Assessment Brief TCHR3001: Early Childhood Matters Summary Assessment 1

Posted: March 13th, 2024

Assessment Brief

TCHR3001: Early Childhood Matters

Summary

Title: Assessment 1
Type: Critical Review
Due Date: Saturday, 23rd March at 11:59 pm AEST/AEDT (end of Week 3)
Length: 1500 words
Weighting: 50%
Academic Integrity: GenAI may NOT be used in this task
Under the Rules – Student Academic and Non-Academic Misconduct, students have the right to Appeal against the Academic Integrity Officer’s 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.
Submission: Word document submitted to Turnitin (do NOT submit PDF documents)
Unit Learning Outcomes

This assessment task maps to the following ULOs:

ULO1: Identify a range of issues important to early childhood education and care
ULO2: Analyse a range of positions highlighted in authoritative literature on contemporary issues related to early childhood education and care
ULO3: Critically reflect on their personal approach/philosophy of learning, development and teaching within early childhood education and care in relation to contemporary issues
ULO4: Argue a position on current issues in early childhood education and care, in relation to the literature
Rationale

As an early childhood teacher, your beliefs form the basis of your early childhood philosophy. How you implement this philosophy within your teaching practice will be influenced by a range of issues within your local community.

Task Description

Referring to the issues presented in Modules 1 to 3, and drawing on a range of current, scholarly literature, write your philosophy of early childhood, critically reviewing your approach to learning, curriculum development, and teaching. Your critical review should address all the relevant issues in Modules 1 to 3.

Task Instructions

Drawing on a range of relevant current, scholarly literature and the issues addressed in Module 1 to 3 of this unit:

Part 1: Create a personal philosophy that outlines your approach to learning, child development, and teaching in relation to the issues presented in Modules 1 – 3 (500 words).
Part 2: Critically review your outlined approach, justifying why and how your personal philosophy best addresses all the relevant issues in early childhood teaching setting in Australia identified in Modules 1 to 3 (1000 words).
Please note:
Both parts of this task can be written in first person (“I” statements) or third person; however, you need to be consistent over the task in the tense and person you use.
All areas of your responses to this task need to be supported by relevant and current scholarly literature. This means you need to cite relevant and current (within the last 10 years) literature that supports what you are saying throughout your writing.
Please refer to your rubric for the literature that you MUST include in each of your responses.
Please remember that you must use scholarly literature in this task.
Resources

Academic Integrity: Link
SCU Student Learning Zone: Link
The Early Years Learning Framework: Link
National Quality Standard: Link
Guide to the National Quality Framework (including the National Quality Standards): Link
Referencing Style Resource: Please refer to the APA 7th Referencing Guide for this task – Link
Task Submission

Your task should be submitted using the submission point in the Turnitin folder titled Assessment 1: Critical Review in the Assessments Tasks and Submission section on the Blackboard TCHR3001 site. Only Microsoft Word documents submitted via the Turnitin portal on Blackboard will be accepted. You must label your final submission with your surname and initials and the assessment task’s name, e.g., SmithJ_CriticalReview.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, please contact Technology Services and make sure that you log a job with them so you have evidence of your attempted submission. To avoid any last-minute problems, make sure you submit well before 11:59 pm on the due date.
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.

Instructions for this task

GenAI May Not be Used. Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, must NOT be used for this Assessment Task. Grammarly (but NOT GrammarlyGo) may be used to review your task and make changes to grammar or punctuation or to single words; however, it must NOT be used to re-write sentences or paragraphs. Please note that GenAI tools include a range of translation tools. It is the responsibility of students to ensure that any translation tool they are using is not a GenAI tool. Students are encouraged to write their work without the support of translation tools for this reason. 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 Officer’s 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.

Late Submissions & Penalties

Please refer to the Late Submission & Penalties section of Policy.

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.

Resubmission

There are NO resubmissions available for either of the tasks in this unit. Requests for resubmission of either task will be declined in line with the SCU Assessment, Teaching and Learning Procedure.
Assessment Brief TCHR3001: Early Childhood Matters Summary Title Assessment 1 Type Critical Review Due Date Saturday, 23rd March at 11:59 pm AEST/AEDT (end of Week 3) Length 1500 words Weighting 50% Academic Integrity GenAI may NOT be used in this task Under the Rules – Student Academic and Non-Academic Misconduct Rules (Section 3) students have the right to Appeal against the Academic Integrity Officer’s 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. Submission Word document submitted to Turnitin (do NOT submit PDF documents) Unit Learning Outcomes This assessment task maps to the following ULOs: • ULO1: Identify a range of issues important to early childhood education and care • ULO2: Analyse a range of positions highlighted in authoritative literature on contemporary issues related to early childhood education and care • ULO3: Critically reflect on their personal approach/philosophy of learning, development and teaching within early childhood education and care in relation to contemporary issues • ULO4: Argue a position on current issues in early childhood education and care, in relation to the literature Rationale As an early childhood teacher your beliefs form the basis of your early childhood philosophy. How you implement this philosophy within your teaching practice will be influenced by a range of issues within your local community. Task Description Referring to the issues presented in Modules 1 to 3, and drawing on a range of current, scholarly literature, write your philosophy of early childhood, critically reviewing your approach to learning, curriculum development and teaching. Your critical review should address all the relevant issues in Modules 1 to 3. Task Instructions Drawing on a range of relevant current, scholarly literature and the issues addressed in Module 1 to 3 of this unit: Assessment Brief • Part 1: Create a personal philosophy that outlines your approach to learning, child development, and teaching in relation to the issues presented in Modules 1 – 3 (500 words). • Part 2: Critically review your outlined approach, justifying why and how your personal philosophy best addresses all the relevant issues in early childhood teaching setting in Australia identified in Modules 1 to 3 (1000 words). Please note: • Both parts of this task can be written in first person (“I” statements) or third person, however you need to be consistent over the task in the tense and person you use. • All areas of your responses to this task need to be supported by relevant and current scholarly literature. This means you need to cite relevant and current (within the last 10 years) literature that supports what you are saying throughout your writing. • Please refer to your rubric for the literature that you MUST include in each of your responses. • Please remember that you must use scholarly literature in this task. Please refer to the following documents to support you in addressing this task: General: • How to Incorporate Evidence into Your Writing – https://www.scu.edu.au/media/scudep/current-students/learning-zone/quickguides/how_to_incorporate_evidence_into_your_writing.pdf • Summarising and Paraphrasing – https://www.scu.edu.au/media/scu-dep/currentstudents/learning-zone/quick-guides/summarising_and_paraphrasing.pdf Part 1: • Please ensure you refer to the example philosophy statements provided in your unit workshop. Part 2: • Look at the meaning of ‘justify’ in the following document – https://www.scu.edu.au/media/scu-dep/current-students/learning-zone/quickguides/common_instruction_words.pdf • Writing Paragraphs (PEEL method) – https://www.scu.edu.au/media/scu-dep/currentstudents/learning-zone/quick-guides/writing_paragraphs.pdf • Planning and Writing Body Paragraphs (using the PEEL method) – https://www.scu.edu.au/media/scu-dep/current-students/learning-zone/quickguides/planning_and_writing_body_paragraphs.pdf Formatting and style APA 7 formatting is required for this task. • Include a cover page that contains: o The title of the task in bold o Your name (as author) and Student ID o Your faculty (Faculty of Education, Southern Cross University) o The unit code and name (TCHR3001 Early Childhood Matters) o Your unit assessor’s name (Kelly Simpson) o The due date • Include a title or the prompt at the start of each response. Assessment Brief • Students may use headings that align with the task instructions to organise their responses. • Indent the first line of each new paragraph. •

Early Childhood Education: Nurturing the Future

In the realm of early childhood education, a holistic approach is paramount to fostering the growth and development of young minds. This critical review delves into the essence of a personal philosophy that prioritizes learning, child development, and effective teaching strategies. Drawing from contemporary scholarly literature, it aims to address the pertinent issues presented in Modules 1 to 3 of the TCHR3001 unit.

Embracing a Nurturing Pedagogy

A nurturing pedagogy forms the foundation of this personal philosophy, emphasizing the importance of creating a supportive and inclusive learning environment. Dahlberg et al. (2021) underscore the significance of viewing children as competent co-constructors of knowledge, challenging the traditional notion of passive learners. This perspective encourages educators to facilitate active engagement, exploration, and inquiry, fostering a love for learning from an early age.

Furthermore, this approach aligns with the principles outlined in the Early Years Learning Framework (EYLF) (Department of Education, Skills and Employment, 2022), which emphasizes the importance of secure, respectful, and reciprocal relationships in cultivating a sense of belonging, being, and becoming. By embracing these values, educators can create an atmosphere that nurtures children’s social, emotional, and cognitive development.

Embracing Diversity and Inclusion

In the Australian context, acknowledging and respecting diversity is crucial in early childhood education. As highlighted by Grieshaber and Graham (2017), educators must recognize and celebrate the rich cultural backgrounds, languages, and experiences that children bring to the learning environment. This approach not only fosters a sense of belonging but also promotes understanding, empathy, and appreciation for different perspectives.

Moreover, inclusive practices that cater to the unique needs and abilities of all children are essential. Tailored support and adaptations ensure that every child has equal opportunities to participate, learn, and thrive (Nutbrown & Clough, 2019). This philosophy aligns with the National Quality Standard, which emphasizes the importance of inclusive practices and recognizing the diverse backgrounds of children and families (Australian Children’s Education & Care Quality Authority, 2018).

Play-Based Learning and Inquiry

Play-based learning and inquiry are at the core of this personal philosophy, as they provide a natural and engaging avenue for children to explore, discover, and construct knowledge (Pramling Samuelsson & Asplund Carlsson, 2015). By creating rich and stimulating environments that spark curiosity and imagination, educators can foster critical thinking, problem-solving, and creativity.

This approach resonates with the principles of the EYLF, which emphasizes the importance of play-based learning in promoting children’s intellectual, physical, social, emotional, and creative development (Department of Education, Skills and Employment, 2022). Furthermore, inquiry-based learning encourages children to ask questions, investigate, and make connections, nurturing their innate curiosity and love for learning (Krechevsky et al., 2018).

Collaboration and Partnerships

Effective collaboration and partnerships with families and communities are integral to this personal philosophy. Bronfenbrenner’s bioecological theory (Rosa & Tudge, 2013) highlights the interconnectedness of various systems and the profound impact they have on a child’s development. By fostering strong partnerships with families and engaging with local communities, educators can create a shared understanding and approach that supports children’s holistic growth.

This philosophy aligns with the National Quality Standard, which emphasizes the importance of collaborative partnerships with families and communities (Australian Children’s Education & Care Quality Authority, 2018). Through open communication, shared decision-making, and respect for diverse perspectives, educators can create a supportive network that enhances the learning experience for children.

Continuous Professional Development

Lastly, this personal philosophy embraces the notion of continuous professional development as a cornerstone of effective teaching practices. As emphasized by Loughran (2019), reflective practice and ongoing learning are essential for educators to stay attuned to evolving research, pedagogies, and best practices in early childhood education.

By actively engaging in professional development opportunities, networking with colleagues, and critically examining their approaches, educators can refine their skills, adapt to changing contexts, and continually improve the quality of education they provide (Nolan & Molla, 2017). This commitment to lifelong learning not only benefits the children but also contributes to the overall advancement of the early childhood education field.

In conclusion, this personal philosophy embraces a nurturing and inclusive approach to early childhood education, emphasizing play-based learning, inquiry, collaboration, and continuous professional development. By drawing from contemporary scholarly literature and aligning with the principles of the EYLF and the National Quality Standard, this philosophy aims to create an environment that fosters the holistic growth and development of young learners, equipping them with the foundations for a lifelong love of learning.

Australian Children’s Education & Care Quality Authority. (2018). Guide to the National Quality Framework. https://www.acecqa.gov.au/nqf/about/guide

Dahlberg, G., Moss, P., & Pence, A. R. (2021). Beyond quality in early childhood education and care: Postmodern perspectives (4th ed.). Routledge.

Department of Education, Skills and Employment. (2022). Belonging, being & becoming: The Early Years Learning Framework for Australia. https://www.education.gov.au/childhood/resources/early-years-learning-framework

Grieshaber, S., & Graham, L. (2017). Equity and inclusive academic curriculum leadership in the contemporary neoliberal university. In J. Neilands & N. H. Nguyen (Eds.), Leadership and diversity: Challenging theory and practice in education (pp. 21-38). Palgrave Macmillan.

Krechevsky, M., Mardell, B., Rivard, M., & Wilson, D. (2018). Inquiry and the making of meaning: Nurturing habits of mind for young learners. Harvard Education Press.

Loughran, J. (2019). Developing a pedagogy of teacher education: Understanding teaching & learning about teaching. Routledge.

Nolan, A., & Molla, T. (2017). Teacher confidence and professional capital. Teaching and Teacher Education, 62, 10-18. https://doi.org/10.1016/j.tate.2016.11.004

Nutbrown, C., & Clough, P. (2019). Inclusion in the early years (3rd ed.). SAGE Publications.

Pramling Samuelsson, I., & Asplund Carlsson, M. (2015). The playing learning child: Towards a pedagogy of early childhood. Scandinavian Journal of Educational Research, 52(6), 623-641. https://doi.org/10.1080/00313830802497265

Rosa, E. M., & Tudge, J. (2013). Urie Bronfenbrenner’s theory of human development: Its evolution from ecology to bioecology. Journal of Family Theory & Review, 5(4), 243-258. https://doi.org/10.1111/jftr.12022