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Posted: July 28th, 2024
TCHR2003: Curriculum Studies in Early Childhood Education (Term 3, 2024)
Title Assessment 2 Portfolio
Due Date 11:59 pm AEST/AEDT (Week 6)
Length 1500 words
Study Help: TCHR2003 Sample Guides For Writing The 1500 words Portfolio Assessment Paper.
Early childhood education lays the foundation for lifelong learning and development. The environments in which young children learn and play are not merely physical spaces but powerful catalysts for cognitive, social, emotional, and physical growth. This paper examines two distinct early childhood learning environments, analyzing how they promote children’s learning and development in alignment with key frameworks and standards in Australian early childhood education.
Well-designed learning environments in early childhood settings are crucial. As Gandini (1998) suggests, the environment serves as a “third teacher,” alongside parents and educators, shaping children’s experiences and facilitating exploration and discovery. By examining these environments, we can gain valuable insights into effective pedagogical approaches and strategies for enhancing children’s conceptual knowledge across various learning areas.
The analysis is guided by three primary objectives:
Through addressing these objectives, this paper aims to contribute to ongoing discourse on effective early childhood curriculum and pedagogy, emphasizing the importance of intentional environmental design and teaching practices in supporting holistic child development.
Description of the Environment
The first learning environment is an outdoor nature play area within an early childhood education center. This space features a variety of natural elements, including a small garden patch, a sandpit, tree stumps of varying heights, and loose parts such as branches, leaves, and pebbles. A water play station with a hand pump is also present, allowing children to explore water flow and properties.
Promoting Learning and Development
The outdoor nature play area offers rich opportunities for children’s learning and development across multiple domains. The environment aligns with EYLF Learning Outcome 2: Children are connected with and contribute to their world, and Learning Outcome 4: Children are confident and involved learners (Department of Education and Training [DET], 2022).
Natural elements and open-ended materials foster children’s connection with the natural world, encouraging them to develop an appreciation for the environment and their role within it (EYLF Outcome 2). As children engage with the garden patch, they can observe plant growth, learn about caring for living things, and develop a sense of responsibility (DET, 2022).
The diverse range of materials and spaces supports children in becoming confident and involved learners (EYLF Outcome 4). Loose parts and varied surfaces encourage problem-solving, creativity, and risk-taking. As children manipulate objects, construct with natural materials, or experiment with water flow, they develop critical thinking skills and a sense of agency in their learning (DET, 2022).
This learning environment aligns with NQS Quality Area 3: Physical Environment, particularly Element 3.2.1: Inclusive environment and Element 3.2.2: Resources support play-based learning (Australian Children’s Education and Care Quality Authority [ACECQA], 2023). The natural, open-ended materials provide an inclusive space that can be adapted to suit different children’s interests and abilities. Additionally, the environment’s design supports play-based learning by offering diverse opportunities for exploration and discovery.
Learning Areas Analysis
Within this outdoor nature play area, children can engage in learning across multiple areas of the Australian Curriculum Foundation Year. Two key learning areas that are particularly relevant are Science and Health and Physical Education.
Science:
The nature play area provides an ideal setting for children to develop foundational scientific skills and knowledge. In line with the Science content descriptor ACSSU002, children can explore observable properties of different natural materials (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2022). For example, as they handle leaves, pebbles, and water, children can compare textures, weights, and behaviors of different substances.
The garden patch offers opportunities for children to observe and discuss the needs of living things (ACSSU002). They can plant seeds, care for growing plants, and observe changes over time, developing early understandings of life cycles and requirements for plant growth (ACARA, 2022).
Health and Physical Education:
The outdoor environment supports children’s physical development and health awareness, aligning with the Health and Physical Education curriculum. Content descriptor ACPPS007 emphasizes the importance of physical activity for health and wellbeing (ACARA, 2022). As children navigate varied terrain, balance on tree stumps, or engage in digging and building activities, they develop fundamental movement skills and physical coordination.
Moreover, the environment encourages children to recognize and communicate their own wellbeing needs (ACPPS005). For instance, children may learn to identify when they need rest, hydration, or sun protection while playing outdoors, fostering early self-care skills (ACARA, 2022).
Pedagogical Approaches
The design of this outdoor nature play area reflects several key pedagogical approaches aligned with EYLF Principles and Practices. The environment embodies the principle of “Learning through play” by providing open-ended materials and spaces that invite exploration, imagination, and inquiry (DET, 2022).
Educators utilizing this space can employ the practice of “Intentional teaching” by thoughtfully arranging materials, posing questions, and scaffolding children’s investigations. For example, an educator might introduce magnifying glasses to encourage closer observation of natural objects or facilitate discussions about the water cycle at the water play station.
The environment also supports the practice of “Learning environments” by offering a balance of natural and built elements that cater to different learning styles and developmental needs (DET, 2022). The variety of spaces allows for both active play and quiet reflection, supporting children’s diverse learning preferences.
Description of the Environment
The second learning environment is an indoor space combining literacy and dramatic play elements. This area features a cozy reading nook with cushions and a variety of books, a writing center with different writing tools and papers, and a dramatic play area set up as a post office. Props in the dramatic play area include mailboxes, envelopes, stamps, and dress-up items related to postal work.
Promoting Learning and Development
This indoor literacy and dramatic play area aligns with EYLF Learning Outcome 5: Children are effective communicators, and Learning Outcome 1: Children have a strong sense of identity (DET, 2022).
The literacy-rich environment, with its reading nook and writing center, supports children in developing communication skills across multiple modes (EYLF Outcome 5). As children engage with books, experiment with writing, and participate in dramatic play scenarios, they enhance their verbal and non-verbal communication skills, laying the foundation for early literacy development (DET, 2022).
Recent research by Degotardi and Gill (2019) emphasizes the importance of language-rich environments in long day care settings for infant language development. Their findings highlight the need for educators to create opportunities for meaningful interactions and conversations, which this environment facilitates through its diverse literacy materials and dramatic play props.
The dramatic play area, set up as a post office, contributes to children developing a strong sense of identity (EYLF Outcome 1). Through role-play, children can explore different social roles, develop empathy, and build confidence in expressing themselves (DET, 2022). This type of play also allows children to make sense of their world and develop a sense of belonging within their community.
This learning environment addresses NQS Quality Area 1: Educational program and practice, particularly Element 1.2.2: Responsive teaching and scaffolding (ACECQA, 2023). The combination of literacy materials and dramatic play opportunities allows educators to respond to children’s interests and scaffold their learning across multiple domains.
Learning Areas Analysis
This indoor environment supports learning across various areas of the Australian Curriculum Foundation Year, with particular emphasis on English and Humanities and Social Sciences.
English:
The literacy-rich elements of this environment align closely with several English curriculum content descriptors. For instance, ACELA1429 focuses on recognizing rhymes, syllables, and sounds in spoken words (ACARA, 2022). Educators can use the books in the reading nook to explore these concepts with children, engaging in shared reading experiences that highlight phonological awareness.
The writing center supports content descriptor ACELY1649, which involves creating short texts to explore, record, and report ideas (ACARA, 2022). Children can experiment with different writing tools and formats, developing early understandings of text creation and purpose.
McLachlan et al. (2013) emphasize the importance of integrating Information and Communication Technologies (ICT) into early literacy experiences. While not explicitly mentioned in the environment description, educators could consider incorporating digital storytelling tools or interactive literacy apps to enhance children’s engagement with language and text.
Humanities and Social Sciences:
The post office dramatic play area offers opportunities to explore concepts from the Humanities and Social Sciences curriculum. Content descriptor ACHASSI001 emphasizes the importance of exploring and observing familiar features of places and people in the local community (ACARA, 2022). Through role-play in the post office, children can learn about community roles, develop an understanding of how mail systems work, and explore concepts of communication across distances.
Additionally, this setup supports content descriptor ACHASSI005, which involves sorting and recording information and data (ACARA, 2022). Children can engage in activities such as sorting mail by size or destination, or recording the number of letters “sent” each day, developing early data handling skills.
Pedagogical Approaches
The design of this indoor literacy and dramatic play area reflects several EYLF Principles and Practices. The environment embodies the principle of “Secure, respectful and reciprocal relationships” by providing spaces where children can interact with peers and educators in meaningful ways (DET, 2022). The reading nook, for instance, offers opportunities for one-on-one interactions between educators and children, fostering secure attachments and supporting language development.
Educators can employ the practice of “Responsiveness to children” by observing children’s interests in the dramatic play area and extending their learning. For example, if children show particular interest in writing letters, an educator might introduce new vocabulary related to postal services or facilitate a group project to create a map of mail routes.
The environment also supports the practice of “Cultural competence” by providing opportunities to explore diverse literacies and community roles (DET, 2022). Educators can intentionally include books and dramatic play props that reflect the cultural diversity of the community, promoting inclusive practices and broadening children’s understanding of the world.
Arthur et al. (2018) emphasize the importance of understanding the setting and planning for change in early childhood environments. Educators can use this framework to continually assess and adapt the literacy and dramatic play area to meet the evolving needs and interests of the children.
Conclusion
The analysis of these two learning environments—an outdoor nature play area and an indoor literacy and dramatic play area—highlights the significant role that thoughtfully designed spaces play in promoting children’s learning and development. Both environments demonstrate alignment with key EYLF Learning Outcomes, NQS Quality Areas, and Australian Curriculum Foundation Year content, offering rich opportunities for children to develop across multiple domains.
The outdoor nature play area supports children’s connection to the world and fosters confident, involved learners through its provision of open-ended natural materials and diverse sensory experiences. This environment particularly enhances learning in Science and Health and Physical Education, encouraging scientific inquiry and physical development.
The indoor literacy and dramatic play area promotes effective communication and identity development through its integration of literacy-rich elements and imaginative play opportunities. This space notably supports learning in English and Humanities and Social Sciences, fostering language development and early understandings of community roles.
Both environments reflect key EYLF Principles and Practices, demonstrating how intentional environmental design can support responsive, play-based pedagogies. These spaces allow educators to scaffold children’s learning, respond to their interests, and promote inclusive practices.
Consequently, this analysis underscores the importance of creating diverse, engaging learning environments in early childhood settings. In aligning these environments with established frameworks and curriculum guidelines, educators can maximize opportunities for children’s holistic development and lay strong foundations for lifelong learning. Future research could explore the long-term impacts of these intentionally designed environments on children’s educational outcomes and well-being.
References
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2018). Programming and planning in early childhood settings (7th ed.). Cengage Learning Australia.
Australian Children’s Education and Care Quality Authority. (2023). National Quality Standard. https://www.acecqa.gov.au/nqf/national-quality-standard
Australian Curriculum, Assessment and Reporting Authority. (2022). Australian Curriculum. https://v9.australiancurriculum.edu.au/
Degotardi, S., & Gill, A. (2019). Infant educators’ beliefs about infant language development in long day care settings. Early Years, 39(1), 97-113.
Department of Education and Training. (2022). Belonging, Being & Becoming: The Early Years Learning Framework for Help Write Australia Essays. Written Assessment. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
Gandini, L. (1998). Educational and caring spaces. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach – advanced reflections (2nd ed., pp. 161-178). Ablex.
McLachlan, C., Nicholson, T., Fielding-Barnsley, R., Mercer, L., & Ohi, S. (2013). Early childhood curriculum: Planning, assessment and implementation (2nd ed.). Cambridge University Press.
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TCHR2003: Curriculum Studies in Early Childhood Education (Term 3, 2024)
Summary
Title Assessment 2
Type Portfolio
Due Date 11:59 pm AEST/AEDT (Week 6)
Length 1500 words
Weighting 50%
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 – Student Academic and Non-Academic Misconduct Rules, Section 3.
Submission Word document submitted to Turnitin (for written assessments).
Assessment 2: Portfolio
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 and integrated approach to curriculum in the early childhood setting for children aged from birth to five years. Students learn about the importance of play, the Early Years Learning Framework (EYLF) (2022), National Quality Standard (ACECQA, 2020) and use an integrated approach of the learning areas (Australian Curriculum Foundation Year; English, Humanities and Social Sciences, Health and Physical Education, Languages, Mathematics, Science, Technologies, and The Arts).
Task Description
The purpose of this assignment is to develop deeper knowledge and understanding of how everyday objects, routines, and resources in the early childhood setting can be used to promote children’s learning and development across the learning areas (Australian Curriculum- Foundation year) with links to the EYLF Principles and Practices and Learning Outcomes and NQS QA. It is also important that early childhood educators have a deep understanding of the role of children’s play in these learning environments to best promote children’s conceptual knowledge in learning areas appropriate to birth to five years. Assessment 2 requires you to analyse 2 early childhood education photos and explain how the environment is used to support children’s learning and development. Relevant links to theory and key learning areas and the EYLF Principals and Practices will be used to justify the pedagogical approaches used by the educator teacher to support children’s early learning and development.
Task Instructions
There are four photos of different early learning environments in early childhood settings provided in the Assessment 2 folder.
Choose two of the photos and respond to the following for each (750 words for each photo):
1. Explain how each of the environments in the 2 selected photos can be used to promote children’s learning and development and list 2 relevant EYLF Learning Outcomes. Make relevant links to the NQS QA and justify your explanation using theory and the unit content and readings to support your discussion.
2. Analyse what children can learn within each environment of the 2 selected photos across two learning areas (Australian Curriculum Foundation Year; English, Humanities and Social Sciences, Health and Physical Education, Languages, Mathematics, Science, Technologies, and The Arts) with relevant content descriptor codes.
3. Explain and justify the pedagogical approaches that you see the early childhood educator using in each of the learning environments in the 2 selected photos to promote children’s learning and development. Make relevant links to the EYLF Principles and Practices.
Use APA 7 referencing throughout and double-lined spacing, Times Roman 12-point Font.
Resources
NQS QA= National Quality Standard Quality Area https://www.acecqa.gov.au/nqf/national-quality-standard
https://www.acecqa.gov.au/sites/default/files/2018-07/RevisedNQSHandoutA4.pdf
Australian Curriculum https://v9.australiancurriculum.edu.au/
EYLF = Early Years Learning Framework https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
Referencing Style Resource
About APA 7th – APA 7th Referencing Guide – Library guides at Southern Cross University (scu.edu.au)
Task Submission
Assessment 2 should be submitted using the Turnitin in the Assessments Tasks & Submission section on the Blackboard TCHR2003 site.
You must label your submission with your surname and initials and the Assessment Task’s name. You must label your submission with your surname and initials and the assessment task’s name, e.g: JSmith student number_TCHR2003 Assessment 2.docx
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.
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.
TCHR2003 Assessment 2 Photos (Select any two photos) from early childhood education class, or playing in sand or doing practical activities with their teacher in class:
Notes:
Module 6
Integrating History and Culture, Time, Equity and Social Justice into Early Childhood Education (ECE)
Module 5
Integrating Physical and Emotional Wellbeing into Early Childhood Education (ECE)
Module 4
Integrating Language and Literacy, and Creative Arts into Early Childhood Education (ECE)
References Guide from the class coursework readings:
Chapter 10 on Language Literacy and ICT (Information and Communication Technologies) from McLachlan et al., (2013). Early childhood curriculum (2nd ed.) Cambridge University Press. pp 161-181.
Ch 10 content-knowledge-language-literacy-and-ict.pdf
Degotardi, S., & Gill, A. (2019). Infant educators’ beliefs about infant language development in long day care settings. Early Years, 39(1), 97-113.
2019 Degotardi & Gill Infant language development.pdf
Chapter 6 Understanding the setting and Chapter 11 Journeys of change from Arthur et al., (2018). Programming and planning in early childhood settings. Cengage Learning Australia. (you will be asked to log in through the Library to gain access to this book.)
https://ebookcentral-proquest-com.ezproxy.scu.edu.au/lib/scu/reader.action?docID=5474378&ppg=212
Section 7. The Journey for educators: Growing competence in working with Australian Aboriginal and Torres Strait Islander cultures, pp. 24-29.
educators_guide_to_the_early_years_learning_framework_for_australia.pdf (dss.gov.au)Open this document with ReadSpeaker docReader
EYLF Learning Outcome (LO) 3 Children have a strong sense of wellbeing and LO 4 Children are confident and involved learners.
https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdfOpen this document with ReadSpeaker docReader
Here is the NQS QA 3 Physical environment. This will be helpful as you reflect on the areas we need to create in our environment. You may like to look at the Resources tab for additioanl ideas.
https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-3-physical-environment
This is an excellent website for you to explore relating to children’s mental health and wellbeing. We will discuss some content in this module
https://beyou.edu.au/
This reading considers the importance of ensuring safety and legislative requirements around the Nature play concept:
In-natureplay-InformationSheet1-TheLegislativeRequirementsofIn-Natureplayprograms.pdf
The Longitudinal Study of Australian Children, Chapter 3 on diversity of Australian families (Australian Institute of Family Studies, 2015):
2015 Baxter Longitudual studies Chapter on diversities in families.pdf
The Alice Springs (Mparntwe) Declaration (Department of Education, Skills and Employment [DESE], 2020).
https://www.dese.gov.au/alice-springs-mparntwe-education-declaration
Readings
There are a variety of readings here concerning different Art forms that may support you with you your assessment tasks:
Creative arts in early childhood – The Spoke – Early Childhood Australia’s Blog
Henderson & Lasley (2014) Creating inclusive classrooms the Arts: https://files.eric.ed.gov/fulltext/EJ1045923.pdf
Creative play & activities: preschoolers | Raising Children Network
This article concerns educators worries about delivering arts in EC settings:
2021 Vis arts pedagogy educator efficacy.pdf
Dance:
Art:
Drama:
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