1Assessment BriefTCHR3001: Early Childhood MattersSummaryTitle Assessment 2Type Position paperDue Date Friday, April 12th at 11:59 pm AEST/AEDT (end of Week 6)Length 1500 wordsWeighting 50%Academic...

WRITTEN ASSIGNMENT        6
WRITTEN ASSIGNMENT
Table of contents
Part 1: Analysis and Evaluation of Positions    3
.Part 2: Personal Reflection    5
Part 3: Justification with Scholarly Literature    7
References    9
Part 1: Analysis and Evaluation of Positions
In this section of the TCHR3001 Early Childhood Matters unit materials, I will look at and evaluate the points of view presented in Modules 4 through 6. The primary objective is to understand different points of view on significant issues related to early childhood education and care, considering how these points of view may affect instructional strategies and how they align with the Early Years Learning Framework (EYLF) and the National Quality Standard (NQS). These lessons primarily address the debate of play-based vs. structured learning approaches in early childhood education. Supporters of play-based learning assert that it fosters young children's creativity, social skills, and problem-solving ability. In order to promote holistic development, they emphasise the importance of experiential learning and kid-directed activities. Play-based learning practices are well associated with the guiding principles of the Early Years Foundation Stage (EYLF), which significantly emphasise children's agency and active engagement in their education.
Nonetheless, proponents of organised learning are in favour of more structured education, usually placing a strong focus on the improvement of academic readiness and numeracy and reading comprehension. According to their argument, structured learning environments provide children clear objectives and benchmarks to strive for, preparing them for success in the classroom down the road. However, opponents of planned learning caution against overburdening young children and stress the need of finding a balance between play-based learning and structured activities. Assessing these views necessitates considering the diverse needs and preferences of each child as well as the sociocultural context in which they are situated. Research indicates that children's development can gain from both play-based and structured learning strategies, depending on a number of factors such as age, developmental stage, and cultural context. Thus, the most effective approach to fulfilling the many needs of children in early childhood environments might be to use a well-rounded approach that blends elements of both play-based and structured learning.
Technology integration in early childhood education is an issue of great importance. With the increasing prevalence of digital devices and internet-based learning environments, educators need to figure out how to integrate technology into their teaching methods while still offering young learners stimulating experiences. Advocates of technology argue that it might spark children's curiosity, provide more customised education, and assist them in developing the digital literacy skills required for the twenty-first century. They encourage the thoughtful application of technology as a tool for collaboration, creativity, and exploration in early childhood settings. On the other hand, others express concerns over the potential risks and negative effects of extended screen time on children's health, happiness, and socialisation. The need of finding a balance between screen-based activities and immersive, interactive learning possibilities is emphasised. Additionally, research shows that the quality of interactions and scaffolding educators provide throughout the usage of technology is crucial to maximising its educational benefits while limiting any potential risks.
In summary, evaluating positions on important issues related to early childhood education and care highlights the complexity and variety...