Week 4 TCHR2002 Assessment 1: CHILDREN, FAMILIES & COMMUNITIES Portfolio

Posted: July 6th, 2024

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TCHR2002 Assessment 1: CHILDREN FAMILIES & COMMUNITIES
ASSESSMENT 1: Portfolio
Summary
Title Assessment 1: Portfolio of short responses to unit content

Answer Writing Guide – Study Note:

Historical Influences on Contemporary Childhoods: A Comparative Analysis Using Bronfenbrenner’s Ecological Model

Over the past 20-50 years, childhood experiences have undergone substantial changes, driven by technological advancements, evolving family structures, and shifting societal values. An examination of how contemporary life affects outcomes for children and families, compared to previous decades, reveals significant insights when framed through Bronfenbrenner’s Ecological Model. The model provides a valuable framework for analyzing the complex factors shaping modern childhoods by considering multiple interacting systems that influence child development (Schwartz, 2024).

The primary focus of this analysis centers on two key issues that have markedly altered children’s experiences: the pervasive influence of technology and the changing nature of family structures. By exploring these factors across various systemic levels, a comprehensive understanding of the opportunities and challenges faced by today’s children emerges.

Through a comparative approach, the unique aspects of 21st-century childhoods become apparent, offering valuable insights for educators, policymakers, and caregivers in their efforts to support optimal child outcomes. The analysis aims to shed light on how contemporary factors may enhance or hinder child development compared to historical norms.

Microsystem Impacts:

The microsystem, encompassing a child’s immediate environments and relationships, has experienced profound changes in recent decades. Two primary factors driving these shifts are the integration of technology into daily life and the diversification of family structures.

Technological Integration:

Children today are immersed in digital environments from an early age, significantly impacting their development. A study by Eadie et al. (2024) found that Australian children aged 2-5 spend an average of 2.5 hours per day engaging with screens. This extensive exposure to digital media represents a marked departure from the experiences of previous generations.

Digital technologies offer potential benefits for child development. Interactive learning apps and educational content can support cognitive development and early literacy skills (Hatzigianni et al., 2023). However, concerns have been raised about the potential negative impacts of excessive screen time on various aspects of child development.

Davis and Elliott (2023) highlight several areas of concern related to increased screen time:

Physical activity: More sedentary behavior may impact children’s physical health and motor skill development.

Social skills: Face-to-face interactions, crucial for developing social competencies, may decrease in favor of digital engagement.

Parent-child interactions: The quality and quantity of direct parent-child interactions may be affected by the presence of digital devices in the home environment.

These concerns underscore the need for a balanced approach to technology use in early childhood, emphasizing the importance of maintaining traditional play and interpersonal experiences alongside digital learning opportunities.

Changing Family Structures:

Family composition has undergone significant changes in recent decades, with implications for children’s microsystems. The Australian Bureau of Statistics (2022) reports that the proportion of single-parent families in Australia increased from 14.2% in 1976 to 24.8% in 2021. This shift reflects broader societal changes, including evolving gender roles, increased divorce rates, and changing attitudes towards family formation.

The diversification of family structures presents both challenges and opportunities for child development:

Economic resources: Single-parent families may face greater financial constraints, potentially impacting the resources available for child-rearing (Mahony et al., 2024).

Parental time availability: Children in single-parent households may experience differences in the amount and nature of parental involvement compared to two-parent families.

Diversity of family models: Exposure to various family structures can broaden children’s understanding of relationships and social norms.

Support networks: Non-traditional family structures may rely more heavily on extended family members or community support systems, potentially expanding children’s social connections.

These changes in family composition necessitate a re-evaluation of support systems and policies to ensure that all family types can provide nurturing environments for child development.

The microsystem impacts of technology integration and changing family structures highlight the complex nature of contemporary childhoods. While these factors present new challenges, they also offer unique opportunities for growth and learning. As the exploration of other levels of Bronfenbrenner’s Ecological Model continues, a more comprehensive understanding of how these microsystem changes interact with broader societal influences to shape children’s developmental trajectories will emerge.

Week 4 TCHR2002 Assessment 1: CHILDREN, FAMILIES & COMMUNITIES Portfolio

References

Australian Bureau of Statistics, 2022. Family composition. Available at: https://www.abs.gov.au/statistics/people/people-and-communities/family-composition [Accessed 5 July 2024].

Australian Government Department of Education and Childcare (AGDE), 2022. Early Years Learning Framework (EYLF). Available at: https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf [Accessed 5 July 2024].

Blewitt, C., O’connor, A., Morris, H., Nolan, A., Mousa, A., Green, R., Ifanti, A., Jackson, K. and Skouteris, H., 2021. “It’s embedded in what we do for every child”: a qualitative exploration of early childhood educators’ perspectives on supporting children’s social and emotional learning. International Journal of Environmental Research and Public Health, 18(4), p.1530.

Davis, J. and Elliott, S. eds., 2023. Young children and the environment: Early education for sustainability. Cambridge University Press.

Eadie, P., Page, J., Levickis, P., Elek, C., Murray, L., Wang, L. and Lloyd-Johnsen, C., 2024. Domains of quality in early childhood education and care: A scoping review of the extent and consistency of the literature. Educational Review, 76(4), pp.1057-1086.

Harrison, L.J., Waniganayake, M., Brown, J., Andrews, R., Li, H., Hadley, F., Irvine, S., Barblett, L., Davis, B. and Hatzigianni, M., 2024. Structures and systems influencing quality improvement in Australian early childhood education and care centres. The Australian Educational Researcher, 51(1), pp.297-319.

Hatzigianni, M., Stephenson, T., Harrison, L.J., Waniganayake, M., Li, P., Barblett, L., Hadley, F., Andrews, R., Davis, B. and Irvine, S., 2023. The role of digital technologies in supporting quality improvement in Australian early childhood education and care settings. International Journal of Child Care and Education Policy, 17(1), p.5.

Mahony, L., McLeod, S., Salamon, A. and Dwyer, J., 2024. Early childhood voices: Children, families, professionals. Springer Nature.

Livingstone, S., & Helsper, E. (2017). Digital competences in practice: Young people, families, and communities. Routledge.

Schwartz, M., 2024. Ecological Perspectives in Early Language Education: Parent, Teacher, Peer, and Child Agency in Interaction. Taylor & Francis.

Veresov, N., Kewalramani, S. and Ma, J., 2024. Child Development Within Contexts: Cultural-Historical Research and Educational Practice (Vol. 6). Springer Nature.

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TCHR2002 Assessment 1
TCHR2002 CHILDREN, FAMILIES & COMMUNITIES
ASSESSMENT 1: Portfolio
Summary
Title Assessment 1: Portfolio of short responses to unit content
Due Date Monday 22nd July (WEEK 4) @ 11:59pm AEDT
Length 1500 words excluding references
Weighting 50%
Consult the APA 7th referencing style for your unit via SCU Library referencing guides.
Submission 1 word document saved as a PDF and submitted to Turnitin. No resubmissions of assignments are permitted in this unit.
Unit Learning Outcomes (ULO)
You will demonstrate the following Unit Learning Outcomes (ULO) on the successful completion of this task:
• ULO 1: Compare and critique historical and contemporary constructions of childhood and families, including those pertaining to Indigenous childhoods.
• ULO 2: Identify the ways to ensure children feel that they are belonging, being, and becoming.
Rationale
Working with and supporting children and families within the context of their community is a vital consideration for teachers as this reflects the lives and learning of children. Knowing children, families, and communities therefore presents opportunities and challenges and being able to identify, compare and critique the diversity of issues that children and families experience in contemporary communities in Australia is a vital skill.
Assessment Description
The aim of this assessment is for pre-service teachers to demonstrate their knowledge and understanding regarding the historical and diverse issues facing children and families in contemporary communities. This assessment aligns with the unit learning modules 1-3 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: Historical childhood influences
Think about one or two issues that influence children’s lives today and how this has changed over the last 20-50 years. With reference to the unit content, compare and critique how contemporary life may enhance or hinder outcomes for children and families compared to how life influenced them in the past. Pay attention to the ideas about how contemporary childhoods are constructed in an Australian or Global context. Frame your answer using the levels in Bronfenbrenner’s Ecological Model, including an understanding of the concept of proximal processes.
Topic 2: Indigenous childhoods
Culturally responsive educators are knowledgeable of each child and family’s context, including how to embed Aboriginal and Torres Strait Islander perspectives in the curriculum. Make relevant links to the Early Years Learning Framework Australian assessment essays help (AGDE, 2022) in your discussions.
• Discuss the importance of Aboriginal and Torres Strait Islander children being able to see themselves, their identities and cultures reflected in their learning environment.
• Identify why creating an intercultural space is important for all children and families?

The inclusion of Aboriginal and Torres Strait Islander cultures in early childhood education environments is crucial for fostering a sense of belonging and identity among Indigenous children. When these young learners see their heritage, traditions, and languages represented in their surroundings, it validates their cultural experiences and promotes positive self-image. This representation can take many forms, such as displaying Indigenous artwork, incorporating traditional stories and songs into the curriculum, and using culturally appropriate resources. By creating an environment that reflects their cultural identities, educators help Aboriginal and Torres Strait Islander children develop a strong foundation for their cultural pride and self-esteem, which are essential for their overall well-being and academic success.

Creating an intercultural space in early childhood settings is beneficial for all children and families, as it promotes understanding, respect, and appreciation for diverse cultures. Such an environment exposes children to different perspectives, customs, and ways of life from an early age, fostering empathy and cultural competence. For non-Indigenous children, this exposure helps challenge stereotypes and develop a more inclusive worldview. Additionally, an intercultural space encourages families from various backgrounds to feel welcome and valued, promoting greater parental involvement in their children’s education. Ultimately, these intercultural experiences prepare all children to thrive in an increasingly diverse and interconnected world.

Topic 3: Gender equity scenario
You are employed as the teacher in an early childhood education setting where a new family has recently enrolled their four-year-old son Jacob. You have planned a cooking experience with the children when Jacob states, “cooking is the girl’s job, boys should not cook!” Discuss the following points with reference to the unit content:
• What specific language and strategies would you use to address the children’s being, belonging, and becoming in this situation?
• Give examples of how you can teach gender equity as part of an anti-bias curriculum that has been outlined in the unit content, with children aged 3-5 years-of-age?
• How could you communicate the principles of an anti-bias curriculum and gender equity with families?
Assessment Instructions
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 (TCHR2002 Children, Families, and Communities)
o Your unit assessor’s name (Tracy Young)
o The due date
• Include clear headings for the topics you are responding to
• Indent the first line of each new paragraph.
• Use 12-point Arial 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 task with a minimum of ten references, although you may use more
• 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 acknowledgment of how you have used AI tools or technologies is required. You can create this acknowledgment 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
Students are not permitted to use Generative AI to:
• generate definitions or writing used in their final submission.
• produce arguments or refine thinking on their final submission
Any of these actions will constitute and be treated as a breach of academic integrity.
Do not post confidential, private, personal, or otherwise sensitive information into these tools. If you use these tools, you must be aware of their limitations, biases, and propensity for fabrication. Your use of AI tools must adhere to the SCU Academic Integrity Framework, including upholding honesty, ethics, professionalism, and academic integrity.
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.

Assessment Rubric
Marking Criteria and Allocation

Criteria 1: Historical influences and changes to childhoods in relation to Bronfenbrenner’s Ecological Model TCHR2002 Assessment 1: CHILDREN, FAMILIES & COMMUNITIES Portfolio
/15 marks