Not completed: #1. Learning Journal (1000 words) - 25%
Responses to specific questions reflecting a developing understanding of the roles and responsibilities of teachers, of classrooms as learning communities, and of classroom management.
These are the Journal Questions:
•What does Pedagogy mean to you?
•Are your views different to those of your teachers in the past?
•How important is self-esteem and self-concept in the formulation of Early Childhood Pedagogy?
•What kinds of tools and technology can be used in the formation of pedagogy in today’s culture?
•Is creativity and imagination necessary when developing pedagogy in early childhood education?
•What are the major resources that guide educators in teaching children from 0 to 8 years?
•How do these frameworks assist when preparing and planning the program?
•What do you see as the most useful ICT tools for early childhood educators and why?
1 EXCELSIA COLLEGE ESSAY TEMPLATE AND INSTRUCTIONAL GUIDE This template is a generic essay template that has been formatted for the new APA 7th Edition academic writing style and can be saved to use for your assignments at college. The instructions describe the basic essay-structuring process. Having this template, the Excelsia College APA7th edition Style Guide, and the interactive APA7th Edition Referencing Style-Guide accessible to you at all times, will greatly assist you with in your assignments. *Appointments with the Academic Support Advisors are free, through student support and we encourage you to book early to prepare and plan for your assignments. NB. Always submit your assignments as a WORD DOCUMENT! (not: PDF, Pages, PNG, JPEG) This resource is in three parts: · Part A How To Use This Template (pp.1-5) · Part B: The Template (pp.5-8) · Part C: Further Instructions on Referencing, Headings and a Sample Essay (pp.8-21) PART A: HOW TO USE THIS TEMPLATE 1. SAVE THIS TEMPLATE! You can then continue to ‘save as’ a word doc with the title of your assignment and start to fill it in, with your own content. 2. Create a Title Page: Fill in your details in the Title Page template (p.5) 3. Create a Planning Page: a. Copy the Assessment Task Question (exact wording) onto planning page. b. Copy Rubric criteria – These can be found in EXO where your assessment information is posted. This is helpful to understand what you are being marked on. Knowing how many marks are given to each criteria of the task, tells you how much time or words you need to allocate to each section. c. Plan out your themes: When you have broken down all the assessable content elements of the assignment, you will have a picture of what you will need to research. From this rough guide, you can start to create main themes/ideas which will become paragraphs. d. Do The Maths! It is really helpful to break down the word count of your essay. Eg. ESSAY = 2000 words · Standard introduction and conclusion: 10-15% of your total essay = 200-250 words · Main Body: 85-90% = 1750-1800 words · Divide 1800 into paragraphs – each contains one main idea, and can vary in length. Eg. 4 X main ideas of approximately 450 words. 4: Create Outline Summary on new page: This is where you will build your notes from your research and start to structure your ideas (paragraphs). You should bring your research links into each section of your outline, as you read. Here is a helpful process to follow: a. Create a Short Title for each theme (paragraph). This is helpful to make sure you are covering all the necessary criteria of the task. Often these short titles can be used as Paragraph Headings for many assignments. Check with lecturer if headings are allowed, otherwise remove them at end before submitting. b. Add the (approximate) word counts to each of the Short Title sections in your emerging outline summary. This helps you to know who much you need to write on this section. c. At this point you may also look at the minimum references needed, and you can understand how many references you may need for each paragraph – this helps you refine your research. 5. Guides/Prompts: for each paragraph add in any short sentences the lecturer may have given you to prompt you to consider what might be needed to include; what questions need answering. Are there any subtopics? 6. Research: to help you in your research. You can use both [Library Summon tool] and [Google Scholar]. For each course, Look first at ... a. Set texts b. Reading lists c. Other resources provided by lecturer. For your topic, which week’s lecture slides & resources are relevant? d. Look at the bibliographies at the bottom of articles/websites; for further reading ideas e. Search for [key topics], [key terms], [key authors], specific for [students of teaching/ counselling/ business/ music]. f. Notice prompts in search box; notice ‘also searched for’ prompts. g. Remember you can locate APA 7th edition citations by looking for the [“] icon in Google Scholar and the library tool Summon. Find APA 7th and then copy paste (alphabetically) into your reference list. REMEMBER! Check the APA7th Style Guide for any formatting differences. 7. Research Tips: a. Keep a track of what you are reading! Bring links and notes into your outline. b. If you think you will use the information in your essay, format the reference in your reference list - use the APA style guide to help you format each reference. c. You can add these references to your ENDNOTE LIBRARY 8. Draft your Essay: When you have a solid outline, with clear notes and references to provide evidence for your ideas, then writing the draft is fairly easy. Here are some tips: a. Write your draft paragraph above the relevant notes for that section. If your reference is in your reference list, it is easy to then transfer it up into your writing as an in ‘in-text citation. b. When you are happy with your paragraph, you can just delete the notes. c. You can always re-order your paragraphs at the end, if you feel this will help the overall flow of your writing. 9. REVISE! After you have written your first draft, let it sit for at least 24-48 hours. In this time, ask an Academic Support Advisor, or someone you trust to read it, and give you feedback. Then make any changes you would like, double check for spelling and grammar before you submit. 10. Template: On the page 5, there is a formatted template with embedded instructions and links to resources. Take out all instructions and fill in with your own words. Make sure you DELETE all other written material, other than your finished assignment!! PART B: THE TEMPLATE Title of essay/written work Student’s Name Department, and College Name Lecturer’s Name Unit Number: Unit Name Due Date (Month, day, Year) Title of Assignment Introduction The Introduction begins here and generally follow three sections: 1. A short Summary of your topic. This information is a general overview to invite the reader into your topic and should address the foundation questions around the topic such as: What? Who? Where? Why? Your Thesis Statement – this describes your specific focus around this topic. 2. The Road Map: This explains to the reader, what is included in your essay – in the order you will write it in. The road map should include all the main elements of your assignment question. A common opening sentence starts like this: “This essay will address how Body paragraph 1 Each paragraph should contain ONE main idea or theme. The first paragraph give the context of history of your topic – to put the reader into the picture. Each paragraph should support a strong structure for your essay. This mean that your ideas (paragraphs) have a logical sequence and order and continue to build a coherent and engaging argument Body paragraph 2 and onwards… Each paragraph in your main body serves a purpose (see link). TO communicate your ideas easily begin with a broad statement (topic sentence) followed by supporting sentences that: 1. Describe the idea and make a clear point that builds the idea 2. Provide evidence to support that point – in-text citations are to be use here in the form of paraphrasing, summarising, or quoting an author. 3. Use a TRANSITION (concluding) sentence, to link this idea (paragraph) to the next one, Conclusion The conclusion is a way to ‘round off’ the topic, so the reader feels like they have a good grasp the topic. An effective conclusion is NOT a repetition of the introduction, but more a SUMMARY and REFLECTION of the main points. A conclusion will NOT make new points or bring in new information. However, it is good to leave the reader thinking about your topic, by addressing whether further research into this topic would be helpful, or whether there are any potential possibilities or uses for this information. You can use either a weak author or strong author in text citation – both are accurate: Weak Author intext citation: 1st citation (Australian Children’s Education and Care Quality Authority [ACECQA], 2022). 2nd citation: (ACECQA, 2022). Strong Author intext citation: 1st citation: According to Belonging, being and becoming: The early years learning framework for Australia (EYLF) children are their own person (Australian Children’s Education and Care Quality 2nd citation: According to the EYLF children are their own person (ACECQA, 2022). Reference list entry: Australian Children’s Education and Care Quality Authority. (2022). Belonging, being and becoming: The early years learning framework for Australia. https://www.acecqa.gov.au/nqf/national-law-regulations/approved-learning-frameworks PART C: FURTHER INSTRUCTIONS ON REFERENCING, HEADINGS AND A SAMPLE ESSAY References It is a good idea to check the assessment criteria for the minimum number of articles required. Or you can ask your teacher, the amount of references that are expected for each assessment. Sample in- text citation ….. Humanistic therapy takes the theory that people are capable of reaching their goals by themselves (Baider et al.,1994). Some reference list instructions: · It must be listed in alphabetical order, from the top. · Do not use the ‘WORD REFERENCE TOOL’ (your lecturer needs to be able to edit any mistakes, when providing feedback). You must use the style guide, or EndNote. · To format your reference list use the hanging tool · Referencing the Bible: (All religious texts follow this format) Sample Reference List Achterberg, J. (1985). Imagery in healing. Shambhala Publications. American Psychological Association. (2017). Stress in America: The state of our nation. https://www.apa.org/news/press/releases/stress/2017/state-nation.pdf Baider, L., Uziely, B., & Kaplan De-Nour, A. (1994). Progressive muscle relaxation and guided imagery in cancer patients. General Hospital Psychiatry, 16(5), 340–347. https://doi.org/10.1016/0163-8343(94)90021-3 Freebird Meditations. (2012, June 17). Progressive muscle relaxation guided meditation [Video]. YouTube. https://www.youtube.com/watch?v=fDZI-4udE_o Lange, S. (1982, August 23–27). A realistic look at guided fantasy [Paper presentation]. American Psychological Association 90th Annual Convention, Washington, DC. Fonts and Headings A variety of fonts are permitted in APA Style papers. Font options include the following: · sans serif fonts such as 11-point Calibri, 11-point Arial, or 10-point Lucida Sans Unicode · serif fonts such as 12-point Times New Roman, 11-point Georgia, or normal (10-point) Heading Level 1 Text begins indented as a new paragraph. This heading is centre aligned, bold, and is a Title Case Heading. Only use headings if your course lecturer requests it for a particular assignment. Do not use numbered headings. Heading Level 2 Text begins indented as a new paragraph. This heading is left aligned, bold, and is a Title Case Heading. Heading Level 3. Text begins Indented as a new paragraph. This heading is bold, italic, and is a Title Case Heading. Heading Level 4. This heading is an Indented, bold, Title Case Heading, which ends with period (full stop). Your text starts on the same line and continues as normal paragraph. Headings Level 5. This heading is an Indented, bold, italicized, Title Case Heading, which ends with a period (full stop). Your text starts on the same line and continues as normal paragraph. Your paragraph begins right here, in line with the heading. SAMPLE ESSAY IN APA7th EDITION Guided Imagery and Progressive Muscle Relaxation in Group Psychotherapy Hannah K. Greenbaum Department of Psychology, The George Washington University PSYC 3170: Clinical Psychology Dr. Tia M. Benedetto October 1, 2019 Guided Imagery and Progressive Muscle Relaxation in Group Psychotherapy A majority of Americans experience stress in their daily lives (American Psychological Association, 2017). Thus, an important goal of psychological research is to evaluate techniques that promote stress reduction and relaxation. Two techniques that have been associated with reduced stress and increased relaxation in psychotherapy contexts are guided imagery and progressive muscle relaxation (McGuigan & Lehrer, 2007). Guided imagery aids individuals in connecting their internal and external experiences, allowing them, for example, to feel calmer externally because they practice thinking about calming imagery. Progressive muscle relaxation involves diaphragmatic breathing and the tensing and releasing of 16 major muscle groups; together these behaviors lead individuals to a more relaxed state (Jacobson, 1938; Trakhtenberg, 2008). Guided imagery and progressive muscle relaxation are both cognitive behavioral techniques (Yalom & Leszcz, 2005) in which individuals focus on the relationship among thoughts, emotions, and behaviors (White, 2000). Group psychotherapy effectively promotes positive treatment outcomes in patients in a cost-effective way. Its efficacy is in part attributable to variables unique to the group experience of therapy as compared with individual psychotherapy (Bottomley, 1996; Yalom & Leszcz, 2005). That is, the group format helps participants feel accepted and better understand their common struggles; at the same time, interactions with group members provide social support and models of positive behavior (Yalom & Leszcz, 2005). Thus, it is useful to examine how stress reduction and relaxation can be enhanced in a group context. The purpose of this literature review is to examine the research base on guided imagery and progressive muscle relaxation in group psychotherapy