“Critical reflection is a meaning-making process that involves a deeper level of thinking and evaluation. It requires engagement with diverse perspectives such as philosophy, theory, ethics and practice and then evaluating these in context, leading to pedagogical decisions and actions that are transformative” (Australian Government Department of Education [AGDE], 2022, p.18).
Early childhood Educators are expected to continuously develop their knowledge and skills as their professional development. Critical reflection is one of strategies for professional development, where educators examine their own practice to improve their teaching and pedagogical practice.
Following the early years learning framework (EYLF) principle of “critical reflection and ongoing professional learning” (Australian Government Department of Education [AGDE], 2022, p.18), write a critical reflection of your professional practice based on your experience during the placement. Drawing on principles and practices of early childhood pedagogy (AGDE, 2022) and the Australian Professional Teachers’ Standards (Australian Institute for Teaching and School Leadership [AITSL], 2011), provide rationale that includes justification of the importance of reflective practices for pre-service teacher in terms of teaching, developing and improving. Use theories, learning frameworks and the Australian Teachers’ standards to support your justification and critical reflection.
Word count: 2000 (excluding references)
NOTE: SCEI-HE requires its students to observe the highest ethical standards in every aspect of their academic work. SCEI-HE actively demonstrates
its commitment to academic integrity by recognising scholarly work and penalising all forms of academic dishonesty. Please refer to the Institute’s HEPP01 Academic Integrity Policy and Procedure for further information or speak to your lecturer, Academic Support Coordinator or Librarian.
Formatting: 12-point serif font (eg. Times New Roman). 1.5 or double line spacing.
Referencing: APA7 (please refer to this guide for referencing guidelines)
Extension requests must be granted in writing before the assignment due date. Contact your lecturer in writing for extensions of up to 7 calendar days. Longer extensions may be granted but require special consideration. Special consideration applications must also be submitted before the date and require documentary evidence, such as medical certificates.
Grading Scale:
GDECE104 Assessment 4: Critical reflection (2000 words, 30% weight)
Grade Criteria | High Distinction | Distinction | Credit | Pass | Does not meet minimum standard |
| C1. Critical | Reflection on professional practice | Reflection on | Reflection on | Reflection on | Reflection on professional practice is |
| reflection on | is clearly articulated and directly | professional practice | professional | professional | not articulated and irrelevant to the |
| professional | relevant to the placement context. | is clearly articulated | practice is | practice is | placement context. |
| practice with | Examples of experiences from | and relevant to the | articulated and | articulated but not | Examples of experiences from |
| in-depth | professional practice during the | placement context. | relevant to the | directly relevant to | professional practice during the |
| analysis, based | placement explained in detail, | Examples of | placement | the placement | placement not clearly stated or |
| on | with in-depth critical analysis. | experiences from | context. Examples | context or needs | absent. |
| examples of | professional practice | of experiences | more clarification. | ||
| experiences | during the | from professional | Examples of | ||
| from | placement explained | practice during | experiences from | ||
| professional | in detail, with | the placement | professional | ||
| practice during | analysis. | explained. | practice during the | ||
| the placement | placement stated. | ||||
| (10 marks) |
C2. Provide rationale with justification of the importance of reflective practice. Make connections to the EYLF and Australian Professional Teachers’ Standards.
(10 marks) | Rationale of the importance of reflective practice is argued and justified. Connections to the EYLF and Australian Professional Teachers’ Standards are explained with critical reflection. | Rationale of the importance of reflective practice is argued. Connections to the EYLF and Australian Professional Teachers’ Standards are explained in detail. | Rationale of the importance of reflective practice is clearly explained. Relevant connections to the EYLF and Australian Professional Teachers’ Standards are explained. | Rationale of the importance of reflective practice is outlined. Relevant connections to the EYLF and Australian Professional Teachers’ Standards are clearly articulated. | Rationale of the importance of reflective practice is presented. Connections to the EYLF and Australian Professional Teachers’ Standards are provided but may require clarification or have minimal relevance. | Rationale of the importance of reflective practice is stated but irrelevant or contains key misunderstandings or inaccuracies. Connections to the EYLF and Australian Professional Teachers’ Standards are stated but not directly relevant. | Rationale is not stated. Connections to the EYLF and Australian Professional Teachers’ Standards are absent. |
C3. Relevant academic literature is drawn upon to support explanations | A broad range of academic literature is drawn upon to justify argument. | A broad range of academic literature is drawn upon to clarify argument. | A range of academic literature is drawn upon to support argument. | A range of academic literature is drawn upon, but only superficially supports argument. | Minimal academic literature drawn upon. | Academic literature drawn upon, but irrelevant to target content. | No literature drawn upon or literature drawn upon is not from appropriate sources. |
| and arguments | |||||||
| presented. | |||||||
| (5 marks) | |||||||
| C4. | C4.1 The assignment is clear and | C4.2 The assignment | C4.3 The | C4.4 The | C4.5 The assignment has | ||
| Assignment is | free of typographical and | is clear with minor | assignment is | assignment has | typographical and structural features | ||
| formatted | structural features that hinder | typographical and | clear with | typographical and | that prohibit understanding. There is | ||
| according to | understanding. There is no | structural features | typographical and | structural features | confusion between the author’s | ||
requirements and written clearly and cohesively. APA 7 referencing is used. Word limit is adhered to.
(5 marks) | confusion between the author's voice and that of sources. The assignment is formatted according to stated requirements. The assignment is formatted according to stated requirements. Accurate mechanics of in-text and end-of- text APA (7th Ed.) referencing style were used. Word limit met. | that may hinder understanding. There is minimal confusion between the author's voice and that of sources. The assignment is mostly formatted according to stated requirements. Accurate mechanics of in-text and end- of-text APA (7th Ed.) referencing style were used with minor inconsistencies (no more than 2 errors). Word limit met. | structural features that may hinder understanding. There is minor confusion between the author's voice and that of sources. The assignment is partly formatted according to stated requirements. Mechanics of in- text and end-of- text APA (7th Ed.) referencing style were used with inconsistencies (no more than 4 errors). Word limit met. | that significantly hinder understanding. There is confusion between the author's voice and that of sources. The assignment is minimally formatted according to stated requirements. Mechanics of in- text and end-of- text APA (7th Ed.) referencing contain several errors. Word limit met. | voice and that of sources, or author’s voice is absent. The assignment is not formatted according to stated requirements. Mechanics of in-text and end-of-text APA (7th Ed.) referencing style were not used appropriately. Word limit not met. |
References:
Australian Government Department of Education [AGDE]. (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0).
Australian Government Department of Education for the Ministerial Council.
Australian Institute for Teaching and School Leadership [AITSL]. (2011). The Australian Professional Teachers’ Standards. Melbourne: AITSL.
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