TCHR2003 Curriculum Framework in Early Childhood Education 1500 words Assessment

Posted: April 4th, 2019

TCHR2003: Curriculum Studies in Early Childhood Education
Title Assessment 1
Type Critical Review

Curriculum in Early Childhood Education: Justifying a Play-Based Approach

Curriculum in early childhood education encompasses a holistic, play-based approach that nurtures all developmental domains of young learners. The Early Years Learning Framework (EYLF) (Department of Education, Skills and Employment [DESE], 2022) and the National Quality Standard (ACECQA, 2020) underscore the pivotal role of play in facilitating children’s learning and development. Through purposeful play experiences, educators can integrate key learning areas outlined in the Australian Curriculum (ACARA, 2022), including English, Humanities and Social Sciences, Health and Physical Education, Mathematics, Science, Technologies, and The Arts.

The Significance of Play in Implementing Early Childhood Curriculum

Play is a natural and profound vehicle for children’s learning and development (Pyle & Danniels, 2017). Through play, children actively construct knowledge, develop skills, and acquire dispositions that lay the foundation for future learning (Whitebread et al., 2017). Educators intentionally design play-based learning experiences that align with the EYLF’s Principles, Practices, and Learning Outcomes, as well as the National Quality Standard’s Quality Areas.

Effective play-based pedagogy requires educators to observe, interpret, and scaffold children’s play, extending their learning by introducing new concepts, materials, or challenges (Pyle & Danniels, 2017). Educators draw from their understanding of child development, curriculum frameworks, and pedagogical practices to create engaging, meaningful, and developmentally appropriate play experiences (Whitebread et al., 2017). This approach nurtures children’s curiosity, creativity, problem-solving skills, and social-emotional competencies, while addressing specific learning outcomes across various domains (Pyle & Danniels, 2017).

Critical Review of Educator-Child Interactions

In the provided video, the educator exemplifies the EYLF Principle of “High Expectations and Equity” by recognizing and responding to each child’s strengths, abilities, and interests (DESE, 2022). The educator also demonstrates the Practice of “Learning through Play” by offering open-ended materials and experiences that encourage children’s exploration, inquiry, and meaning-making (DESE, 2022).

Furthermore, the educator’s interactions align with the National Quality Standard’s Quality Area 1: Educational Program and Practice (ACECQA, 2020). The educator provides an educational program that stimulates children’s intellectual, physical, social, emotional, and creative development, fostering their overall well-being.

The video highlights several EYLF Learning Outcomes evident in the children’s learning. For instance, Outcome 4: Children are confident and involved learners, is demonstrated by the children’s engagement, persistence, and enthusiasm during the activity (DESE, 2022). Outcome 5: Children are effective communicators, is reflected in the children’s ability to express their ideas, negotiate roles, and collaborate with peers (DESE, 2022).

The learning experiences in the video can be linked to various Learning Areas from the Australian Curriculum (ACARA, 2022). The English Learning Area is evident in the children’s use of language for communication and storytelling. The Mathematics Learning Area is addressed through the exploration of concepts such as shape, pattern, and spatial awareness. The Science Learning Area is represented in the children’s inquiry and investigation of materials and their properties.

Australian Children’s Education and Care Quality Authority (ACECQA). (2020). National Quality Standard. https://www.acecqa.gov.au/nqf/national-quality-standard

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2022). Australian Curriculum. https://www.australiancurriculum.edu.au/

Department of Education, Skills and Employment (DESE). (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. https://www.dese.gov.au/early-years-learning-framework-and-aydf-national-resources

Pyle, A., & Danniels, E. (2017). A continuum of play-based learning: The role of the teacher in play-based pedagogy and the fear of hijacking play. Early Education and Development, 28(3), 274-289. https://doi.org/10.1080/10409289.2016.1220771

Whitebread, D., Basilio, M., Kuvalja, M., & Verma, M. (2017). The importance of play. Toys Union and the LEGO Foundation. https://www.cambridge.org/core/services/aop-cambridge-core/content/view/BD78CCF4F250C15070E0FFC7A9B62415/9781107537026c2_p27-59.pdf

+++++

TCHR2003: Curriculum Studies in Early Childhood Education
Summary
Title Assessment 1
Type Critical Review
Due Date Monday, 25 March 2024, 11:59 pm AEST/AEDT (start of Week 4)
Length 1500 words
Weighting 50%

Submission Word document submitted to Turnitin
Unit Learning Outcomes This assessment task maps to the following ULOs:
ULO1: describe and justify curriculum in early childhood education and care services.
ULO2: understand and demonstrate conceptual knowledge related to key learning areas for children from birth to five years.
ULO3: argue, with reference to the literature, how curriculum key learning areas can be applied to support children’s learning.
ULO4: create and analyse learning environments of curriculum key learning areas for children’s development and learning explain the role of the early childhood educator
Rationale
This unit develops conceptual knowledge of the holistic approach to curriculum in the early childhood setting. There is a focus on an integrated approach of the Australian Curriculum (ACARA, 2022) key learning areas of English, Humanities and Social Sciences, Health and Physical Education, Mathematics, Science, Technologies, and The Arts for children aged from birth to five years. Students develop children’s conceptual knowledge of these areas, with links made to the Early Years Learning Framework (EYLF) (2022) and the National Quality Standard (ACECQA, 2020).
Task Description
Assessment 1 requires you to demonstrate your understanding of the use of play when
implementing the Early Years Learning Framework (EYLF) (2022) and the National Quality Standard (ACECQA, 2020) and to critically reflect on teacher and children’s interactions during an early childhood activity with relevant links to EYLF, NQS Quality Areas and Australian Curriculum key learning areas.
1
Task Instructions
Write a response to the following three points to demonstrate a good working knowledge and understanding of early childhood education curriculum, frameworks, and concepts.
1. Scenario: You are an Early Childhood Teacher in an Early Childhood Education setting. The Director of the setting has asked you to contribute to the service’s newsletter by writing a statement. The statement should address the concept of curriculum within early childhood education. The Director has asked you to justify the statement by incorporating supporting information from the EYLF, AC, and the unit readings. The newsletter will be distributed to families (100 words)
2. Scenario: You are an Early Childhood Teacher in an Early Childhood Education setting. A parent has emailed you to ask why educators use children’s play to implement curriculum in early childhood education settings. Write a response that explains why and how you do this. Justify your response by using theory, NQS, EYLF, and scholarly references. (500 words).
3. Watch the video provided in the Assessment 1 folder on the unit Blackboard Site. Observe the teacher and children’s interactions during the activity then:
• Analyse one (1) EYLF Principle and one (1) Practice the educator is embedding in their interactions with the children and outline how they are doing this (150 words)
• Examine one NQS Quality Area that the educator is implementing in their interaction with the children and outline how they are doing this (150 words)
• Analyse which EYLF Learning Outcomes can be linked to the children’s learning and support with examples from the video (300 words)
• Propose which three (3) Learning Areas from the Australian Curriculum could be linked to the video and support with one (1) example for each Learning Area (300 words)
Resources
NQS QA= National Quality Standard Quality Area https://www.acecqa.gov.au/nqf/national-qualitystandard
EYLF = Early Years Learning Framework https://www.acecqa.gov.au/sites/default/files/202301/EYLF-2022-V2.0.pdf
ACARA = Australian Curriculum, Assessment, and reporting Authority https://v9.australiancurriculum.edu.au/
Referencing Style Resource
About APA 7th – APA 7th Referencing Guide – Library guides at Southern Cross University (scu.edu.au)
Task Submission
Assessment 1 should be submitted using Turnitin in the Assessments Tasks & Submission section of the Blackboard TCHR2003 site.
You must label your submission with your surname and initials and the Assessment Task’s name. You
2
must label your submission with your surname and initials and the assessment task’s name, e.g.: JSmith_TCHR2003 Assessment 1.docx
Please note that re-submissions for the assessment tasks for this unit are not permitted as per SCU policy.
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, 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.
Special Consideration
Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/view-current.php?id=140
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 My Enrolment 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
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.
Please note that re-submissions are not permitted for this unit as per SCU policy.
3
Assessment Criteria
… continued on next page…
4
Assessment 1 Rubric (TCHR2003) (50%)
MARKING CRITERIA High Distinction Distinction Credit Pass Fail
1. Justify what curriculum is in early childhood education and using unit sources to support your statement. 30% Outstanding justification of early childhood education curriculum. Clear evidence of engagement with the
EYLF, AC, and the unit readings. Very good definition and justification provided for early childhood education curriculum. Very good evidence of engagement with the EYLF, AC, and unit readings. Good definition and justification provided for early childhood education curriculum. Good evidence of engagement with the
unit sources
Satisfactory definition and justification provided for early childhood education curriculum. Some limited evidence of engagement with the unit sources Limited or no definition and justification provided for early childhood education curriculum. No evidence of engagement with the unit sources
2. Discuss why and how educators use children’s play to implement curriculum in early childhood education settings. Justify your response by using theory, NQS, EYLF, references and provide examples to support your discussion. 30% Discussion and
justification are outstanding on why and how educators use play to implement early childhood curriculum with relevant references. Discussion and
justification are very good on why and how educators use play to implement early childhood curriculum with relevant references.
Discussion and justification are good on why and how educators use play to implement early childhood curriculum with relevant references.
Discussion and justification are satisfactory on why and how educators use play to implement early childhood curriculum with relevant references.
Limited or no discussion and justification on why and how educators use play to implement early childhood curriculum with relevant references.
3. Critical review of video:
a) Analyse an EYLF Practice, Principle and NQS QA the educator is using to support children’s learning.
b) Analyse EYLF Learning Outcomes that link to the video. Support with examples from the video.
c) Identify 3 Learning Areas (Australian Curriculum) that link to the video. Support Outstanding critical review of video regarding:
• Analysis of Principles & Practices, NQS QAs used by the educator.
• Analysis of Learning Outcomes (EYLF)
• Identifying appropriate Learning Areas
(Australian Curriculum) Very good critical review of video regarding:
• Analysis of Principles & Practices, NQS QAs used by the educator.
• Analysis of Learning Outcomes (EYLF)
• Identifying appropriate Learning Areas
(Australian Curriculum)
• Using appropriate examples from the Good critical review of video regarding:
• Analysis of Principles & Practices, NQS QAs used by the educator.
• Analysis of Learning Outcomes (EYLF)
• Identifying appropriate Learning Areas
(Australian Curriculum)
• Using appropriate examples from the Satisfactory critical review of video regarding:
• Analysis of Principles & Practices, NQS QAs used by the educator.
• Analysis of Learning Outcomes (EYLF)
• Identifying appropriate Learning Areas
(Australian Curriculum) Limited or no critical review of video regarding:
• Analysis of Principles & Practices, NQS QAs used by the educator.
• Analysis of Learning Outcomes (EYLF)
• Identifying appropriate Learning Areas
(Australian Curriculum)
with an example from the video for each selected Learning Area. 30% • Using appropriate examples from the video to support responses. video to support responses. video to support responses. • Using appropriate examples from the video to support responses. • Using appropriate examples from the video to support responses.
4. Standard of writing and presentation: spelling, punctuation, grammar, paragraph structure, APA 7th referencing style. The essay is well supported by appropriate research literature and references (NQS, EYLF, ACARA). 10% Outstanding standard of writing, presentation, and use of appropriate
literature and references. Very good standard of writing, presentation, and use of appropriate
literature and references. Good standard of writing, presentation, and use of appropriate
literature and references. Satisfactory standard of writing, presentation, and use of appropriate
literature and references writing. Poor standard of writing, presentation, and limited or no use of appropriate literature and references.
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.