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Part B Step 1 Start reading in your area, begin your reading journey with module 3 & 4 from the study guide. Identify key terms in your topic area and then begin some independent research Step 2 Develop an introduction (200) words Describe the nature of the topic, its parameters and the basis for the selection of the literature. Where was a lot of your research situated? What particular areas of the curriculum/frameworks/standards were relevant to etc…? What is your inquiry project about? What are the key themes that emerge in your readings that you are going to focus on? Step 3 Develop the body (1000) words Demonstrated an ability to search, synthesize and interpret at least 10 updated and relevant readings and to engage with academic ideas at an appropriate level • Demonstrated a grasp of the key issues identified in the literature • Developed a critical perspective about the selected area Identified and discussed the project’s key research question/s Step 4 Bring the themes together in a paragraph or two that refocuses on your classroom inquiry (400 words) Conclude by revising with the reader what the key themes of your literature critique were and how they influence the classroom inquiry you are developing. What are the practical implications for your classroom inquiry having researched the literature in this area. References 1. Bergland, C 2015, How do various cortisol levels impact cognitive functioning, Psychology Today, Retrieved 02 September 2018,< https://www.psychologytoday.com/us/blog/the-athletes-way/201506/how-do-various-cortisol-levels-impact-cognitive-functioning=""> 2. Gross, J, Sheppes, G & Urry H 2010, Cognition and Emotion Lecture at the 2010 SPSP Emotion Preconference, Cognition and Emotion, Vol.5, no.25, pp. 765-781 3. Niland, A 2009, The Power of Musical Play : The value of Play based Child centered curriculum in Early Childhood Music Education, General Music Today, Vol.23, no.1, pp. 17-21 4. Ochsner, K, Ray, R, Hughes, B, McRae, K, Cooper, J, Weber, J, Gabrieli, J & Gross, J 2009, Bottom Up and Top Down processes in Emotion Generation, Common and Distinct Neural Mechanisms, vol.20, no.11 5. Williams, K 2018, ‘Moving to the Beat: Using Music, Rhythm, and Movement to Enhance Self-Regulation in Early Childhood Classrooms’, International Journal of Early Childhood, vol.50, no.1, pp-85-100. 6. Viglas, M & Perlman,M 2018, ‘Effects of Mindfulness-Based Program on Young Children’s Self Regulation, Prosocial Behaviour and Hyperactivity’, Journal of Child and Family Studies, Vol.27, no.4, pp.1150-1161 7. Young, S 2010, Music & Life The Unborn Child, Musical U, Retrieved 01 September 2018, < https://www.musical-u.com/learn/music-life-the-unborn-child/=""> 8. Zelazo, P and Lyons, K 2012, The Potential Benefits of Mindfulness Training in Early Childhood: A Developmental Social Cognitive Neuroscience Perspective, Child Development Perspectives,Vol.0, no.0, pp.1-7 Australian Government Department of Edu