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Assignment 1b A short reflective essay examining practice in relation to the UNCRC XXXXXXXXXX%) While working on your assessments at university, much of your time will be spent thinking; thinking...

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Assignment 1b

A short reflective essay examining practice in relation to the UNCRC XXXXXXXXXX%)

While working on your assessments at university, much of your time will be spent thinking; thinking about what your tutor has written in Modules and posted in forums, what you have read, what you think about the key ideas and how your thinking may have changed. Critical and reflective thinking are part of this process (see http://student.csu.edu.au/__data/assets/pdf_file/0020/830360/Reflective-Writing.pdf).

This part of Assignment 1 requires you to think more deeply about children's right to play.

What is the"right to play"? Why is itan important right toprotect and enact in early childhood education and care?Draw on your readings to reflect upon the practices and / or policies of your early childhood service in relation to the right to play. In your discussion, give examples of how you think children's right to play is respected in your service and ways that you think this could be improved. Explain why you think these are good or poor examples. Please refer to the Right to Play booklet; ACECQA's Guide to the Quality Standards and the Early Years Learning Framework (EYLF), and any other material as appropriate, to guide your thinking.

In your essay you must:

  • Link the right to play to the UNCRC
  • Explain why the right to play is important.
  • Look for examples of practices/ policies in your setting where you can see these rights enacted or where you think practices could be improved. Make sure you consider these examples in the light of identified readings.
  • Discuss these examples in your essay. In your discussion explain why you think these are examples of good or poor practice.
  • Make sure your essay starts with an introduction and ends with a conclusion.
  • When you have all the parts of your essay in place, proofread your essay by reaidng it aloud. This can help as you can then hear any grammatical errors and see if the discussion flows logically as a whole. Include interlinking sentences (see the essay template on the Interact2 menu and/or use the PEAL paragraph structure (see http://student.csu.edu.au/__data/assets/pdf_file/0007/2743045/Introduction-to-Essay-Writing-workshop-presentation.pdf) to ensure the discussion flows logically from beginning to end.

Submit your assessment via EASTS.

Rationale

Assessment 1b supports your learning around the rights of the child as well as development of your critical thinking and academic writing skills. It provides you with anopportunity tobecome familiar with the UNCRC and considerthe nature of children's rights andhow these might be experienced in different context and age groups as well as how recognition of children's rights can be enacted and defended withinearly childhood programmes.

This assessment helps you work towards these subject outcomes:

  • understand the content and scope of the UN Convention on the Rights of the Child and implications for and of public policy related to early childhood;
  • critically reflect upon the content and scope of the UN Convention on the Rights of the Child and the implications for the experiences of children in early childhood settings;
  • gain a critical awareness of the various factors that contribute to the violation of children's rights, including political, cultural and economic discrimination and / or marginalisation.
Marking criteria
Assessment 1 Part Part B: Write a short reflective essay examining practice in relation to the UNCRC (30%)

CRITERIA for Assessment 1 Part B: Write a short reflective essay examining practice in relation to the UNCRC (30%)

STANDARDS

High Distinction

Distinction

Credit

Pass

Fail

Criterion 1
Defines the right to play

(5 marks)

Sophisicated disucssion on connections of the right to play and UNCRC and provides a critical explanation of what it means in practice.

The discussion demonstrates an understanding of the complexity and multi-facted nature of children's play.

Draws on key readings and further research for support.

Clear connections between the right to play and UNCRC and provides a detailed explanation of what it means in practice.

The discussion considers the nature of play in relation to the right to play.

Draws on range of key readings for support.

Connects the right to play to UNCRC and provides an explanation of what it means in practice.

Draws on some key readings for support.

Connects the right to play to UNCRC and provides some explanation of what it means.

Refers to the right to play but does not show its connection to UNCRC or otherwise define it.

Criterion 2
Explains why it is important to protect the right to play

(5 marks)

Sophisicated explanation of why the right to play is important with reference to UNCRC, a wide range of key readings and further research.

Discussion articulates the connection between children's play, development and learning. Discussion demonstrates an understanding of the pressure on the child's right to play and how play can be marginalised.

A wide range of key readings and further research is drawn on for support.

Clear explanation of why the right to play is important with reference to UNCRC and a wide range of key readings.

Discussion articulates the connection between children's play, development and learning and the pressures on the child’s right to play.

A wide range of key readings are drawn on for support.

Explains why the right to play is important with reference to UNCRC and a range of key readings.

Discussion articulates the connection between children’s play, development and learning, using key readings for support.

Describes why the right to play is important with reference to UNCRC and some key readings.

Does not refer to why the right to play is important.

Only states that it is important with no explanation

Criterion 3
Provides examples of how children's right to play is respected in the early childhood setting and /or ways that this could be improved

(8 marks)

A range of relevant examples are provided and there is sophisicated critical reflection upon the extent to which the right to play is respected.

Assesses and justifies how effectively the examples support the right to play and / or show a need for improvement in recognising this right.

A wide range of key readings and further research is drawn on for support.

A range of relevant examples are provided and there is critical reflection upon the extent to which the right to play is respected.

A wide range of key readings are drawn on for support.

Relevant examples are provided.

Explains how these relate to the right to play drawing on some key readings for support.

Relevant examples are described.

Examples are not provided / do not relate to the right to play.

Criterion 4
Draws on required readings to critically reflect upon the practices and / or policies of the early childhood service in relation to the right to play

(7 marks)

Sophisticated connections between ideas from a wide range of key readings, policies, and further research to evaluate of the practices of the setting and themselves in a holistic way, rather than focused only upon specific examples.

The essay makes a compelling case for the conclusions that are drawn.

Effectively draws on a wide range of key readings readings to make evaluative comments on practices of the setting as well as their own practices.

Strategies for improvement are provided and there is evidence of how personal actions and attitudes can impact on our teaching practices.

Strong connections between the ideas contained in a range of key readings and the practices of the setting as well as their own practices.

Some appropriate key readings are drawn to reflect on policies practices.

No or inappropriate readings are drawn on to reflect on policies and practices.

Criterion 5
The essay is clear and coherent and referenced according to APA

(5 marks)

Language features and structures are used to convey meaning effectively, clearly, concisely, unambiguously, and in a tone appropriate to the audience and purpose with no spelling, grammatical, or punctuation errors. Referencing is comprehensive, demonstrates academic integrity, and conforms exactly to APA style.

Information from a variety of sources is clearly incorporated, synthesised and applied.

Complex ideas are clearly explained.

Language features and structures are used to convey meaning effectively, clearly, unambiguously, and in a tone appropriate to the audience and purpose. Few spelling, grammatical, or punctuation errors. Referencing is comprehensive, demonstrates academic integrity, and conforms to APA style.

Fewer than three minor errors or omissions that don’t impact on the transparency and traceability of the source, or the demonstration of academic integrity.

The discussion is easy to follow.

Ideas are logically organised and materials from a variety of sources are effectively linked.

The text contains some errors in spelling, grammar, word choice, and structure, lacks clarity occasionally, but the meaning is apparent to the reader. Referencing is comprehensive and mostly accurate according to APA style conventions.

Between three and eight minor errors or omissions in style and formatting choices (e.g. italics, punctuation, underlining) that don’t impact on the transparency and traceability of the source, or the demonstration of academic integrity.

Content is clear and easy to follow.

Information from a variety of sources is clearly incorporated and appropriately applied to the discussion.

The text contains errors in spelling, grammar, word choice, and structure, but the meaning is apparent to the reader. Referencing is comprehensive and mostly accurate according to APA style conventions.

More than eight minor errors or omissions in style and formatting choices (e.g. italics, punctuation, underlining) that don’t impact on the transparency and traceability of the source, or the demonstration of academic integrity.

Appropriate content, clearly presented and able to be followed.

Poor organisation of ideas, difficulty in following the discussion, frequent spelling and grammar mistakes.

Information is not referenced where required and /or referencing shows no understanding of APA style.

Presentation

Word docments are preferred as PDF's are not compatible with CSU marking programs. 2.5cm margins, 1.5 line spacing and size 12 font Times New Roman.

Please provide a cover page to your essay with:

  • Your name and student number
  • The Subject Code
  • The assignment number
  • Word count

Your name, ID, subject and page number should be on every page in the header or footer.

Requirements

Please submit your assignment by 9am on the due date.

Answered Same DayFeb 28, 2020

Solution

Soumi answered on Mar 05 2020
67 Votes
Running Head: PRACTICE IN RELATION TO UNITED NATIONS CONVENTIONS ON RIGHTS OF CHILDREN        1
PRACTICE IN RELATION TO UNITED NATIONS CONVENTIONS ON RIGHTS OF CHILDREN         4
PRACTICE IN RELATION TO UNITED NATIONS CONVENTIONS ON RIGHTS OF CHILDREN
Table of Contents
Introduction    3
Right to play    3
Conclusion    5
References    7
Introduction
The children are the stepping stone of prosperity of any nation. I believe from an early age only, the children of a family should be nurtured in terms of their nascent thoughts with the sense of freedom and responsibility, simultaneously, directing their thinking towards the right direction of being decisive, strong as well as open to various experiences. Therefore, as an educator of Early Years childhood care organisation, I want to accomplish the facilitation of such mental development with the rightful values by exposing the children to playing. This, in turn, would aid to build their character, who eventually would become responsible, flexible, adjustable, strong and decisive adult individuals.
Right to play
The primary aim of the caregiving organisation for the children, with which I am associated as an educator, is to foster playful and quick learning of the infants. In the words of Dollar, Pe
y, Calkins, Keane and Shanahan (2017), the spontaneity of the children is retained by the different games which they play. This organisation, where I am an educator, gives all the necessary freedom to me, as an educator to involve the children in innovative play. The outdoor games, which vitalise the mental capacity of the children are hopscotch, hide and seek, capture the flag, four square and jump rope are frequently played by the children, under my supervision. The indoor activities, like clay modelling, art and craft classes, building the block simultaneously, develop the creative power of the children and enhance their spectrum of imagination.
In the words of Towler (2017), the prosperity of the future of a nation is secured by the concept and postulates of the rights of children. In comparison to the nations of Africa, Asia and South America the idea of the children’s rights is more prevalent in Britain, in general, and England, in particular (DSS, 2009). The rights of children secure the basic need of the children to maintain association with parents, and simultaneously, develop human identity. In my opinion, the necessity for the identity of the children lies in their availability of food, protection, healthcare services, education and freedom. Wood (2017) has stated that the wellbeing of the children hinges on the rights enjoyed by them from an early age.
The essence of play makes the child come alive. DeBrabander and Pierce (2017) have opined that the play not just exposes the children to various experiences, it also makes them the receptor for education and quick learning. The confusing notion pertaining to the importance of play for children a
ives when the term is confined only to enjoyment and fun, disregarding the value of involvement, mental development and physical wellbeing. According to Engelen et al. (2018), since the freedom of children to involve in indoor and outdoor activities, as per their will, serves the purpose of developing their mental ability to associate, communicate, nourish their intellectual, emotional bonding, thus, the concept of play forms the right of every child. Hence, the Article 31 of the Convention on the Rights of the Child safeguards the rights of the children to play by stating that they should be subjected to leisure and resting so that...
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