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ECS4221 – 2018 Edith Cowan University, School of Education Values integrity, respect, rational inquiry and the pursuit of personal excellence 12 ASSESSMENTS The Course and Unit Delivery and Assessment...

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ECS4221 – 2018
Edith Cowan University, School of Education
Values integrity, respect, rational inquiry and the pursuit of personal excellence

12
ASSESSMENTS
The Course and Unit Delivery and Assessment Policy is available by following this direct link
http:
www.ecu.edu.au/GPPS/policies_d
policies_view.php?rec_id= XXXXXXXXXX

Assessment Type Marks % Due Submission Instructions

Assessment 1


Essay

60

Week: Week 7
Day: Monday 9th April
Time: 8.30am


Submit through Turnitin on BB
(Assessment tab).

Please ensure you retain the
Turnitin receipt as proof of
submission.
5% for each day late.

Assessment 2

Exam

40

During the Scheduled
Exam Week

Please check SIMO

*If you need an extension for an assignment, please email the ‘Application for Assignment Extension’ to
your Unit Coordinator before the due date. All applications must have supporting documentation for the
extension to be considered.

Assessment 1: Essay (60%)

ECS4221: Assessment 1 (60%)

Title: Views of Learning
Length: max 3000 words in
total
Due: Week 7. Monday 9th April by
8.30am.

Presentation:
Please use 1.5 spacing. Please use an academic essay-style format.
Please APA referencing and include an end text reference page.
Please include the word count at the beginning of the paper.

Submission:
This Assessment 1 is to be submitted through ‘Turnitin’ which can be accessed through the ECS4221
Blackboard (BB) site (in the Assessment Submission tab). The BB Turnitin link will be open the week before
the due date if you wish to submit earlier.

Please include an ECU cover sheet.
Please retain a copy of your Turnitin receipt as proof of submission.
Assessments submitted 1 week late (5 working days) will not be marked in accordance with University
policy.
All extensions must be applied for and submitted to the Unit Coordinator BEFORE the due date.
Evidence must be supplied with the application if an extension is to be considered.

Purpose:
As a professional early childhood educator, it is essential that you have a knowledge and understanding of
how children learn. You will be in a position to articulate this knowledge and understanding by developing
a perspective of learning. How you teach and learn with children in a learning environment will be the
direct result of your beliefs around how children learn and how this learning may be impacted by their
physical, social and intellectual (cognitive) development and characteristics.
Your individual learning perspective that you develop in this unit will be built upon and refined in a
subsequent unit next semester in the course.
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ECS4221 – 2018
Edith Cowan University, School of Education
Values integrity, respect, rational inquiry and the pursuit of personal excellence

13
Description:

Part A (40%): Views of Learning (approx.2300 words)
In this unit, we have overviewed different views of learning.

Choose two (2) theories of learning from the list below. Explain what these 2 different views are and
use your understandings to critique and analyse (compare/contrast) the two. Refer to the table on
pp XXXXXXXXXXof the unit text to overview the elements of each theory. The following eight (8) main
elements from this table need to be included and used to structure your discussion:
The main focus, primary goal, role of learners, role of teachers, cu
iculum, motivation strategies,
strengths and limitations.

Theories of learning:
1. Vygotsky’s sociocultural theory
2. Piaget’s theory of cognitive development
3. Skinner’s operant conditioning theory
4. Roger’s non-directive teaching and ‘freedom to learn’ theory
5. Bandura’s social cognitive theory
6. Information processing and learning theory

Use a wide range of academic sources to reference and substantiate your research (minimum of 5 and
include your unit text as one of these). Write in 3rd person.

Part B: (20%): Your View of Learning (700 words)
As a professional educator in early childhood, it is important that you are able to articulate and justify
your own view of the child and learning. Explain which learning theory (covered in this unit) most strongly
aligns with your view of teaching and learning with young children and why.

Use a range of academic sources to reference and substantiate your research. You can use 1st and 3rd
person in this section.

How you will be assessed
A marking guide
u
ic for Assessment 1 can be found on Blackboard under the Assessments tab on the
main menu and in the Unit Plan.

AITSL Australian Professional Standards for Teachers
Your learning perspective will support the development of Standard 1.1: Physical, social and intellectual
development and characteristics of students. Demonstrate knowledge and understanding of physical,
social and intellectual development and characteristics of students and how these affect learning.
Standard 1.2: Understand how students learn. Demonstrate knowledge and understanding of research
into how students learn and the implications of teaching.
Assessment 2: Exam (40%)
 The examination will be held during the scheduled examination week for ECU.
 Check SIMO for the actual date and location etc.
 3 hours duration.
 Format: 4 essay style questions.
 Support and advice as to the areas to be examined will be provided closer to the date.



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This means you can choose from either:
Theory of Behaviourism
A learning theory from the Cognitive Explanations: choose ONE here from these explanations: constructivism OR Bandura’s social cognitive theory OR information processing)
Theory of Humanism
Use a range of academic sources to reference and substantiate your research. You can use 1st and 3rd person in this section.
dilshyani
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ECS4221 – 2018
Edith Cowan University, School of Education
Values integrity, respect, rational inquiry and the pursuit of personal excellence

17
ECS4221 Assessment 1 Ru
ic: Views of Learning (Total 60%)

Criteria Fail XXXXXXXXXXPass XXXXXXXXXXCredit XXXXXXXXXXDistinction XXXXXXXXXXHigh Distinction 32+ Mark
Part A:
Critique & analyse
two (2) learning
theories with eight
main elements
identified for each
theory
Criteria met at this level:
Limited or no
understanding of content
demonstrated with limited
or no reference to the main
eight elements of each
theory.
Limited or no reference to
course material.




Limited standard of
presentation and, where
appropriate, compliance to
academic writing
conventions.
Criteria met at this level:
Understanding of content
demonstrated with reference
to course material/ the main
eight elements of each
theory.







Appropriate standard of
presentation and, where
appropriate, compliance to
academic writing
conventions.
Criteria met at this level:
Understanding demonstrated
with reference to course material
and to additional appropriate
literature of the main eight
elements of each theory.







Good standard of presentation
and, where appropriate,
compliance to academic writing
conventions
Criteria met at this level:
Thorough understanding
demonstrated through
critique/analysis substantiated
from relevant literature of the
main eight elements from each
theory.
Capacity to critique other’s ideas
demonstrated.
Demonstrated capacity to
examine and explain issues from
a number of viewpoints.

Very good standard of
presentation and, where
appropriate, compliance to
academic writing conventions.
Criteria met at this level:
Excellent understanding
demonstrated.
Very well substantiated
critique/analysis provided with
significant reference to the main
eight elements of each theory.
Alternative viewpoints
considered and conclusions very
well argued and substantiated.



Excellent standard of
presentation and, where
appropriate, compliance to
academic writing conventions
40



















Criteria Fail 0-9 Pass XXXXXXXXXXCredit XXXXXXXXXXDistinction XXXXXXXXXXHigh Distinction 16-20
Part B:
Articulation related
to a personal view
of learning
Limited understanding to
demonstrate and explain a
personal learning theory.
Limited and/or no use of
eference to course
material. Limited/no
opinion/s explained.

Limited standard of
presentation and, where
appropriate, compliance to
academic writing
conventions
Understanding of content
demonstrated to a personal
learning theory with
eference to course material.
Own opinions explained.



Appropriate standard of
presentation and, where
appropriate, compliance to
academic writing
conventions.

Understanding demonstrated
with reference to a personal
learning theory.
Explanation is supported with
evidence from the literature.
Some reference to other points
of view

Good standard of presentation
and, where appropriate,
compliance to academic writing
conventions
Thorough understanding
demonstrated to explain a
personal learning theory.
Capacity to critique own and
other’s ideas demonstrated.
Original ideas clearly expressed
and supported with reference to
appropriate literature.
Very good standard of
presentation and, where
appropriate, compliance to
academic writing conventions.


Excellent understanding
demonstrated to explain a
personal learning theory.
Substantial evidence of original
and critical thinking.



Excellent standard of
presentation and, where
appropriate, compliance to
academic writing conventions
20
Marks will be deducted for late submissions (5% each day late)/poor use of academic writing
eferencing/ presentation
Comments will be provided on Turnitin
Total
/60
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Answered Same Day Mar 25, 2020

Solution

Sangeeta answered on Mar 31 2020
147 Votes
Vygotsky’s sociocultural theory
Main Focus
Lev Semenovich Vygotsky devised a development theory called the Sociocultural Theory of Cognitive Development during the initial stages of 20th century (Fernyhough and Fradley, 2005). Being a supporter of the sociocultural standpoint towards development, sociocultural theory of Vygotsky attained global acknowledgment. It started to apply influence at the time when his work was actually decoded into English during 1962 and the significance of both sociocultural development perspective as well as cross-cultural research was documented (Winsler et. al., 2007). The main focus of Vygotsky was the fact that children are embedded in diverse sociocultural backgrounds and their cognitive development is progressed by way of social interaction with highly capable people (Fernyhough and Fradley, 2005). The cognitive development theory proposed by Vygotsky theory chiefly revolves around the highly multifaceted cognitive practices of children, which are influenced and directed through various diverse principles. Considering the fact that children develop knowledge dynamically, theory of Vygotsky is also one among those accountable for positioning the foundation for constructivism.
Primary goal
The cognitive development theory proposed by Vygotsky theory chiefly revolves around the highly multifaceted cognitive practices of children, which are influenced and directed through various diverse principles. Considering the fact that children develop knowledge dynamically, theory of Vygotsky is also one among those accountable for positioning the foundation for constructivism (Fernyhough and Fradley, 2005).
Role of Learners
The children are inquisitive and vigorously engaged within their own learning as well as the discovery and growth of new knowledge or schema.  Nevertheless, Vygotsky laid high emphasis upon social contributions towards the procedure of development (Winsler et. al., 2007). As per the Vygotsky’s theory much significant learning through the children takes place via social communication with an effective teacher. The teacher might model actions and/or offer ve
al directions for the children. Vygotsky describes this as collaborative or cooperative dialogue. The children attempt to understand the instructions or actions offered through the tutor after that internalize the information, utilizing it for assisting or regulating their own outcome (Winsler et. al., 2007).
Role of teachers
Vygotsky observed the role played by teachers as being highly important for usual cognitive development. Teacher model behaviour through performing things while the children watch and they are continuously nea
y as the children discover objects, observe happenings and interact with other people. The particular contribution of Vygotsky towards understanding the way how adults assist children in learning is the conception of scaffolding (Fernyhough and Fradley, 2005). Moreover, a scaffold is basically a support framework employed through construction employees for reaching higher areas on a site than they can through just standing on ground. By making use of this concept like an analogy, Vygotsky proposed that the caregivers could assist the children for achieving higher cognitive levels through offering assistance and direction (Winsler et. al., 2007). Additionally, caregivers do this through assisting the children in doing things for them. For example, a teacher could assist the child in learning the meaning of some new term through indicating at the object it tags or through holding that particular item so that children could view and discover it.
By utilizing a diverse example, the teacher could offer scaffolding for the children who are making an effort of opening a box through positioning the box at a convenient angle as well as reassuring that the box lid could be easily opened by the children (Winsler et. al., 2007). Moving ahead, Vygotsky proposed that the children are most expected to learn as well as develop cognitively in case if the teacher is thoughtful about the capabilities and limits of the children. Idyllically, the teacher comprehends what types of activities and tasks would actually challenge the children that to without being so hard that they result in full let-down. Moreover, Vygotsky made use of the intimidating saying zone of proximal development for describing procedures, which children are just beginning to be capable of using(Fernyhough and Fradley, 2005). A practice, which is highly complex, is outside the proximal development zone and a practice, which very simple isn’t a challenge for the children, thus it wouldn’t result in cognitive development. Placing this thought along with scaffolding, Vygotsky proposed the fact that the efficient caregiver very well understands which activities and tasks the children are just beginning to be capable of handling (proximal development zone) and through offering just sufficient assistance (scaffolding) that the children could easily evade frustration still could succeed and explore, the teachers help the children in developing new capabilities and superior knowledge than probable without assistance (Fernyhough and Fradley, 2005).
Cu
iculum
· Firstly, Vygotsky places high focus upon culture impacting...
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