1Assessment BriefTCHR5003: PRINCIPLES AND PRACTICES IN EARLYCHILDHOOD EDUCATIONASSESSMENT 2: ReportSummaryTitle Assessment 2: ReportDue Date Friday 12th April 11:59pm AEDT (Week 6)Length 2000...

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1



Assessment Brief



TCHR5003: PRINCIPLES AND PRACTICES IN EARLY



CHILDHOOD EDUCATION



ASSESSMENT 2: Report



Summary



Title Assessment 2: Report



Due Date Friday 12th April 11:59pm AEDT (Week 6)



Length 2000 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 3: Develop the knowledge and skills regarding setting up



learning environments for children that are flexible and sustainable



both indoors and outdoors.



 ULO 4: Reflect upon, and critique the holistic approaches of principles



and practices.



Task Description



This task requires you to reflect upon the Early Years Learning Framework [EYLF] (AGDE, 2022)



principles and practices and write a report demonstrating your ability to identify and critique high-



quality early childhood pedagogy.



Rationale



Early childhood educators are required to understand the importance of high-quality practice and be



able to identify what high-quality practice looks like. In this assessment, you will be asked to identify



high-quality practice and determine the principles, theory and research that underpins such practice.



This assessment aims to develop your understanding of how to align practice, principles, theory and



research.



2



Assessment Brief



Task Instructions



The Early Years Learning Framework (EYLF) is a crucial document for early childhood education and



care. You are to write a report that demonstrates your knowledge and understanding of how the



EYLF principles and practices support high-quality pedagogy.



Your critical reflection should be written in an essay that critically analyses three EYLF Principles (two



of which are Respect for diversity AND Sustainability; and one is your choice), and three EYLF



Practices (two of which are Responsiveness to children AND Learning environments; and one is your



choice). As part of your critical analysis, you will include your personal reflections on how you



anticipate implementing these three principles and three practices, in high-quality early childhood



education and care settings, to support best practice.



Your report should include an introduction that explains how the EYLF guides high-quality pedagogy,



body paragraphs and a conclusion, with in-text citations and references to academic literature to



support your perspectives.



The EYLF Principles and Practices that you can choose from are listed below (the compulsory



principles and practices are in bold):



PRINCIPLES:



- Secure, respectful and reciprocal relationships



- Partnerships



- Respect for diversity (compulsory)



- Aboriginal and Torres Strait Islander perspectives



- Equity, inclusion and high expectations



- Sustainability (compulsory)



- Critical reflection and ongoing professional learning



- Collaborative leadership and teamwork



PRACTICES:



- Holistic, integrated and interconnected approaches



- Responsiveness to children (compulsory)



- Play-based learning and intentionality



- Learning environments (compulsory)



- Cultural responsiveness



- Continuity of learning and transitions



- Assessment and evaluation for learning, development and wellbeing



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_assessment2_report



 Create a cover page with the following details:



o Student name



o Student ID



o Unit code



3



Assessment Brief



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 2: Report” 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.



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



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



4



Assessment Brief



result in an academic integrity breach against you as described in the Student Academic and Non-



Academic Misconduct Rules, Section 3.



5



Assessment Brief



Assessment Rubric



Marking



Criteria and %



allocation



High



Distinction +



(100%)



High



Distinction



(85–99%)



Distinction



(75–84%)



Credit (65–



74%)



Pass (50–64%) Marginal Fail



(35-49%)



Fail



(1-34%)



Not



Addressed



(0%)



Explanation of



how the EYLF



guides early



childhood



education and



care pedagogy.



10 marks



Achieves all the



criteria for a high



distinction to an



exemplary



standard, without



any errors.



Outstanding



explanation of



how the EYLF



guides early



childhood



education and



care pedagogy.



Very good



explanation of



how the EYLF



guides early



childhood



education and



care pedagogy.



Good explanation



of how the EYLF



guides early



childhood



education and



care pedagogy.



Satisfactory



explanation of



how the EYLF



guides early



childhood



education and



care pedagogy.



Poor explanation



of how the EYLF



guides early



childhood



education and



care pedagogy.



No explanation of



how the EYLF



guides early



childhood



education and



care pedagogy.



Identification,



examples and



analysis of high-



quality ECEC



Principles



15 marks



Achieves all the



criteria for a high



distinction to an



exemplary



standard, without



any errors.



Outstanding



detail, examples



and analysis



regarding the



identification of



high-quality



principles.



Very good detail,



examples and



analysis regarding



the identification



of high-quality



principles.



Good detail,



examples and



analysis regarding



the identification



of high-quality



principles.



Satisfactory



detail, examples



and analysis



regarding the



identification of



high-quality



principles.



Inadequate



detail, examples



and analysis



regarding the



identification of



high-quality



principles.



No detail,



examples or



analysis regarding



the identification



of high-quality



principles.



Identification,



examples and



analysis of high-



quality ECEC



Practices



15 marks



Achieves all the



criteria for a high



distinction to an



exemplary



standard, without



any errors.



Outstanding



detail, examples



and analysis



regarding the



identification of



high-quality



practices.



Very good detail,



examples and



analysis regarding



the identification



of high-quality



practices.



Good detail,



examples and



analysis regarding



the identification



of high-quality



practices.



Satisfactory



detail, examples



and analysis



regarding the



identification of



high-quality



practices.



Inadequate



detail, examples



and analysis



regarding the



identification of



high-quality



practices.



No detail,



examples or



analysis regarding



the identification



of high-quality



practices.



Use of unit



materials and



relevant early



childhood



literature.



Achieves all the



criteria for a high



distinction to an



exemplary



standard, without



any errors.



Outstanding



reference to



relevant unit



materials and



early childhood



literature.



Very good



reference to



relevant unit



materials and



early childhood



literature.



Good reference



to relevant unit



materials and



early childhood



literature.



Satisfactory



reference to



relevant unit



materials and



early childhood



literature.



Inadequate



reference to



relevant unit



materials and



early childhood



literature.



No reference to



relevant unit



materials and



early childhood



literature.



6



Assessment Brief



5 marks



Academic



Literacy



5 marks



Achieves all the



criteria for a high



distinction to an



exemplary



standard, without



any errors.



Demonstrates a



comprehensive



understanding



and application of



correct writing



conventions,



including accurate



spelling,



grammar, and



punctuation. The



reference list



contains all the



required



information in the



correct APA 7



format.



Demonstrates a



thorough



understanding



and application of



correct writing



conventions by



correctly using



spelling,



grammar, and



punctuation



throughout with



very minor



inaccuracies.



The reference list



contains all the



required



information in the



correct APA 7



format, with very



minor errors.



Demonstrates a



good



understanding



and application of



correct writing



conventions by



correctly using



spelling,



grammar, and



punctuation, with



minor



inaccuracies.



The reference list



contains all the



required



information, but



some items may



be in an incorrect



format or have



more than five



minor errors.



Demonstrates a



satisfactory



understanding



and application of



correct writing



conventions by



mostly using



correct spelling,



grammar, and



punctuation, with



some



inaccuracies.



The reference list



provides most of



the required



information, but



there are some



errors.



Poor



understanding



and application of



correct writing



conventions,



including



accurate spelling,



grammar, and



punctuation that



impact



readability. The



reference list is



incorrectly



formatted or



there are an



inadequate



number of



references.



Poor



understanding



and application of



correct writing



conventions,



including



accurate spelling,



grammar, and



punctuation, that



significantly



impact



readability. The



reference list is



incomplete or



missing.



7



Assessment Brief



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.
Answered 2 days AfterApr 07, 2024

Answer To: 1Assessment BriefTCHR5003: PRINCIPLES AND PRACTICES IN EARLYCHILDHOOD EDUCATIONASSESSMENT 2:...

Bhaumik answered on Apr 09 2024
6 Votes
TCHR5003: PRINCIPLES AND PRACTICES IN EARLY CHILDHOOD EDUCATION
ASSESSMENT 2: Report
Introduction
The Early Years Learning Framework (EYLF) serves as a cornerstone for early childhood education and care in Australia, providing a comprehensive guide for educators to support children's learning and development. This report aims to critically analyze the principles and practices outlined in the EYLF, with a focus on how they contribute to high-quality pedagogy. Specifically, the rep
ort will delve into three principles and three practices, including Respect for Diversity, Sustainability, Responsiveness to Children, and Learning Environments. Through this analysis, insights will be drawn on how these principles and practices can be implemented effectively to foster best practices in early childhood education and care settings.
EYLF Principles Analysis
1. Respect for Diversity
Respect for diversity is a fundamental principle within the EYLF, emphasizing the importance of recognizing and valuing the unique identities, backgrounds, and abilities of every child. It acknowledges the richness that cultural, linguistic, and social diversity brings to the learning environment and underscores the need for inclusive practices that honor and celebrate differences. This principle aligns closely with contemporary understandings of diversity as an asset rather than a deficit, shaping pedagogical approaches that promote equity and social justice.
In practice, respecting diversity involves creating inclusive learning environments where children feel a sense of belonging and acceptance. This may entail incorporating culturally responsive teaching practices, such as using diverse resources and materials that reflect children's backgrounds, languages, and cultures. It also involves fostering positive attitudes towards diversity among children, families, and educators through meaningful interactions and collaborative activities. Smith and Peters (2020) conducted a systematic review focusing on collaborative leadership within early childhood education settings. The review highlighted the importance of shared leadership practices among educators, administrators, and stakeholders in enhancing the quality of early childhood programs. Findings indicated that collaborative leadership fosters a supportive organizational culture, promotes professional growth among staff members, and leads to improved outcomes for children.
I anticipate implementing the principle of respect for diversity by embedding diversity across all aspects of the curriculum, from the selection of learning materials to the design of learning experiences. This may involve collaborating with families to understand their cultural practices and beliefs, as well as seeking professional development opportunities to enhance my cultural competence as an educator.
Respect for Diversity promotes inclusive practices that celebrate cultural, linguistic, and social diversity, enhancing children's sense of belonging and acceptance. By integrating diverse perspectives into the curriculum and creating culturally responsive learning environments, educators can nurture children's identities and promote equity (AGDE, 2022; Saffigna et al., 2022).
2. Sustainability
Sustainability is another critical principle highlighted in the EYLF, emphasizing the interconnectedness between environmental stewardship, social responsibility, and economic viability. It underscores the importance of promoting sustainable practices that respect and protect the natural environment for current and future generations. This principle reflects a holistic view of education that extends beyond the classroom walls and encourages children to become environmentally conscious citizens.
In practice, promoting sustainability involves incorporating eco-friendly practices into daily routines and curriculum activities. This may include activities such as recycling, composting, gardening, and exploring nature-based learning experiences. It also involves fostering children's understanding of their role as stewards of the environment and empowering them to take action to promote sustainability within their communities. Mitchell and White (2021) conducted a scoping review to explore sustainable practices in early childhood education. The review identified a range of sustainable practices, including environmental stewardship, community partnerships, and social responsibility initiatives. Findings highlighted the potential of incorporating sustainable practices into early childhood programs to foster environmental awareness and instill values of sustainability in young children.
I envision integrating sustainability into the learning environment by creating opportunities for children to engage with nature and develop a deeper appreciation for the natural world. This may involve establishing...
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