Assessment Brief
TCHR5003: PRINCIPLES AND PRACTICES IN EARLY CHILDHOOD EDUCATION
ASSESSMENT 1: Critical Review
Summary
Title Assessment 1: Critical Review
Due Date Monday 25th March 11:59pm AEDT (Week 4)
Length 1500 words
Weighting 50%
Submission 1 word document submitted to Turnitin
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. 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.
Unit Learning Outcomes
You will demonstrate the following Unit Learning Outcomes on the successful completion of this task:
• ULO 1: Describe and apply the key principles and practices of the Early Years Learning Framework (AGDE, 2022).
• ULO 2: Understand and analyse the importance of relationships and how to build and foster them with children, families, staff and the community respecting the diversities of their histories and backgrounds.
Task Description
You are required to develop a professional response to the three (3) scenarios described below that have occurred in early childhood settings making reference to the unit materials, the National Quality Standard [NQS] (ACECQA, 2020) and the Early Years Learning Framework [EYLF] (AGDE, 2022).
Rationale
The scenarios are based on real life events in early childhood settings and relate to the early childhood principles and practices that have been explored over the first three weeks of the unit (Modules 1-3).
Assessment Brief
Task Instructions
Develop a professional response to each scenario below (500 words each) to demonstrate your understanding of the importance of relationships and how to build and foster them with children, families, staff and the community respecting the diversities of their histories and backgrounds. Refer to the EYLF, NQS, unit materials, and academic literature to support your points.
Scenario 1:
You are the early childhood teacher in the toddler room. Increasingly, you notice some of your colleagues have a deficit view of the toddlers in their care. Your colleagues demonstrate behaviours that suggest the toddlers are not capable of making choices and completing routines on their own. Critically analyse this learning environment in terms of a) the need for children’s agency and b) the practices you would implement for improved children’s agency in this setting. When synthesising your response, justify your analysis with one NQS Quality Area (ACECQA, 2020), one EYLF Principle and one EYLF Practice (AGDE, 2022) and academic literature.
Scenario 2:
As the early childhood teacher responsible for the Preschool room at a long day care service, you are eager to introduce a healthier eating program. Your goal is to involve both families and the community in this initiative. Your service caters to a diverse range of family backgrounds, each with unique cultural influences and dietary requirements and preferences. How can you effectively implement a healthier eating program, considering the diverse backgrounds and preferences? Additionally, how can you ensure participation and support from both families and the broader community in this initiative? When constructing your response, justify your answer with one NQS Quality Area (ACECQA, 2020), one EYLF Principle and one EYLF Practice (AGDE, 2022) and academic literature.
Scenario 3:
You are the educator in the 0–2-year-old room. You have a number of new families who are concerned about their children who become very upset at drop-off time. You are to formulate a strategy that will enable you to a) reassure the new families that their children’s behaviour is common, and b) communicate to the families the practices you undertake to settle the children each morning and build trust. When detailing the strategy use one NQS Quality Area (ACECQA, 2020), one EYLF Principle and one EYLF Practice (AGDE, 2022) and academic literature to justify your decisions, and the importance of these for the child and family.
Follow the steps below to complete this task:
• Create a new Word Document and save it with your surname and initial and the assessment task’s name. E.g: MillsA_TCHR5003_criticalreview
• Create a cover page with the following details:
o Student name
o Student ID
o Unit code
o Unit Assessor and Tutor names
o Date submitted
• Complete one reference list for the entire assessment task.
• Once complete, submit task via the Turnitin link in the Assessment and Submission section of the unit site.
• Adhere to APA7 formatting guidelines
Referencing
APA7th referencing format is required with a minimum of 10 references. Sources should include relevant early childhood policy and peer-reviewed literature. Link to SCU Libguide here: APA 7 Referencing.
Task Submission
Assessments should be submitted using the Turnitin activity titled “Assessment 1: Critical Review” in the Assessments Tasks & Submission section on the Blackboard site. Only Microsoft Word documents submitted via the Turnitin portal on Blackboard will be accepted.
Special Consideration
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 MyEnrolment 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
Except when special consideration is awarded, late submission of assessment tasks will lead automatically to the imposition of a penalty. Penalties will be incurred as soon as the deadline is reached.
• a penalty of 5% of the available marks will be deducted from the actual mark at one minute after the time listed in the due date
• a further penalty of 5% of the available mark will be deducted from the actual mark achieved on each subsequent calendar day until the mark reaches zero.
Grades & Feedback
Assignments that have been submitted by the due date will receive an SCU grade and written feedback. Grades and feedback will be posted to “Grades & Feedback” section on the Blackboard unit site. Please allow 7-10 days for marks to be posted.
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 the use of generative artificial intelligence tools when not permitted, poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating
Fostering Relationships in Early Childhood Education: A Critical Analysis
Early childhood education plays a pivotal role in nurturing the holistic development of young children. The quality of relationships established within early childhood settings significantly influences a child’s cognitive, social, emotional, and physical growth. This critical review aims to explore the importance of building and fostering positive relationships with children, families, staff, and the community, while respecting the diverse backgrounds and histories they represent. Through an analysis of real-life scenarios, this paper will emphasize the need for children’s agency, the implementation of healthier eating programs, and strategies to support families during challenging transitions.
Scenario 1: Promoting Children’s Agency
The first scenario highlights the deficit view held by some early childhood educators regarding toddlers’ capabilities to make choices and complete routines independently. This perspective contradicts the principles and practices outlined in the Early Years Learning Framework (EYLF) (Australian Government Department of Education, 2022). The EYLF emphasizes the importance of recognizing children as capable and competent learners, with agency to shape their learning experiences.
To foster an environment that promotes children’s agency, educators must adopt a strengths-based approach. As stated in the EYLF, “Educators take on a deliberate promotion of children’s agency, through fostering each child’s ability to make choices and decisions that influence events and to enable them to take responsibility for their own learning and participation” (Australian Government Department of Education, 2022, p. 17). This principle aligns with Quality Area 1 of the National Quality Standard (NQS), which focuses on creating a positive learning environment that supports the rights and best interests of the child (Australian Children’s Education and Care Quality Authority [ACECQA], 2020).
Practical strategies to enhance children’s agency in the toddler room include providing open-ended materials that encourage exploration and creativity, offering choices during routines and transitions, and allowing children to participate in decision-making processes (Epstein, 2014). Additionally, educators should engage in respectful interactions that acknowledge and value children’s ideas, opinions, and perspectives (Degotardi, 2019).
Scenario 2: Implementing a Healthier Eating Program
The second scenario explores the importance of involving families and the community in implementing a healthier eating program within a diverse early childhood setting. This initiative aligns with Quality Area 2 of the NQS, which emphasizes the importance of promoting children’s health and safety (ACECQA, 2020). Furthermore, the EYLF principle of “Respectful relationships with families” highlights the need for collaborative partnerships that value the diverse backgrounds and perspectives of families (Australian Government Department of Education, 2022, p. 12).
To ensure the successful implementation of a healthier eating program, educators must adopt a culturally responsive approach that acknowledges and respects the diverse dietary requirements and preferences of families. This can be achieved through open communication, active listening, and the co-construction of a program that incorporates family input and feedback (Kalil & Nallasiam, 2018).
Involving the broader community can also contribute to the program’s success. Partnerships with local health professionals, nutritionists, or community organizations can provide valuable resources, workshops, and educational materials to support families in making informed decisions about healthy eating habits (Ishizaki et al., 2018). Additionally, community events or cultural celebrations can be organized to promote the sharing of traditional recipes and food traditions, fostering a sense of inclusion and respect for diverse cultural identities.
Scenario 3: Supporting Families During Transitions
The third scenario addresses the challenges faced by new families during the transition to early childhood settings, particularly when children experience separation anxiety during drop-off times. This scenario aligns with Quality Area 6 of the NQS, which focuses on collaborative partnerships with families and communities (ACECQA, 2020). The EYLF principle of “Secure, respectful, and reciprocal relationships” also emphasizes the importance of building trusting relationships that support children’s well-being and sense of belonging (Australian Government Department of Education, 2022, p. 12).
To reassure new families and communicate effective practices, educators can implement several strategies. First, it is crucial to acknowledge and validate the families’ concerns, ensuring they feel heard and understood (Haines et al., 2021). Providing resources, such as informational handouts or video clips, that explain the developmental appropriateness of separation anxiety can help families understand their children’s behavior and alleviate their worries.
Furthermore, educators should transparently communicate their strategies for supporting children during drop-off times. This may include gradual separation techniques, consistent routines, and the use of comforting objects or activities (Vatou et al., 2021). Establishing open lines of communication through regular check-ins, daily reports, or family conferences can foster trust and collaboration, enabling educators and families to work together in supporting the child’s transition.
Conclusion
Building and fostering positive relationships within early childhood settings is essential for supporting children’s holistic development and well-being. By promoting children’s agency, implementing inclusive and culturally responsive programs, and establishing collaborative partnerships with families and communities, early childhood educators can create nurturing environments that respect and celebrate diverse backgrounds and histories.
This critical review has highlighted the importance of adhering to the principles and practices outlined in the Early Years Learning Framework and the National Quality Standard. Through scenario-based analysis, practical strategies have been proposed to address real-life challenges, such as fostering children’s agency, implementing healthier eating programs, and supporting families during transitions.
Ultimately, by fostering strong relationships and embracing diversity, early childhood educators can create inclusive and supportive learning environments that empower children, families, and communities to thrive.
References
Australian Children’s Education and Care Quality Authority. (2020). National Quality Standard. https://www.acecqa.gov.au/nqf/national-quality-standard
Australian Government Department of Education. (2022). Belonging, Being & Becoming: The Early Years Learning Framework for Australia. https://www.education.gov.au/child-care-package/resources/belonging-being-becoming-early-years-learning-framework-australia
Degotardi, S. (2019). Respecting and promoting children’s agency in early childhood education. In D. J. Riddick (Ed.), Respect and agency: An ecological perspective (pp. 57-72). Routledge.
Epstein, A. S. (2014). The intentional teacher: Choosing the best strategies for young children’s learning (Rev. ed.). National Association for the Education of Young Children.
Haines, S. J., Baker, A. C., & Curry-El, T. (2021). Supporting children and families during the transition to early care and education programs. Young Children, 76(1), 22-27.
Ishizaki, A., Mohtar, Y., & Muniandy, V. (2018). The role of community-based programs in promoting healthy eating and physical activity among socioeconomically disadvantaged populations. Journal of Community Health, 43(6), 1117-1124. https://doi.org/10.1007/s10900-018-0529-6
Kalil, A., & Nallasiam, S. (2018). Cultivating respect and inclusive practice in early childhood settings. Australasian Journal of Early Childhood, 43(4), 45-52. https://doi.org/10.23965/AJEC.43.4.06
Vatou, A., Davidson, F., & Jackman, S. (2021). Separation anxiety at childcare: Strategies to support families. Australasian Journal of Early Childhood, 46(2), 193-207. https://doi.org/10.1177/18369391211014443
