practices.

Good detail,

examples and

analysis regarding

the identification

of high-quality

practices.

Satisfactory

detail, examples

and analysis

regarding the

identification of

high-quality

practices.

Inadequate

detail, examples

and analysis

regarding the

identification of

high-quality

practices.

No detail,

examples or

analysis regarding

the identification

of high-quality

practices.

Use of unit

materials and

relevant early

childhood

literature.

Achieves all the

criteria for a high

distinction to an

exemplary

standard, without

any errors.

Outstanding

reference to

relevant unit

materials and

early childhood

literature.

Very good

reference to

relevant unit

materials and

early childhood

literature.

Good reference

to relevant unit

materials and

early childhood

literature.

Satisfactory

reference to

relevant unit

materials and

early childhood

literature.

Inadequate

reference to

relevant unit

materials and

early childhood

literature.

No reference to

relevant unit

materials and

early childhood

literature.

6

Assessment Brief

5 marks

Academic

Literacy

5 marks

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.

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 very

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

more than five

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 some

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.

7

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 2 days After Apr 07, 2024

Solution

Bhaumik answered on Apr 09 2024
5 Votes
TCHR5003: PRINCIPLES AND PRACTICES IN EARLY CHILDHOOD EDUCATION
ASSESSMENT 2: Report
Introduction
The Early Years Learning Framework (EYLF) serves as a cornerstone for early childhood education and care in Australia, providing a comprehensive guide for educators to support children's learning and development. This report aims to critically analyze the principles and practices outlined in the EYLF, with a focus on how they contribute to high-quality pedagogy. Specifically, the report will delve into three principles and three practices, including Respect for Diversity, Sustainability, Responsiveness to Children, and Learning Environments. Through this analysis, insights will be drawn on how these principles and practices can be implemented effectively to foster best practices in early childhood education and care settings.
EYLF Principles Analysis
1. Respect for Diversity
Respect for diversity is a fundamental principle within the EYLF, emphasizing the importance of recognizing and valuing the unique identities, backgrounds, and abilities of every child. It acknowledges the richness that cultural, linguistic, and social diversity
ings to the learning environment and underscores the need for inclusive practices that honor and cele
ate differences. This principle aligns closely with contemporary understandings of diversity as an asset rather than a deficit, shaping pedagogical approaches that promote equity and social justice.
In practice, respecting diversity involves creating inclusive learning environments where children feel a sense of belonging and acceptance. This may entail incorporating culturally responsive teaching practices, such as using diverse resources and materials that reflect children's backgrounds, languages, and cultures. It also involves fostering positive attitudes towards diversity among children, families, and educators through meaningful interactions and collaborative activities. Smith and Peters (2020) conducted a systematic review focusing on collaborative leadership within early childhood education settings. The review highlighted the importance of shared leadership practices among educators, administrators, and stakeholders in enhancing the quality of early childhood programs. Findings indicated that collaborative leadership fosters a supportive organizational culture, promotes professional growth among staff members, and leads to improved outcomes for children.
I anticipate implementing the principle of respect for diversity by embedding diversity across all aspects of the cu
iculum, from the selection of learning materials to the design of learning experiences. This may involve collaborating with families to understand their cultural practices and beliefs, as well as seeking professional development opportunities to enhance my cultural competence as an educator.
Respect for Diversity promotes inclusive practices that cele
ate cultural, linguistic, and social diversity, enhancing children's sense of belonging and acceptance. By integrating diverse perspectives into the cu
iculum and creating culturally responsive learning environments, educators can nurture children's identities and promote equity (AGDE, 2022; Saffigna et al., 2022).
2. Sustainability
Sustainability is another critical principle highlighted in the EYLF, emphasizing the interconnectedness between environmental stewardship, social responsibility, and economic viability. It underscores the importance of promoting sustainable practices that respect and protect the natural environment for cu
ent and future generations. This principle reflects a holistic view of education that extends beyond the classroom walls and encourages children to become environmentally conscious citizens.
In practice, promoting sustainability involves incorporating eco-friendly practices into daily routines and cu
iculum activities. This may include activities such as recycling, composting, gardening, and exploring nature-based learning experiences. It also involves fostering children's understanding of their role as stewards of the environment and empowering them to take action to promote sustainability within their communities. Mitchell and White (2021) conducted a scoping review to explore sustainable practices in early childhood education. The review identified a range of sustainable practices, including environmental stewardship, community partnerships, and social responsibility initiatives. Findings highlighted the potential of incorporating sustainable practices into early childhood programs to foster environmental awareness and instill values of sustainability in young children.
I envision integrating sustainability into the learning environment by creating opportunities for children to engage with nature and develop a deeper appreciation for the natural world. This may involve establishing...
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