TCHR5009 THEORY TO PRACTICE: EDUCATION AND CARE FOR INFANTS AND TODDLERS
Summary
Title Assessment Task 1: Professional Philosophy and Critical Reflection
Type Report
Due Date Monday 13th November 11:59pm AEDT (Week 3)
Length 1500 words
Weighting 50%
Academic Integrity
GenAI May Not be Used
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.
Submission Submission of your assessment is via TURNITIN. The submission link can be found in the Assessment Tasks and Submission Tab in the Blackboard site.
Please note:
• 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. If there are any errors with the submitted document, you may receive a late penalty.
• After you have followed the TurnItin submission it is essential you download the Digital Receipt.
• 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 11:59pm on the due date.
Rationale
Students will reflect on their learning about theoretical perspectives and practices to develop their own teaching philosophy for teaching infants and toddlers. Students will reflect on this philosophy and how it may translate to practice.
Task Description
This report is comprised of two tasks and should be presented in ONE word document.
Part 1: Professional Philosophy (750 words)
Develop your professional philosophy statement for working with infants and toddlers in an early childhood setting. Consider important aspects of infant and toddler learning, health and safety and development. Consider unit topics such as relationships, quality, attachment, brain development, routines and the physical and human environment. You can also include topics that are of interest to you.
Part 2: Critical Reflection (750 words)
Critically reflect on your philosophy above, and identify 3 anticipated challenges you may face when putting your philosophy into practice. How do you intend to overcome these challenges? Analyse according to the set text, and the National Quality Standard and Early Years Learning Framework (V2.0).
Follow the steps to complete the task:
• Create a new Word Document and save it with your surname and initials and the assessment task’s name. E.g: MillsA_assessment1_philosophy
• Create a cover page with the following details:
o Student name and Student ID
o Unit code and name
o Unit Assessor and Tutor names
o Date submitted
• Complete professional philosophy (750 words) and critical reflection (750 words)
• Complete one reference list on word document
• Check draft with draft checker on unit site
• Once complete, submit final task via the Turnitin link in the Assessment and Submission section of the unit site.
Referencing
APA7th referencing format is required with a minimum of 5 references. Sources should include relevant early childhood policy and peer-reviewed literature. Students must use the unit textbook.
Resources
• Australian Government Department of Education. (2022) Belonging, being and becoming: The early years learning framework for Australia (V2.0).
• Australian Children’s Education & Care Quality Authority (n.d.). Developmental milestones and the Early Years Learning Framework and the National Quality Standards.
• Sims, M., & Hutchins, T. (2020). Program planning for infants and toddlers (3rd ed). Pademelon Press.
Task Submission
Assessments should be submitted using the Turnitin link on the Assessments Tasks & Submission section on the Blackboard site. Only Microsoft Word documents submitted via the Turnitin portal on Blackboard will be accepted. You must label your submission with your surname and initials and the assessment task’s name.
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 poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating information.
GenAI May Not be Used
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.
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.
Please refer to the Special Consideration section of 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 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.”
Please refer to the Late Submission & Penalties section of Policy https://policies.scu.edu.au/view.current.php?id=00255
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 7-10 days for marks to be posted.
Assessment 1: Report MARKING RUBRIC
Criteria High Distinction Distinction Credit Pass Marginal Fail Fail
Task 1: Professional Philosophy (40%)
Articulation of professional philosophy statement for working with Infant and Toddler age children. Includes important aspects of Infant and Toddler learning, health and safety and development.
There is OUTSTANDING articulation of the philosophy statement for working with Infant and Toddlers. OUTSTANDING inclusion of important aspects of Infant and Toddler learning, health and safety and development that are covered in the unit. There is VERY GOOD articulation of the philosophy statement for working with Infant and Toddlers. VERY GOOD inclusion of important aspects of Infant and Toddler learning, health and safety and development that are covered in the unit. There is GOOD articulation of the philosophy statement for working with Infant and Toddlers. GOOD inclusion of important aspects of Infant and Toddler learning, health and safety and development that are covered in the unit. There is BASIC articulation of the philosophy statement for working with Infant and Toddlers. BASIC inclusion of important aspects of Infant and Toddler learning, health and safety and development that are covered in the unit. There is UNCLEAR articulation of the philosophy statement for working with Infants and Toddlers. Philosophy includes unclear or inappropriate aspects of Infant and Toddler learning, health and safety and development that are covered in the unit. There is NO articulation of the philosophy statement for working with Infant and Toddlers. Philosophy does not include aspects of Infant and Toddler learning, health and safety and development that are covered in the unit.
Task 2: Critical reflection (40%)
Critical reflection on personal philosophy to learning & teaching of Infants and Toddlers, the challenges and the learning competencies needed to achieve success as a teacher of the infant and toddler age group.
OUTSTANDING critical reflection on philosophy to learning & teaching of Infants and Toddlers, the challenges and the learning competencies needed to achieve success as a teacher of the infant and toddler age group. VERY GOOD critical reflection on philosophy to learning & teaching of Infants and Toddlers, the challenges and the learning competencies needed to achieve success as a teacher of the infant and toddler age group. GOOD critical reflection on philosophy to learning & teaching of Infants and Toddlers, the challenges and the learning competencies needed to achieve success as a teacher of the infant and toddler age group. BASIC critical reflection on philosophy to learning & teaching of Infants and Toddlers, the challenges and the learning competencies needed to achieve success as a teacher of the infant and toddler age group. UNCLEAR critical reflection on personal philosophy to learning & teaching of Infants and Toddlers, the challenges and the learning competencies needed to achieve success as a teacher of the infant and toddler age group. NO critical reflection on personal philosophy to learning & teaching of Infants and Toddlers, the challenges and the learning competencies needed to achieve success as a teacher of the infant and toddler age group.
Use of set text, the EYLF, NQS, the unit’s materials and scholarly readings (10%)
OUTSTANDING use of materials. Philosophy and critical reflection are consistently supported by relevant early childhood policy, research and literature. VERY GOOD use of materials. Philosophy and critical reflection are regularly supported by relevant early childhood policy, research and literature. GOOD use of materials. Critical reflection is consistently supported by relevant early childhood policy, research and literature. Some aspects of philosophy are not supported by sources. BASIC use of materials. Critical reflection is supported with literature. LIMITED use of materials. References are not relevant or appropriate for the task. Work is not referenced.
Academic literacy
(10%) Displayed outstanding Academic Literacy, including all of the following: Correct word count (+/- 10%), correct writing conventions, correctly formatted reference list. Displayed comprehensive Academic Literacy, including all or most of the following: Correct word count (+/- 10%), correct writing conventions, correctly formatted reference list. Displayed solid Academic Literacy, including some or most of the following: Correct word count (+/- 10%), correct writing conventions, correctly formatted reference list. Displayed satisfactory Academic Literacy, including some of the following: Correct word count (+/- 10%), correct writing conventions, correctly formatted reference list. Limited Academic Literacy. Mostly incorrect word count, writing conventions and reference list. Failed to display satisfactory Academic Literacy. Incorrect word count, incorrect writing conventions, incorrectly formatted reference list. Task is not readable.
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, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, 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, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, 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, analysing 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.
_________________________
TCHR5009 THEORY TO PRACTICE: EDUCATION AND CARE FOR INFANTS AND TODDLERS
TCHR5009 THEORY TO PRACTICE: EDUCATION AND CARE FOR INFANTS AND TODDLERS
Part 1: Professional Philosophy
The first few years of a child’s life are critical since they form the foundation under which these children grow and develop. For infants and toddlers to grow into healthy, holistically developed children, they need to receive consistent quality care from caregivers. My professional philosophy is to build strong relationships with the children under my care, to work closely with each child to understand their unique needs as well as preferences, and also help them to foster meaningful connections with each other as well as with the adults in their lives. This philosophy will be achieved by a comprehensive understanding of various infant learning aspects as well as the factors affecting the quality of care and education that these children receive, including relationships, attachments, brain development, as well as the environments that the children find themselves in among others.
Attachment is a crucial factor that can affect the quality of learning in infants (Kohlhoff et al., 2022). Infants use the adults in their lives as a mirror of who they are. Thus, if an infant has a loving and responsive interaction with caregivers, they are more likely to develop trust not just in these caregivers but also in themselves. However, infants who do not have positive attachments with the adults in their lives are more likely to develop insecure attachments, something that can negatively affect their emotional stability (Arthur et al., 2021). My philosophy would include building trusting relationships with all the children in my care, something that will positively affect their learning, not just as children but even as adults.
It is quite difficult to build strong interactions with the children without helping the children to develop strong and successful relationships with each other and also with the adults in their lives. Children who have strong relationships with others are more likely to do well in their learning, something that hugely contributes to their development and well-being (Australian Children’s Education & Care Quality Authority, n.d.).
Early childhood educators do more than help the infants to establish healthy relationships (Australian Government Department of Education, 2022). They also contribute to the brain development of these children, which is a crucial part of my professional philosophy. As an early childhood educator, I will create an environment where children experience cognitive growth by providing them with stimulating activities and materials that will spark their curiosity and creativity. These age-appropriate activities include building blocks, reading, singing, painting, and memory games among others (Lersilp et al., 2021). These activities will help with visual development, fine motor skills, problem-solving, language, and observation skills among others. It is during these activities that I will be able to observe the toddlers and understand their unique needs and how to help them overcome any learning challenges they might have earlier on.
The environment that children find themselves in plays a huge role in their well-being and development, which is why creating a safe and healthy physical and human environment is crucial to my philosophy (Sims & Hutchins, 2020). As an early childhood caregiver, I have a role in the development of a child’s temperament characteristics. For instance, infants who are regarded as difficult are often seen as such because they do not receive the security and care that they should receive at home. This means that punishing them is not the best way to help with their emotional development. Instead, the caregivers should make adjustments and create an environment that positively influences the infants’ social and emotional development. A good human environment is made up of professionals who have the skills and the knowledge on how to make students from all walks of life feel safe and secure in class, and how to meet the needs of different children (Lersilp et al., 2021). It is also an environment made up of children who have been taught how to treat each other with respect, regardless of one’s background.
I strongly believe that primary caregivers (the parents or guardians) play a huge role in the development of infants. It is my philosophy to work closely with the primary caregivers and involve them in the education of their infants. For instance, infants are heavily affected by constant fights and arguments between their parents. Infants from such families are more likely to isolate themselves in school, become unassertive, or even become aggressive toward other children (Sims & Hutchins, 2020). When the parents learn that their fights can easily disrupt their toddler’s development process, they are more likely to create a safe and secure environment at home and find better ways of resolving their conflicts. Parents who have no time for their children are also more likely to bring up neglected children who end up developing insecure attachments, something that can negatively impact their emotional and social development (Gee & Cohodes, 2021). I will collaborate with the primary caregivers and other important people in the children’s lives to ensure that these children grow holistically.
Part 2: Critical Reflection
It is impossible to implement my philosophy without encountering various challenges. As an early childhood caregiver, I will encounter problems such as difficulties maintaining high-quality interactions, adapting to diverse learning needs as well and managing behavioral issues that emanate from insecure attachments. However, the presence of these challenges does not mean that I should abandon my philosophy. I will use my knowledge from the class and the National Quality Standard and Early Years Learning Framework (v2.0) to overcome these challenges and ensure a successful implementation of my professional philosophy.
Quality interactions are crucial in the holistic development of young children. However, it is easier said than done, especially because the number of available caregivers is quite small compared to the number of infants in their charge. It is quite difficult to promote strong interactions when I have a huge number of children who depend on me. While the education ministry needs to increase the number of ECEC teachers, there is something I can do to ensure that children in my care do not suffer from the failings of adults. According to the fifth standard in NQS, I have a responsibility to create successful relationships with children (“Guide to the National Quality Framework,” 2018). I can do this by making an effort to spend quality time with each child regardless of the numbers. This can also be done by observing and regulating the children’s interactions, using age-appropriate technologies to supplement interactions, and even engaging the families to contribute to the well-being and development of their infants.
Understanding diverse learning styles is quite a challenge in early childhood education. Every child is quite different from the others, which means that it is crucial to implement diverse teaching styles for children with diverse learning styles and needs (Australian Government Department of Education, 2022). Some children learn at a slower pace than others, while others are more interested in some parts of the learning process and not others. Failure to understand the diversity in these learning styles can negatively impact the child’s development. Having strong interactions with children can help understand the learning needs and preferences of the children, which can in turn help in the development of diverse teaching styles. Both NQS and EYLF standards understand that each child is unique, which means that the caregivers must come up with ways of using this uniqueness to promote development (Australian Government Department of Education, 2022). As an educator, I will deal with the challenge of diversity by providing regular assessments to document the child’s process, tailoring my interactions with the children to fit their diverse learning styles, as well as collaborating with other caregivers such as the families to ensure that no child’s learning process is disrupted just because they have a different learning style.
Children are more likely to develop behavioral issues as infants and failure to effectively address these issues will lead to adults who are not holistically developed. Insecure attachments due to issues such as neglect, fear, isolation, lack, and other factors lead to the infants developing various behavioral issues. As a caregiver, I will have to come up with better ways of addressing these problems instead of just branding a child as a difficult challenge or always punishing them when they do the wrong thing. NQS and EYLF provide instructions on how to deal with these behavioral issues. One of the best strategies to use is to come up with positive behavior guidance techniques that can help correct bad behavior (Australian Government Department of Education, 2022). As a caregiver, I will have to use techniques that focus on the social and emotional development of the child instead of punishing them. I will also have to emphasize why the children must treat each other with respect. Since children learn a lot by imitating the adults in their lives, I will have to be a model for good behavior, which means that I have to consistently learn and develop my emotional intelligence, something that will teach the children how to handle various situations (Cunningham et al., 2020). While punishment is not always the way to go, it is also crucial to communicate and let the children know when they have acted wrongly. Honest and open communication not just with the children but also with their families will help find the root cause of the problem instead of just dealing with the issue in a vacuum.
References
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2021). Programming and planning in early childhood settings (8th ed.). Cengage AU.
Australian Children’s Education & Care Quality Authority. (n.d.). Developmental milestones and the Early Years Learning Framework and the National Quality Standards.
Australian Government Department of Education. (2022). Belonging, being and becoming: The early years framework for Australia. V2.0.
Cunningham, J. E., Hemmeter, M. L., & Kaiser, A. P. (2020). The relation between teachers’ positive behavior support and language support. Topics in Early Childhood Special Education, 40(3), 131-142. https://doi.org/10.1177/0271121420943653
Gee, D. G., & Cohodes, E. M. (2021). Influences of caregiving on development: A sensitive period for biological embedding of predictability and safety cues. Current Directions in Psychological Science, 30(5), 376-383. https://doi.org/10.1177/09637214211015673
Guide to the National Quality Framework. (2018). Australian Children’s Education and Care Quality Authority (ACECQA). https://www.acecqa.gov.au/sites/default/files/2018-11/Guide-to-the-NQF_0.pdf
Kohlhoff, J., Lieneman, C., Cibralic, S., Traynor, N., & McNeil, C. B. (2022). Attachment-based parenting interventions and evidence of changes in toddler attachment patterns: An overview. Clinical Child and Family Psychology Review, 25(4), 737-753. https://doi.org/10.1007/s10567-022-00405-4
Lersilp, S., Putthinoi, S., & Chaimaha, N. (2021). Learning environments of preschool children who have different learning styles and sensory behaviors. Child Care in Practice, 1-20. https://doi.org/10.1080/13575279.2021.2010654
Sims, M., & Hutchins, T. (2020). Program planning for infants and toddlers (3rd ed.). Pademelon Press.
