TCHR3001 Early Childhood Matters A1 Assignment Help

Rationale

As an early childhood teacher, your understandings of issues that affect the early childhood profession will influence your professional philosophy. This is why it is fundamental for pre- service teachers to be able to articulate a personal teaching philosophy, linking it to established educational theories and current research and effective pedagogy. This assessment requires you to demonstrate critical reflection skills and promote the integration of theory and practice.

Task Description

Students will consider three of the contemporary issues explored in the unit in modules 1-3 and write a short summary of each issue. These issues will help inform your personal philosophy statement that will be supported by current research and relevant to professional practice.

Task Instructions

1. Issue Overview: Write a concise overview of three chosen issues, including key debates, and relevance to the field. (250 words each)
2. Teaching philosophy statement: Write a philosophy statement that describes your personal approach/philosophy of learning, development and teaching within early childhood education, linking it to relevant literature and the three issues you have outlined. (250 words)
3. Linking to practice: Describe what your teaching philosophy would look like in practice Connect the issue to your teaching philosophy by reflecting on how it shapes your views on learning, development, and teaching. Explain how understanding the three issues influences your approach and describe specific strategies you would use in your professional practice. (500 words)

Rationale

As an early childhood teacher, your understandings of issues that affect the early childhood profession will influence your professional philosophy. This is why it is fundamental for pre- service teachers to be able to articulate a personal teaching philosophy, linking it to established educational theories and current research and effective pedagogy. This assessment requires you to demonstrate critical reflection skills and promote the integration of theory and practice.

Task Description

Students will consider three of the contemporary issues explored in the unit in modules 1-3 and write a short summary of each issue. These issues will help inform your personal philosophy statement that will be supported by current research and relevant to professional practice.

Task Instructions

1. Issue Overview: Write a concise overview of three chosen issues, including key debates, and relevance to the field. (250 words each)
2. Teaching philosophy statement: Write a philosophy statement that describes your personal approach/philosophy of learning, development and teaching within early childhood education, linking it to relevant literature and the three issues you have outlined. (250 words)
3. Linking to practice: Describe what your teaching philosophy would look like in practice Connect the issue to your teaching philosophy by reflecting on how it shapes your views on learning, development, and teaching. Explain how understanding the three issues influences your approach and describe specific strategies you would use in your professional practice. (500 words)

Questions:

Question 1: Module 1

Scenario: Jack, a 4-year-old boy attends kindergarten for three days per week and likes to play outside with his friends. Jack’s mother spends some time in the room when she comes to pick him up and constantly asks him to be inside and read some books to developing his reading skills. One day, his mother shared her concern with you by saying that she is very worried about Jack’s reading and writing skills as most of the time Jack is playing outside with friends and there is no teaching and learning sessions in this room. She thinks Jack will have lower academic results in primary school as most of the time, he is busy to play with friends.

Drawing on literature:

1. Briefly outline the issue you have identified
   1. Explain why this issue matters to the ECE profession
   2. Outline how would you respond to Jack’s mother in this situation according to your teaching philosophy.

Question 2: Module 2

Read through the very recent data outlined in the ACECQA snapshots for 2024. Highlighted in module 2. From this data, identify one (1) issue that relates to the quality of early childhood education and care.

1. Briefly outline the issue you have identified
2. Explain why this issue matters to the ECE profession
3. Link these to relevant literatures

Question 3: Module 3

Fatima, a 4-year-old child has recently moved from her country to Australia with her parents. The family informed the service that Fatima has been diagnosed with Autism Spectrum Disorder (ASD) and as they are new in the area, do not know about getting the support from the community. They ask the educator of the room to provide some information about the available services in the community. The educator was in a rush to finish her shift and replied, “Sorry there is no service in the community for migrated people. You can ask your GP”.

Drawing on literature:

1. Do you agree/disagree that the educator responded to Fatima’s mother’s request respectfully? Briefly explain about your position.
2. Explain why this is an issue that needs to be addressed by you as an early childhood professional.
3. Outline how you would respond to Fatima’s mother immediately to address this issue.

Please note:

• This task can be written in first person (“I” statements) or third person, however you need to be consistent over the task in the tense and person you use for each section.
• All areas of your responses to this task need to be supported by relevant and current scholarly literature. This means you need to cite relevant and established literature that supports what you are saying throughout your writing.

Formatting and style

• APA 7th formatting is required for this task.
• Include the cover page provided in your assessment task folder at the start of your submission.
• Include a title or the question at the start of each response.
• Include one reference on a new page at the end of your task.

Referencing

• APA 7th Referencing style is required to be used for this task.
• Include one reference list for both responses on a new page at the end of task. Place the title References in bold in the centre at the top of this page.
• At a minimum, your sources for this task will include the EYLF (AGDE, 2022), the NQS (ACECQA, 2023), a range of unit literature, and broader current scholarly literature.
• Broader literature may include textbooks, peer reviewed articles, and published newspaper and/or media articles by reputable sources (for example, the ABC, The Conversation, Early Childhood Australia)
• You need to include at least 12 current scholarly references in your response to this task per the rubric outline.

Resources

• Academic Integrity - https://www.scu.edu.au/about/leadership/executive/academic- portfolio-office-apo/academic-integrity-framework/
  • SCU Student Learning Zone - https://www.scu.edu.au/current-students/learning-zone/
  • The Early Years Learning Framework - https://www.acecqa.gov.au/sites/default/files/2023- 01/EYLF-2022-V2.0.pdf
  • National Quality Standard - https://www.acecqa.gov.au/nqf/national-quality-standard
  • Guide to the National Quality Framework (including the National Quality Standards) - https://www.acecqa.gov.au/nqf/about/guide

Referencing Style Resource:

Please refer to the APA 7th Referencing Guide for this task - https://libguides.scu.edu.au/ap

Writing and Analysing Resources:

• How to Incorporate Evidence into Your Writing - https://www.scu.edu.au/media/scu- dep/current-students/learning-zone/quick- guides/how_to_incorporate_evidence_into_your_writing.pdf
• Summarising         and          Paraphrasing          -          https://www.scu.edu.au/media/scu-dep/current-                               students/learning-zone/quick- guides/summarising_and_paraphrasing.pdf
• Writing       Paragraphs       (PEEL       method)       -       https://www.scu.edu.au/media/scu-dep/current-                         students/learning-zone/quick- guides/writing_paragraphs.pdf
• Planning and Writing Body Paragraphs (using the PEEL method) - https://www.scu.edu.au/media/scu-dep/current-students/learning- zone/quick- guides/planning_and_writing_body_paragraphs.pdf

Task Submission

• Submission of your assessment is via TURNITIN. The submission link can be found in the Assessment Tasks and Submission Tab in the TCHR3001 Blackboard site, in the Assessment 1 folder.

Please note:

• It is your responsibility to ensure that you have submitted the correct file and the final version of your assessment for marking before the due date/time.
  • When you have submitted your assignment to Turnitin it is essential you download the Digital Receipt.
  • If you have any difficulty submitting your assignment, please contact Technology Services and make sure that you log a job with them, so you have evidence of your attempted submission. To avoid any last-minute problems, make sure you submit well before 11:59pm on the due date.
  • Label the Word file with your surname and the assessment number, e.g., Simpson_A1.docx
  • You are strongly advised to undertake your own similarity check via Turnitin, prior to the due date, to identify and resolve any academic integrity issues prior to submitting - see SCU Academic Integrity and Turnitin. You can submit up to three times and receive the similarity match report immediately – after three attempts, you will need to wait 24 hours.
  • If Turnitin does not generate an automatic email receipt. If you have successfully uploaded your assessment, a green bar will appear at the top of the screen that says: Submission uploaded successfully: Download digital receipt. Use the hyperlink to download your digital receipt and store this with your assignment file.

Resubmission

As per SCU Rules Relating to Awards - Rule 3 - Coursework Awards - Student Assessment and Examinations: Section 6 - Assessment Resubmission, there are NO resubmissions available for either of the tasks in this unit. Requests for resubmission of either task will be declined in line with the SCU Assessment, Teaching and Learning Procedure - https://policies.scu.edu.au/view.current.php?id=00255

Special Consideration

Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/view-current.php?id=140

Late Submissions & Penalties

Please refer to the Late Submission & Penalties section of Policy https://policies.scu.edu.au/view.current.php?id=00255

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. Please check the first page of this booklet for what types of GenAi may be used.

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

Note: Academic Integrity breaches include poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating information.

Grades & Feedback

Assessments that have been submitted by the due date will receive an SCU grade. Grades and feedback will be posted to the ‘Grades and Feedback’ section on the Blackboard unit site. Please allow 7 days for marks to be posted.

Assessment Criteria

See the marking rubric for the marking criteria and grading standards.

Description of SCUGrades

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 stu dent’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 andconcepts. The student’s performance could be described as competent inrelation 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.

Thestudent’s performance could be described as satisfactory in relation to the learningrequirements specified.

Fail:

The student’s performance fails to satisfy the learning requirements specified.

Assessment Rubric

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