The term quality is a multidimensional construct, and can be interpreted in many ways (Hunkin, XXXXXXXXXXThe purpose of this assignment is to expand your knowledge and understanding of the term...

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The term quality is a multidimensional construct, and can be interpreted in many ways (Hunkin, 2019). The purpose of this assignment is to expand your knowledge and understanding of the term ‘quality’ in relation to effective teacher-child interactions in early childhood settings. To demonstrate your knowledge and understanding of this construct you will use the current academic literature (peer reviewed journal articles from within the last 6 years) to explain what this means, make links to how quality interactions between educators and children are measured by referring to the National Quality Standard (NQS) and the Classroom Assessment Scoring System (CLASS), and make a connection between the research and practical application in an early childhood setting.


The steps required to complete this assessment are:


1. You must have completed topics 1 and 2 in order to complete this assignment. Explore the NQS and CLASS documents (available from the learning modules content area.)


2. Explore and identify the research regarding interactions between educators and children using peer reviewed journal articles from the last 6 years. The depth of your reading will be reflected in the appropriateness and quantity of your references. Critically read the articles and make notes of the key findings which will support quality interactions between educators and children in early childhood settings (the notes will help with your writing of the essay; they do not need to be handed in.) At this point you may need to discard some articles and/or you may need to continue your search for other articles.


3. Write an essay which presents a review of the literature. Your essay will:


a. Include an introduction which describes what your essay will be about.


b. The body of your essay will include:


i. A critique, comparison and/or contrast of major themes/approaches or theories from the literature (this will depend on the literature you find.) Hint: Do not quote from the NQS or CLASS! Your information must come from the peer reviewed literature to support what is identified in the NQS and CLASS (therefore you will be linking the research to these documents.) Write in the third person.


ii. A description of how and why quality interactions between educators and children are measured by referring to the National Quality Standard (NQS) and the Classroom Assessment Scoring System (CLASS) and why this is important. (1 paragraph)


iii. A connection between the research and practical application in an early childhood setting: Describe the implications for educators (1 paragraph). Create a vision statement and clearly articulate strategies for implementation in practice (1 paragraph – this should start with for example with: My vision is… Followed by: To support this vision I would…then list your strategies.) You can write this in the first person. No bullet points, it must be written in essay style. (500 words for part ii and iii)


iv. A conclusion which summarises your findings.


c. Follow the structure of an essay with a clear and concise introduction, conclusion and body. A link to how to write an academic essay can be found here: https://intranet.ecu.edu.au/__data/assets/pdf_file/0017/20609/essay.pdf You are not to use headings. Your first sentence in each paragraph should describe what the paragraph is about! 4. Ensure you comply with academic writing standards and APA 7th referencing style and ECU’s academic integrity policy.


Please refer to the Assessment tab on Blackboard for further information. The essay will be graded according to the rubric in Appendix B of the unit plan (also available under this assessment tab).


Word count: 2000 words (500 words for part b(ii) and b(iii), 1500 words for the remainder of the essay)

Answered Same DayAug 16, 2021Edith Cowan University

Answer To: The term quality is a multidimensional construct, and can be interpreted in many ways (Hunkin,...

Taruna answered on Aug 17 2021
130 Votes
7
The Role of Interaction in teacher Student relationship in Early Childhood Education: Literature review
    Student teacher relationships are subjected to various perceptions and dimensions; through verbal and nonverbal modes of communications, teachers can have positive impacts over the overall performance of children in early childhood settings (McNally and Slutsky, 2017). In fact, teachers have that perfect role to play in the lives of young learners and interactions—with particular focus
on the interaction methods effectively used in classroom settings—are the major components behind successful achievement of the curriculum taught during a particular span of time (Workman and Ulrich, 2017). Good interactive methodologies consequently drive students from normal standards of learning to the rick driven factors where educators and young learners altogether adopt a holistic approach needed to achieve the success of highest kind within school. The goals of learning and ensured participation with positive interaction are some of the theories that modern educators work on. The following is an analysis of various methodologies and research observations conducted in the past few years about identifying as well as suggesting the best ways to improve interactions pedagogy in teaching with special context to build student teacher relationships.
    OECD (2018), has published guidelines to make sure that effective learning outcomes in early childhood setting is achieved. In the guideline itself, it is mentioned that the workforce training programs are mandatory in order to assist new educators to know the importance of learning and role of interaction techniques to achieve these standards. If compared to NQS learning parameters, interaction plays pivotal role in shaping the future of young learners. Training and understanding the significance of interactive techniques actually results in structuring teaching pedagogy positively within classroom settings.
    Manning et al (2017) conducted a regressive analysis of the relationship between the qualification of teachers as interactive educators and positive outcomes achieved in learning procedure. In fact, the results adhere to the conceptual framework that interaction is to be added as a primary quality in educators so that they can apply it into various classroom settings. Teachers must be given or trained with the quality of interaction with a view to assist them to deal with the common issues found in the interaction building especially in the context of young learners. They imitate and learn by copying the ways of their educators, therefore; it becomes primary skill of the educator to help himself or herself to be trained about several modes of interactions.
    Payton & Paro (2009), take back the discussion to the age of toddler. They are of the view that toddler age is the an era in itself; children at this stage if life learn through self regulation, autonomy and most of their founding cognitive growth happens during this age. An educator of early childhood setting must understand the importance of this age; all the gaps in learning should be well addressed with the help of the learning abilities of the child only. the study suggests that the teacher should have that ability to bring down interactive techniques to the level of toddler with innovative ideas implied in classrooms.
    Teach Stone Class (2014) is one of the pioneer institutes that have worked rigorously ver finding best methodologies to interact/to build ideal and balancing approaches of interaction between educators and young learners. The research conducted in the present study compares the past and the present setting of early childhood education. In the past, the classroom used to include stimulated programs with active engagement of educators and learners altogether. In the present now, technology has taken over a few steps to this concept i.e. now days, digital equipments and advanced technologies like internet and projector based learning have enhanced the interactions between the educators and the young learners. It is more like giving a vast space, if technology is used as a complete concept of interaction between educators and children.
    Pianta, Downer and Hamre (2016), agree to the concept that ‘quality’ is in direct proportion with the interaction of student and teachers. There are various definitions given by the scholars about the term quality in education and most of them are elusive by nature. Still, when it comes to understand and imply interaction, the term quality is clear; without having effective means of interaction; teachers and young students do not connect properly. Therefore; emphasis should be over the interaction to sustain the quality of education.
    Hamre et al (2012) conducted research over more than four hundred early childhood teachers in order to assess the beliefs, knowledge and existing parameters of establishing interactive techniques in early...
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