Great Deal! Get Instant $10 FREE in Account on First Order + 10% Cashback on Every Order Order Now

EMH302 Pedagogy of Relationships Prescribe text : EBook attached Assessment item 1 Attachment in Practice Value: 45% Due Date: 13-Aug-2018 Return Date: 03-Sep-2018 Length: 2500 Submission method...

1 answer below »
EMH302 Pedagogy of Relationships
Prescribe text : EBook attached
Assessment item 1
Attachment in Practice
Value: 45%
Due Date: 13-Aug-2018
Return Date: 03-Sep-2018
Length: 2500
Submission method options: EASTS (online)
Task
ack to top
Attachment in Practice (40%)
1. Introduction
Write a
ief introduction that describes attachment relationships and the Circle of Security and why these are important in early childhood settings.
2. Description and observation
Choose one child in your EC setting (whose behaviour you will observe, document and later analyse using the Circle of Security).
Describe the context of the EC setting. Describe your chosen child and family’s background, including: the child’s age, family dynamics, child’s attendance pattern, child’s peer interaction patterns and any other relevant characteristics.
Write an observation of the child interacting with an educator and peers.
3. Analysis
Use the 'Circle of Security' roadmap (Dolby, 2017) to analyse what was happening for the child in your documented observation.
4. Plan
Write a practical plan that educators can use to help build / maintain connections between the child and educators / peers AND provide a rationale for your plan drawing on the literature.
5. Communication
Write two short imagined dialogues: One that communicates your plan to the child’s parent(s). One that communicates your plan to another educator.
6. Compulsory forum posts (5%)
Attach a screen shot of your compulsory forum posts 1-5 that were posted to the discussion forum in line with the due dates indicated in the Schedule. Ensure  your screen shot indicates the date of posting. Late posts receive no marks.
Rationale
ack to top
This assessment task will assess the following learning outcome/s:
· utilise ecological theory and sociocultural frames of analysis to interpret personal, interpersonal and cultural perspectives of learning contexts and relationships.
· identify and give visibility to respectful and responsive relationships with and among children, families and communities.
· demonstrate strategies for engaging effectively in a wide range of relationships, enacting social justice.
· demonstrate understanding of the nature and enactment of power in relationships.
This assignment provides an opportunity for students to consider in depth the nature and significance of attachment relationships within an early childhood setting. Through careful documentation and analysis of a child’s efforts to connect with adults and peers, students will be able to design and communicate a practical plan that will support successful effective relationships between the child, educators and peers. Students are also asked to reflect
oadly on the mediating role of relationships in learning.
Marking criteria and standards
    Marking Criteria 
    High Distinction
    Distinction
    Credit
    Pass
    Fail
    1.1 Introduction
Written introduction that describes attachment relationships and the Circle of Security and why these are important in early childhood settings. 
(2.5 Marks)
    You have demonstrated a clear understanding of attachment relationships and the application of the Circle of Security.
    You have defined and explained attachment relationships and the Circle of Security.
    You have explained attachment relationships and the Circle of Security.
    You have described attachment relationships and the Circle of Security.
    Your understanding of attachment relationships and the Circle of Security is not clear.
    1.2 Description & observation 
Description of EC context and of selected child's context. Written observation of child interacting with educator(s) and peer(s).
(5 marks)
    You have presented key details of the context that are important in assisting the interpretation of the observation. Your observation is clear, well presented and well organised.
    You have presented key contextual details that are relevant to the observation. Your observation is well presented and well organised.
    Important details of the contexts are provided. Your observation is extensive and well presented.
    The contexts are minimally described. You have written an adequate observation.
    The context(s) are not adequately described. Your observation is poorly written and poorly presented.
    1.3 Analysis
Analysis of the observation of child's existing and developing relationships (adult - child and child - child), using the Circle of Security Roadmap (Dolby, 2017).
(10 marks)
    Your analysis demonstrates a thorough understanding of the Circle of Security Roadmap and its relevance to children's relationships in EC settings. You have drawn on additional literature to support your evaluation.
    Your analysis reveals a good understanding of the Circle of Security and its relevance to children's relationships in EC settings. You have cited additional readings to support your evaluation.
    Your analysis shows that you can appropriately apply the Circle of Security to children's relationships in EC settings.
    Your analysis shows some understanding of the Circle of Security in EC settings.
    You have not analysed your observation using the Circle of Security Roadmap.
Or your analysis shows little or no understanding of the Circle of Security and its application in EC settings.
    1.4 Plan
Written plan that demonstrates how to build or maintain connections between the child and educators or peers with a rationale that is drawn from the literature.
(10 marks)
 
    You have written a thorough plan that outlines how to build or enhance connections between the child and educators or peers. You have also formulated strategies for how to maintain the relationships. Your rationale demonstrates critical engagement with the readings and explicates the analysis of your observation.
 
    Your plan outlines how to build or enhance connections between the child and educators or peers. You have formulated strategies for how to maintain the relationships. Your rationale demonstrates critical engagement with the readings and supports the analysis of your observation.
    Your plan includes ideas for how you might build and maintain the relationships between the child and the educators (s) and peers. Your rationale demonstrates an application of the readings, and is related to your observation.
    Your plan contains ideas for how you might build or maintain the relationships between the child and others in the setting. Your rationale is linked to readings and to your observation.
    Your plan contains little or no evidence of how the adults could build or maintain their relationships with the children. Your rationale is not linked to evidence of readings or to your observation.
    1.5 Communication
Presentation of two short imagined dialogues that communicate your plan to the child's parent(s) and another educator.
(10 marks)
 
    Your dialogues illustrate that you have made informed judgements about appropriate conversations with the child's parent(s) AND another educator.
Your imagined discussions demonstrate thoughtful and informed decision making.
Your rationale includes some challenging of assumptions, and is informed by your engagement with the ideas in the readings.
 
    Your dialogues demonstrate thoughtful engagement with the readings that justify your conversations with the child's parent(s) AND another educator.
Your imagined conversations are carefully constructed and relate appropriately to the plan.
Your rationale is evidence of your synthesis of the ideas addressed in the readings.
 
    Your dialogues are informed by your reading and experience, and illustrate what you would say hypothetically with the child's parent(s) AND another educator.
Your imagined communication relates appropriately to the plan.
Your rationale draws on key relevant readings.
 
    You have written dialogues to illustrate hypothetically what you would say if you were to share your plan with the child's parent(s) AND another educator. You have included predictions about how the other person might respond to the plan.
You have included a rationale for each of your responses, based on your readings.
 
    You have not written dialogues or your dialogues would be improved with illustrations of what you would say if you were to share your plan with the child's parent(s) AND another educator.
Your predictions about how the other person might respond do not relate to the plan.
Your rationale could be informed by further engagement with the readings.
 
    1.6 Academic Literacy
Presentation of written task, demonstrating appropriate levels of academic literacy and written expression
(2.5 marks)
    Your presentation is clearly organised and designed thoughtfully and demonstrates professional standards. Your structure is logical and analytical and you have carefully planned its composition. Written expression contains no e
ors. APA referencing is used co
ectly throughout. This account could be "publishable" as is.
    Your presentation is clearly organised, and your point of view is conveyed within professional standards. Your structure is logical and analytical, with headings and other aides to help the reader. Written expression is clear and persuasive. APA referencing is used accurately throughout.
    Your presentation is clearly organised and makes good use of examples. You demonstrate professional standards. Your logical structure explains what happened, and headings are appropriate.
Written expression is concise and co
ect. APA referencing is used accurately throughout.
 
    Your presentation is clear in its organisation, and demonstrates professional standards. You have used a logical structure, and clear headings to help the reader.
Written expression is mostly accurate, but there are some spelling, punctuation and or grammatical e
ors. APA referencing is mostly used accurately throughout.
 
    Your presentation is not clear in its organisation, and does not demonstrate professional standards.
You have not used a logical structure nor clear headings to help the reader.
Written expression is consistently inaccurate, with inco
ect syntax, spelling, punctuation and grammar. APA referencing is not used accurately throughout.
 
     
       Satisfactory
    Unsatisfactory
    1.7 Active contributor to the Community of Learners
(5 marks)
    Your posts demonstrate that you have engaged with the module content for forum posts 1-5. Compulsory forum posts 1-5 were posted to the forum by the due dates.
 
    Your posts demonstrate little engagement with the module content for forum posts 1-5. Compulsory forum posts 1-5 were not posted to the forum by the due dates.

Microsoft Word - Guide to Assessment item 1-1.docx
Guide to Assessment item 1: Attachment in Practice
Value: 45%
Due date:
Return date:
Length: 2500 words
Submission: Via EASTS (Word document submitted online)
Task
1. Introduction
Write a
ief introduction that describes attachment relationships and the Circle of Security and
why these are important in early childhood settings.
This is the introduction to your assessment. It sets the scene. It should include a
ief definition
and explanation of attachment relationships and the Circle of Security. Then explain why
attachment relationships and knowledge of the Circle of Security are important in early childhood
settings. This introduction should demonstrate that you are familiar with both the terms of
attachment relationships and the application of the Circle of Security.
2. Description and observation
Choose one child in your EC setting (whose behaviour you will observe, document and later
analyse using the Circle of Security).
• Describe the context of the EC setting.
Provide    information    so    as    to    make    the    setting    clear,    e.g.,    type    of    setting,    its    location,    number    
of    children,    number    of    educators,    ratios    etc…    
• Describe your chosen child and family’s background, including: the child’s age, family
dynamics, child’s attendance pattern, child’s peer interaction patterns, how long the child
has attended the service and any other relevant characteristics.
Provide    information    that    describes    the    child    in    their    family    context.    Include    details    of    the    
child’s    age,    family    dynamics,    attendance    pattern,    etc…In    this    section    be    mindful    of    the    ethical    
equirements    for    sensitively    and    respectfully    documenting    social    and    cultural    sensitivities    
when    working    with    diverse    family    groups.    
Write an observation of the child interacting with an educator and peers. You may base the
observation on your own interactions with a child or
Answered Same Day Aug 06, 2020 EMH302

Solution

Soumi answered on Aug 07 2020
146 Votes
Running Head: PEDAGOGY OF RELATIONSHIPS: ATTACHMENT IN PRACTICE    1
PEDAGOGY OF RELATIONSHIPS: ATTACHMENT IN PRACTICE     14
PEDAGOGY OF RELATIONSHIPS: ATTACHMENT IN PRACTICE
Table of Contents
1. Introduction    3
2. Description and Observation    3
Early Child Centre Setting    3
Family background of the Child    4
Observation of Child    5
3. Analysing the Behaviour of the Child Through the use of Circle of Security Theory    6
Circle of Security Theory    6
The Position of the Child in the Circle of Security Road Map    6
Feeling of the Child, Seen through Circle of Security Road Map    7
4. Planning for Improving Communication with the Child    8
Understanding the Issue and the Cause    8
Communicating with the Child, Emotionally    8
Satisfying the Need of the Child by Being a Role Model    9
5. Communication Plan with Parents of the Child and Other Educators in EC Centre    9
Dialogue between Me (Quinten’s Educator) and Quinten’s Mother    9
Rationale    10
Dialogue with another Educator at the EC Centre, Regarding Quentin’s Case    10
Rationale    11
6. Compulsory Forum Posts    11
7. Conclusion    11
References    12
1. Introduction
Human psychological development starts at an early stage. Human child develop the basics of interaction with the society, based on the learning and treatment received from close interaction of elderly humans. In case of every child, the parents provide care, attention and affection that create a sense of value in the child about self. The attachment relationship shows that children tend to develop their personalities according to their sense of security. The prioritisation of the parents makes the child value the process of human attachment and development of relationships.
However, most of the parents are unaware of the importance of attachment relationship, and therefore, many children develop a detachment attitude and face problem in future adulthood. The circle of security, therefore, proves to be beneficial as it provided guidelines for the parents to follow a systematic approach to the child, leading to effective attachment relationship.
2. Description and Observation
Early Child Centre Setting
    As seen in the given case study, the EC centre, appears to be a well-known and locates in Sydney, Australia. The EC centre provides a comprehensive amount of service through its 120 places in Sydney, offering preschool services to children ranging from six months to 5 years and remaining open from 7 am to 6 pm. The EC centre has ample number of educators for providing effective classes to children, reaching a total of 32 educators. As affirmed by Ansari and Pianta (2018), the number of educators in preschools determines the capacity and effectiveness of the preliminary education provided and therefore, is worth consideration.
The given case study is set in the context of Preschool 2, which has 40 pre-schoolers and 5 educators, generating a ratio of 8:1. Considering the ratio of pre-schoolers to the educators in the EC centre, and service duration, it can be ascertained that it is capable of providing proper education to children, learning the early basics of social life. As affirmed by Ward et al. (2018), all early education centres have their contribution in shaping the future of its newer generation.
Family background of the Child
    As one focuses and observes the family background of the child, considered as example in the case study, it becomes apparent that, the family background has all the risk factors that leads to problematic child development. The origin of the family of the child was China. However, due to occupational and personal preferences, the family had moved in to Australia. The parents of the child are working parents, which makes both – the father and the mother of the child, occupied with their work.
The child however, was born in Australia, while her parents and grandfather were born in China. As mentioned by Renzaho, Green, Smith and Polonsky (2018), family origin consideration is important, as it holds relevant clue to one’s inclination towards society and lifestyle. The family also includes the grandfather of the child and her 7 years old sibling. The child, from a very early age is devoid of getting the company of the parents and therefore, spends most of the time in the EC centre and at home with the grandfather.
Despite living in Australia, the grandfather of the child is unable to speak in English and therefore he is very difficult to communicate. According to Dixon et al. (2018), lack of communication could lead to misunderstanding and communication gap, which eventually turns out to be harmful for child guidance providing. The busy schedule of the parents of the child makes it very hard to drop or receive the child to the EC centre by themselves, coming together. Instead, it is the grandfather who comes to drop and pick the child back home, on majority of days. The family has been following the same routine for the last nearly 3 years.
Observation of Child
    Quinten, is 4 years old, and lives with her family in Sydney, Australia. She had been going to the EC centre for the last 3 years. She is dropped and picked up from the EC centre by her grandfather and very rarely by her parents. She is very responsive in her interaction skills with other children at the EC centre and is very active in outdoor activity. As opined by Love, Laws, Litte
ach, and Campbell (2018), normal outdoor activity on the part of child is always a sign of good mental health.
Quinten’s favourite game is the Ninja Turtle and her favourite colour is green. The child, being attracted towards the Ninja Turtles, which is an action game, tends to make her rough at times. It is observed that the child often gets upset, leading to emotional outburst, when other children do not prefer playing Ninja turtle and sometimes exert anger on the educators. Quinten, bites and throws things at the other children to show her anger and emotional disapproval.
In cases, where she is denied of any permission, she reacts violently and often storms out of the spot. When observed for longer period, it becomes hard the educators to communicate with Quinten as she develops a non-attached attitude. As comprehended by Greenwood et al. (2018), non-attached attitude in...
SOLUTION.PDF

Answer To This Question Is Available To Download

Related Questions & Answers

More Questions »

Submit New Assignment

Copy and Paste Your Assignment Here