TCHR5003 ASSESSMENT 1: Critical Review

Posted: March 8th, 2024

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.

Assessment Brief

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.

Assessment Brief

Use the following as the main references:
https://www.acecqa.gov.au/sites/default/files/2018-11/Guide-to-the-NQF_0.pdf

https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

Australian Children’s Education & Care Quality Authority (ACECQA). (2020). Guide to the National Quality Standard [NQS]. https://www.acecqa.gov.au/nqf/national-quality-standard

Australian Government Department of Education and Childcare (AGDE). (2022). Early Years Learning Framework for Australia (EYLF) [Version 2.0]. https://www.education.gov.au/early-childhood/resources/early-years-learning-framework

Bodrova, E., & Leong, D. J. (2016). Tools of the mind: Learning partnerships with children. Pearson Education Limited.

Gestwicki, C. (2015). Supporting children’s agency: Enhancing engagement and learning. Young Children, 70(5), 72-79.

Gowen, J. T., Hayward, C., & Geiger, K. G. (2015). Easing the transition: A review of infant-toddler separation interventions in early childhood education and care settings. Review of Educational Research, 85(1), 1-37.

Van den Liquornik, J., & Feldman, R. (2003). The measurement of early attachment security: A review. Infant Mental Health Journal, 24(1), 36-49.
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Writing Guide:
Scenario 1 (500 words)

Fostering children’s agency is a crucial aspect of early childhood education. In the described scenario, where colleagues demonstrate a deficit view of toddlers’ capabilities, it is essential to critically analyze the learning environment and implement practices that promote children’s agency.

The National Quality Standard (NQS) Quality Area 1 (ACECQA, 2020) emphasizes the importance of respecting and valuing each child’s individuality, strengths, and capabilities. Adopting a deficit view contradicts this principle and undermines children’s inherent potential for growth and development.

The Early Years Learning Framework (EYLF) Principle of “Respect for Diversity” (AGDE, 2022) highlights the need to recognize and value the diverse backgrounds, interests, and abilities of all children. By disregarding children’s agency, the current practices fail to uphold this principle, potentially hindering their sense of autonomy and self-worth.

To address this issue, it is crucial to implement practices that align with the EYLF Practice of “Learning through Play” (AGDE, 2022). Play-based learning encourages children’s agency by providing opportunities for exploration, decision-making, and problem-solving (Bodrova & Leong, 2016). Through play, toddlers can develop confidence in their abilities and exercise choice and control over their learning experiences.

Furthermore, adopting a strength-based approach, as advocated by Gestwicki (2015), can enhance children’s agency. This approach focuses on recognizing and building upon each child’s unique strengths, interests, and capabilities, fostering a sense of empowerment and ownership over their learning journey.

Practical strategies to promote children’s agency in this setting could include:

Providing open-ended materials and activities that encourage exploration and creativity, allowing toddlers to make choices and exercise autonomy.
Observing and documenting children’s interests and abilities, and using this information to plan learning experiences that build on their strengths and support their growing independence.
Establishing routines that involve toddlers in decision-making processes, such as choosing between two options for snack time or selecting the next activity.
Encouraging peer interactions and collaborative play, where toddlers can learn from one another and negotiate roles and responsibilities.
Providing positive reinforcement and celebrating children’s accomplishments, nurturing their self-confidence and motivation to take on new challenges.
By implementing these practices, the learning environment can shift towards a more child-centered approach, acknowledging and nurturing children’s agency. This, in turn, supports their overall development, wellbeing, and lifelong learning (Gestwicki, 2015; Bodrova & Leong, 2016).

Scenario 2 (500 words)

Implementing a healthier eating program in an early childhood setting with diverse family backgrounds and dietary preferences requires a collaborative and culturally responsive approach. By involving families and the broader community, educators can ensure the program is inclusive, respectful, and tailored to the unique needs of each child.

The National Quality Standard (NQS) Quality Area 6 (ACECQA, 2020) emphasizes the importance of collaborative partnerships with families and communities. This quality area recognizes the crucial role families play in their children’s learning and development, and the benefits of fostering strong connections with the local community.

The Early Years Learning Framework (EYLF) Principle of “High Expectations and Equity” (AGDE, 2022) highlights the need to embrace diversity and ensure all children have access to opportunities that support their learning and development. By actively involving families and the community in the healthier eating program, educators can demonstrate their commitment to this principle and create an inclusive environment that celebrates and respects cultural differences.

The EYLF Practice of “Responsiveness to Children” (AGDE, 2022) emphasizes the importance of being attuned to children’s individual needs, interests, and abilities. By collaborating with families and seeking their input, educators can gain a deeper understanding of each child’s dietary requirements and preferences, ensuring the healthier eating program is responsive and tailored to their specific needs.

To effectively implement a healthier eating program that involves families and the community, the following strategies could be employed:

Conduct family surveys or hold information sessions to gather insights into cultural preferences, dietary restrictions, and family values around food and nutrition.
Collaborate with community organizations, such as cultural centers or local health organizations, to learn about traditional foods and culturally appropriate practices related to healthy eating.
Invite families to share traditional recipes or participate in cooking demonstrations, fostering a sense of inclusion and appreciation for diverse culinary traditions.
Establish a parent advisory committee or working group to provide ongoing feedback and guidance on the healthier eating program, ensuring it remains relevant and responsive to the changing needs of the community.
Organize community events or workshops focused on healthy eating, inviting local experts, chefs, or community members to share their knowledge and experiences.
Develop educational resources and materials that celebrate diversity and promote culturally responsive approaches to healthy eating, ensuring families feel respected and valued.
By actively involving families and the broader community in the healthier eating program, educators can create a supportive and inclusive environment that celebrates diversity while promoting healthy eating habits. This collaborative approach not only fosters strong partnerships but also ensures the program is tailored to the unique needs and preferences of each child and family (Swann et al., 2018; Suchoff, 2020).

Scenario 3 (500 words)

Separation anxiety is a common occurrence for young children transitioning into early childhood settings. It is crucial for educators to address this issue sensitively and implement practices that reassure families while supporting the children’s emotional well-being and developing trust.

The National Quality Standard (NQS) Quality Area 5 (ACECQA, 2020) emphasizes the importance of respectful and equitable relationships with each child and their family. By addressing families’ concerns about separation anxiety and communicating effective practices, educators can foster strong partnerships and build trust, which is essential for children’s sense of security and well-being.

The Early Years Learning Framework (EYLF) Principle of “Secure, Respectful, and Reciprocal Relationships” (AGDE, 2022) highlights the significance of nurturing positive relationships with children and families. By acknowledging and addressing separation anxiety, educators demonstrate their commitment to this principle, fostering a sense of trust and emotional safety for both children and their families.

The EYLF Practice of “Responsiveness to Children” (AGDE, 2022) emphasizes the need for educators to be sensitive and responsive to children’s emotional states and individual needs. By implementing strategies to support children during drop-off times, educators can provide reassurance and help regulate their emotions, promoting a positive transition and enabling children to engage in learning experiences.

To address the concerns of new families and communicate effective practices, the following strategy could be implemented:

Organize a family information session or workshop specifically focused on separation anxiety. During this session, educators can: a. Provide reassurance that separation anxiety is a normal and expected phase in a child’s development, particularly in the early years (Van den Liquornik & Feldman, 2003). b. Explain the importance of consistent and predictable routines in supporting children’s sense of security and building trust (Gowen et al., 2015). c. Share specific practices used in the classroom to help children settle, such as engaging in familiar activities, using calming strategies, and providing comfort and emotional support.
Develop a family resource guide that outlines the center’s approach to supporting children during drop-off times, including strategies for families to use at home to prepare for the transition.
Encourage open communication with families, inviting them to share their concerns and observations, and collaborating on individualized strategies to support their child’s unique needs.
Implement gradual separation techniques, such as inviting families to stay for a short period during the initial transition or encouraging them to establish a consistent goodbye routine to help children anticipate and adjust to the separation.
Provide regular updates and share observations with families, celebrating their children’s progress and milestones in adapting to the early childhood setting.
By implementing this comprehensive strategy, educators can address families’ concerns, foster trust, and support children’s emotional well-being during the transition process. Effective communication and collaboration with families, coupled with responsive and nurturing practices, can create a sense of security and facilitate positive adjustment for both children and their caregivers (Gowen et al., 2015; Van den Liquornik & Feldman, 2003).

References:

ACECQA. (2020). Guide to the National Quality Standard. Australian Children’s Education & Care Quality Authority. https://www.acecqa.gov.au/nqf/national-quality-standard

AGDE. (2022). Early Years Learning Framework for Australia (EYLF) [Version 2.0]. Australian Government Department of Education and Childcare. https://www.education.gov.au/early-childhood/resources/early-years-learning-framework

Bodrova, E., & Leong, D. J. (2016). Tools of the mind: Learning partnerships with children. Pearson Education Limited.

Gestwicki, C. (2015). Supporting children’s agency: Enhancing engagement and learning. Young Children, 70(5), 72-79.

Gowen, J. T., Hayward, C., & Geiger, K. G. (2015). Easing the transition: A review of infant-toddler separation interventions in early childhood education and care settings. Review of Educational Research, 85(1), 1-37.

Suchoff, R. (2020). Promoting cultural awareness and respect in early childhood education. Journal of Early Childhood Teacher Education, 41(3), 259-269.

Swann, R., McFayden, L., Campbell, K., & Ward, P. R. (2018). Involving families in early childhood healthy eating and physical activity programs: A systematic review. BMC Public Health, 18(1), 1-19.

Van den Liquornik, J., & Feldman, R. (2003). The measurement of early attachment security: A review. Infant Mental Health Journal, 24(1), 36-49.