TCHR2002 CHILDREN, FAMILIES & COMMUNITIES ASSESSMENT 2: Portfolio
- Assignment Help – Writing Guides for Assessment 2: Portfolio short responses to unit content.
Exploring Contemporary Issues in Early Childhood Education: Media Representation, Family Diversity, and Policy Implementation
Topic 1: Critical Text Analysis
For this analysis, I’ll use the article by Farley et al. (2021) titled “How teachers remember their own childhoods affects how they challenge school inequities” from The Conversation.
Farley et al. (2021) explore the complex relationship between teachers’ childhood memories and their approach to addressing inequities in schools. This article provides valuable insights into how personal experiences shape educational practices, particularly in relation to social justice and equity.
The authors present a nuanced view of childhood, challenging traditional notions of it as a universally positive experience. They argue that teachers’ memories of their own childhoods, both positive and negative, influence their perceptions of current educational inequities. This perspective aligns with contemporary constructions of childhood that recognize children as active participants in their social worlds, capable of understanding and responding to complex issues (Grace et al., 2022).
The article also highlights the diversity of family and community experiences that teachers bring to their profession. It acknowledges that teachers come from various backgrounds, each with its own set of challenges and privileges. This recognition of diversity echoes the emphasis on family and community diversity discussed in the course materials (McMahon & Camberis, 2017).
Critically analyzing the article reveals its strengths in promoting self-reflection among educators. By encouraging teachers to examine their own childhood experiences, it fosters a more empathetic and nuanced approach to addressing inequities. However, the article could benefit from more concrete strategies for translating this self-reflection into actionable classroom practices.
The significance of this topic extends beyond individual teachers to impact broader educational policy and practice. As early childhood educators grapple with issues of social justice and equity, understanding the influence of personal experiences becomes crucial. This aligns with the growing emphasis on social justice in early childhood education (Dobson, 2019).
Topic 2: Family and Community Diversity
Dear Families,
As part of our ongoing commitment to inclusive education, we’d like to discuss the importance of recognizing and celebrating family diversity in our community.
Recent research highlights the changing landscape of Australian families. Traditional notions of family are evolving, with an increasing variety of family structures becoming more common. These include single-parent families, blended families, same-sex parent families, and multigenerational households (McMahon & Camberis, 2017).
Understanding and respecting this diversity is crucial for creating an inclusive environment where all children feel valued and supported. It’s important to recognize that each family brings unique strengths and perspectives to our community.
In our center, we embrace a strengths-based approach to working with families. This means focusing on the positive attributes and capabilities of each family, rather than perceived deficits. Research shows that this approach can lead to better outcomes for children and stronger partnerships between families and educators (Fenton et al., 2015).
We encourage all families to share their unique traditions, languages, and cultural practices with us. This enriches our learning environment and helps children develop a broader understanding of the world around them.
It’s also important to acknowledge that families may face different challenges. Some may be dealing with issues related to socioeconomic status, cultural adjustment, or access to resources. As a community, we strive to support all families and connect them with relevant resources when needed.
Our center is committed to creating an environment where all families feel welcome and valued. We’re planning a series of family engagement activities that celebrate our community’s diversity. These will include multicultural events, family story-sharing sessions, and collaborative art projects.
Remember, your involvement in your child’s education is invaluable. We’re here to support you and work in partnership to ensure the best outcomes for your child.
Together, we can create a rich, diverse, and inclusive learning community that benefits all our children.
Topic 3: Impact of Educational Policies and Practices
The recognition and celebration of family diversity in early childhood settings align closely with several key educational policies and practices in Australia. The Early Years Learning Framework (EYLF) (Australian Government Department of Education, 2022) provides a foundation for inclusive practices that respect and value family diversity.
Outcome 1 of the EYLF, “Children have a strong sense of identity,” emphasizes the importance of supporting children’s understanding of their family backgrounds and cultural identities. In practice, this might involve creating family photo walls, incorporating diverse family structures in play scenarios, or celebrating various cultural festivals (Australian Government Department of Education, 2022).
The National Quality Framework (NQF) also supports inclusive practices through Quality Area 6: Collaborative partnerships with families and communities. This area emphasizes the importance of building respectful and supportive relationships with all families. However, Scott and Rowe (2021) provide a critical analysis of the NQF, highlighting areas where implementation may fall short of policy ideals, particularly in addressing systemic inequities.
Implementing these policies effectively requires a nuanced understanding of social justice in early childhood education. Dobson (2019) emphasizes the importance of educators being aware of and addressing issues related to class, race, gender, and abilities. This awareness is crucial for creating truly inclusive environments that support all children and families.
To develop effective partnerships with diverse families, education settings could:
Conduct cultural competence training for staff to enhance understanding of diverse family structures and cultural practices.
Implement flexible communication strategies to accommodate different family schedules and preferences.
Create opportunities for families to share their cultures and traditions within the center.
Develop a resource library with materials representing diverse family structures and cultural backgrounds.
These strategies align with the strengths-based approach advocated by Fenton et al. (2015), which focuses on recognizing and building upon the unique strengths of each family.
It’s important to note that while policies provide a framework, their implementation can be challenging. Grace and Menzies (2022) highlight the historical impact of cultural hegemony in policies affecting Aboriginal and Torres Strait Islander children, emphasizing the need for culturally responsive practices.
In conclusion, early childhood education policies in Australia provide a strong foundation for respecting and celebrating family diversity. However, effective implementation requires ongoing reflection, cultural competence, and a commitment to social justice. By fostering inclusive practices and strong partnerships with all families, early childhood settings can play a crucial role in promoting equity and respect for diversity in the broader community.
References
Australian Government Department of Education. (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Australian Government.
Dobson, M. (2019). Social justice in early childhood education. The Education Hub. https://theeducationhub.org.nz/wp-content/uploads/2022/05/Social-justice-in-early-childhood-education.pdf
Farley, L., Sonu, D., Garlen, J., & Chang-Kredl, S. (2021, April 28). How teachers remember their own childhoods affects how they challenge school inequities. The Conversation. https://theconversation.com/how-teachers-remember-their-own-childhoods-affects-how-they-challenge-school-inequities-154996
Fenton, A., Walsh, K., Wong, S., & Cumming, T. (2015). Using strengths-based approaches in early years practice and research. International Journal of Early Childhood, 47, 27–52.
Grace, R., & Menzies, K. (2022). The Stolen Generations of Aboriginal and Torres Strait Islander Children: Understand the Impact of Cultural Hegemony in Policy and Intervention. In R. Grace, J. Bowes, & C. Woodrow (Eds.), Children, Families and Communities (6th ed., pp. 194-210). Oxford University Press.
McMahon, A., & Camberis, C. (2017). An overview of demographic trends in Australian families [Website]. Southern Cross University.
Scott, S., & Rowe, K. (2021). Early childhood education and care policy in Australia: A critical analysis of the National Quality Framework. Australian Journal of Early Childhood, 46(2), 11-20.
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TCHR2002 CHILDREN, FAMILIES & COMMUNITIES
ASSESSMENT 2: Portfolio
Summary
Title: Assessment 2: Portfolio short responses to unit content
Due Date: Friday 9th August (WEEK 6) at 11:59pm AEDT
Length: 1500 words excluding references
Weighting: 50%
If you use GenAI tools, you must use these ethically and acknowledge their use within university guidelines. To find out how to reference GenAI in your work consult the APA 7th referencing style for your unit via SCU Library referencing guides.
Submission: 1 word document saved as a PDF or Word document and submitted to Turnitin in the assessment 2 folder on Blackboard
No resubmissions of assignments are permitted in this unit.
Unit Learning Outcomes
You will demonstrate the following Unit Learning Outcomes on the successful completion of this task:
ULO3: Explain the diverse range of issues affecting children, families, and communities including social, economic, and educational policies and their impact upon service provision for children and families.
ULO4: Critically analyse texts, images, and songs in terms of the construction of childhood, and families across diverse contexts.
Assessment Rationale
Early childhood professionals need to critically reflect on the diversity of issues that affect children and families in contemporary society. Working in partnership with families requires effective communication to resolve such issues and understand how these issues effect policy and practice.
Assessment Description
The aim of this assessment is for pre-service teachers to demonstrate their knowledge and understanding regarding the diverse issues facing children and families in contemporary communities and consider links to policy and practice. This assessment aligns with the unit learning modules 4-6 and requires you to reflect upon key issues presented in the unit content and complete three (3) x 500-word responses to the following topics.
Topic 1: Critical text analysis
Find a media article from a newspaper, social media, or Internet focusing on a childhood issue. Pay attention to the ideas about the construction of childhood and family and community diversity explored in the unit. Useful sites include:
https://www.theguardian.com/lifeandstyle/parents-and-parenting
The education section of the Conversation https://theconversation.com/au/education.
Include a link to the chosen article.
Write a summary, critical analysis, and evaluation of the article. Pay attention to the ideas about the construction of childhood, family, and community diversity explored in the unit. Write a summary, critical analysis, and evaluation of why this topic is important.
Topic 2: Family and community diversity
Write about a children’s issue/topic for a family newsletter outlining the ideas from the critical text analysis you explored in topic 1. Even though the language will be written in everyday language rather than highly academic, the article needs to show understandings of the unit content and readings. It should build on evidence of research and other significant literature and critically analyse the ideas presented around the issue. This isn’t about giving your opinion or recommendations, more an opportunity to give an overview of the chosen article to communicate these ideas to families. Pay attention to the ideas about family and community diversity. (500 words)
Topic 3: Impact of educational policies and practices
Now use the issue and understandings you have developed from your chosen text and newsletter article to consider how they align with early childhood policy and practice in an education setting (500 words).
How might some of the ideas be reflected in policy and practices?
Give examples of what this would look like in practice.
How might an education setting develop effective partnerships with families?
Assessment Instructions
Formatting and style
APA 7 formatting is required for this task.
Include the Southern Cross University cover page and indicate if and how you have used GenAI in the assessment.
Include clear headings for the topics you are responding to.
Indent the first line of each new paragraph.
Use 12-point font.
Use a 1.5 or double-line space for your writing and your reference list.
Referencing
APA 7 Referencing style is required to be used for this task. Please refer to the APA 7th Referencing Guide for this task – https://libguides.scu.edu.au/apa
Create a reference list on a new page at the end of the task with a minimum of ten references, although you may use more. These are not counted in the overall word count.
At a minimum, your sources for this task will include the unit required text, unit readings, EYLF (AGDE, 2022) and broader literature.
Broader literature may include textbooks, peer-reviewed articles, and other authoritative sources.
If you have used an AI tool or technology in the process of completing your assessment (for example, brainstorming, understanding concepts, generating examples, summarising readings), an acknowledgement of how you have used AI tools or technologies is required. You can create this acknowledgement by adding a declaration at the end of your reference list. For example: I acknowledge the use of ChatGPT to brainstorm concepts ——- for this assessment as a starting point for initial research before writing my assessment.
Assessment Submission
Submitted using the submission point in the Turnitin folder in the Assessments Tasks and Submission section on the Blackboard TCHR2002 site.
Label your final submission with your surname and initials and the assessment task’s name, e.g. SmithJ_PortfolioTask1.doc
You are strongly advised to undertake your own SIMILARITY CHECK via Turnitin, PRIOR to the due date, to identify and resolve any academic integrity issues prior to submitting – see SCU Academic Integrity and Turnitin. You can submit up to three times and receive the similarity match report immediately – after three attempts, you will need to wait 24 hours.
It is your responsibility to ensure that you have submitted the correct file and the final version of your assessment for marking before the due date/time.
Turnitin does not generate an automatic email receipt. If you have successfully uploaded your assessment, a green bar will appear at the top of the screen that says: Submission uploaded successfully: Download digital receipt. Use the hyperlink to download your digital receipt and store this with your assignment file.
If you have any difficulty submitting your assignment, log a job with Technology Services by email so you have evidence of your attempted submission. To avoid any last-minute problems, make sure you submit well before 11:59pm on the due date.
Academic Integrity
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 information in Blackboard, the recorded assessment overview, and refer to SCU Academic Integrity Framework.
Generative AI
For the assessments in this unit students are permitted to use Generative AI (e.g., ChatGPT) to:
clarify concepts, theories, ideas, etc., discussed in class
generate preliminary ideas for writing
edit a working draft of the assessment
read and summarise research and supporting evidence for the assessment.
Special Consideration
Students wishing to request special consideration to extend the due date of an assessment 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. Please refer to the Special Consideration section of the SCU Policy https://policies.scu.edu.au/document/view-current.php?id=140
Late Submissions & Penalties
Except when special consideration is awarded, late submission of assessment tasks incurs a late penalty in accordance with the SCU Late Submission & Penalties Policy https://policies.scu.edu.au/view.current.php?id=00255. Penalties will be incurred after the assessment submission due date/time.
A penalty of 5% of the available marks will be deducted from the actual mark.
A further penalty of 5% of the available mark will be deducted from the actual mark on each subsequent calendar day until the mark reaches zero.
Grades & Feedback
Grades and feedback will be posted to the ‘Grades and Feedback’ section on the Blackboard unit site using the following rubric for the marking criteria and grading standards. Please allow 7 -10 days for grades to be posted.
1500 Words TCHR2002 Assessment 2: Portfolio Short Responses WK 6 Sample.
Assessment Rubric Marking criteria and % allocation
Criteria 1: Critical text analysis of a media article from a newspaper, social media or Internet focusing on a childhood issue. (15%)
High Distinction + (100%): Achieves all the criteria for a high distinction to an exemplary standard. There are no errors in this submission. Comprehensive and detailed critical understandings and review of key issues contained in the article. Each viewpoint is supported by current academic literature with no referencing errors.
High Distinction (85-99%): Competent knowledge and critical understanding of key issues from the article, with a detailed analysis. Each viewpoint is supported by current academic literature and only minor referencing errors.
Distinction (75-84%): Demonstrates a sound understanding of key issues contained in the article and provides an accurate review of the issues and some links to the unit learning content and readings.
Criteria 2: Newsletter article created outlining the ideas from the critical text analysis that is communicated for a wider parent and community audience and uses evidence from literature to substantiate claims. (15%)
High Distinction + (100%): Achieves all the criteria for a high distinction to an exemplary standard, with outstanding integration of the unit materials. Insightful and well-articulated article with relevant examples to support the discussion. Demonstrates a sophisticated understanding of the research literature with evidence of extensive reading.
High Distinction (85-99%): Newsletter article communicates effectively with the family audience. Comprehensive understanding of and application of research literature and evidence of wide reading.
Distinction (75-84%): Newsletter article reflects a clear understanding of the topic and there is some evidence of how this can be communicated to families. Some literature to substantiate claims.
Criteria 3: Explores the impact of educational policies and practices on chosen topic in an early childhood education setting. Uses effective examples surrounding the chosen issue and how to develop effective family partnerships. (15%)
High Distinction + (100%): Clear academic writing that achieves all the criteria for a high distinction to an exemplary standard, with outstanding integration of the unit materials and links to the issues, policy, and practice. Demonstrates an in-depth understanding of relevant policy that aligns with the issue and examples of effective practice. Provides insightful suggestions for how the service can improve its partnership with families supported by academic literature.
High Distinction (85-99%): Explores examples of policy and practice. Provides clear suggestions for how the service could improve its partnership with families supported by academic literature.
Distinction (75-84%): Some awareness of policy and practice. Provides suggestions for how the service could improve its partnership with families with some reference to academic literature. Could extend examples of policy and practice.
Criteria 4: Academic Literacy including English expression, writing, APA 7 referencing, and reference to relevant readings and resources. (5%)
High Distinction + (100%): Achieves all the criteria for a high distinction to an exemplary standard, without any errors.
High Distinction (85-99%): As per Distinction and: Insightful integration of readings and discussion with compelling writing that aligns all aspects of the task. In-text citations and short quotes have been used effectively.
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, analyzing, and applying relevant skills and concepts, and shows exceptional ability to synthesize, 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, analyzing, and applying relevant skills and concepts, and shows a well-developed ability to synthesize, 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, analyzing, 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.
References sources to consider: Readings and Resources
Australian Government Department of Education. (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Australian Government. EYLF (AGDE, 2022).
Module 4:Diversity of Contexts of Children, Families and Communities.
In this module we explored famiy diversity. We have discussed working with a range of famiy structures and parenting styles. We aslo highlighted ways in which we can support children in regional and rural areas You have now been introduced to the topics of social capital and social isolation. As you begin working on your second assessment task, you will need to find an article and the reading this week offers an example of the type of article that would be a good choice.
It is also recommended that you continually reflect on how you will work in partnerships with families.
Farley, L., Sonu, D., Garlen, J., & Chang-Kredi, S. (April 28, 2021 ). How teachers remember their own childhoods affects how they challenge school inequities. https://theconversation.com/how-teachers-remember-their-own-childhoods-affects-how-they-challenge-school-inequities-154996.
McMahon, A., & Camberis, C. (2017). An overview of demographic trends in Australian written assessment assignment help. families and children [Website]. https://learn.scu.edu.au/bbcswebdav/pid-6327369-dt-content-rid-76082165_2/xid-76082165_2. This excerpt from McMahon & Camberis (2017) highlight demographic trends seen in Australian families over time. Key ideas include: marriage, divorce, children, adoption
Fenton, A., Walsh, K., Wong, S., & Cumming, T. (2015). Using strengths-based approaches in early years practice and research. International Journal of Early Childhood, 47, 27–52.
Module 5: Social Justice for Children, Families and Communities.
The Module explored many of the fragile contexts that children and families can face in their communities. In your position as an early childhood professional, you will have an important role in being aware of social justice in relation to class, race, gender and abilities.
Dobson, M. (2019). Social justice in early childhood education. https://theeducationhub.org.nz/wp-content/uploads/2022/05/Social-justice-in-early-childhood-education.pdf.
Australian Human Rights Commission (AHRC). (2014). The forgotten children, National inquiry into children in immigration detention 2014. Sydney: Australian Human Rights Commission. https://www.humanrights.gov.au/our-work/asylum-seekers-and-refugees/publications/forgotten-children-national-inquiry-children.
Pfefferbaum, B., Jacobs, A. K., Griffin, N., & Houston, J. B. (2015). Children’s disaster reactions: The influence of exposure and personal characteristics. Current Psychiatry Reports, 17(7), 1–6.
Module 6: Linking Policy to Practice.
This final module has introduced you to a number of government policies and initiatives that assist with delivering early childhood education and care to children and families, and that have supported educators with their professional practice.
Scott, S., & Rowe, K. (2021). Early childhood education and care policy in Australia: A critical analysis of the National Quality Framework. Australian Journal of Early Childhood, 46(2), 11-20.
Grace, R., Menzies, K. (2022). The Stolen Generations of Aboriginal and Torres Strait Islander Children: Understand the Impact of Cultural Hegemony in Policy and Intervention (Chapter 13). In Grace, R., Bowes, J., & Woodrow, C., (Eds), Children, Families and Communities (6th Edition) (pp. 194-210). Oxford University Press
Brennan, D. & Adamson, E. (2017). Early education and child care policy in Australia (Chapter 14). In R. Grace, K. Hodge & C. McMahon (Eds), Children, Families and Communities (5th Edition) (pp. 292-317). Oxford University Press.
Derman-Sparks, L., Edwards, J. O., & Goins, C. M. (2020). Anti-bias education for young children and ourselves (Vol. 2). NAEYC.
Fazel, M., Karunakara, U., & Newnham, E. (2014). Detention, denial, and death: Migration hazards for refugee children. The Lancet, 2(6), e313–14.
Fordham, L., & Kennedy, A. (2017). Engaging vulnerable children and families: Learning from a new model of education and care. Australasian Journal of Early Childhood, 42(4), 30-37. https://doi.org/10.23965/AJEC.42.4.04
