TCHR5003: PRINCIPLES ANDPRACTICES INEARLY CHILDHOOD EDUCATION

ASSESSMENT 2: Report

Summary

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.

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, respectfuland reciprocal relationships
• Partnerships
• Respect for diversity (compulsory)
• Aboriginal and Torres Strait Islander perspectives
• Equity, inclusion and high expectations
• Sustainability (compulsory)
• Critical reflectionand 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:
  • Student name
  • Student ID
  • Unit code
  • Unit Assessor and Tutor names
  • 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 is allowed – but limited

You may only use GenAI to help guide you in the process of completing your assessment work. Think of it as a tool. A quick way to access information or an AI tutor to help answer your questions. So, you can use GenAI to help guide your research, research, ask questions to help to clarify your understanding, brainstorm preliminary ideas, get feedback on your ideas and clarify concepts. You must find scholarly sources to support any of the ideas generated. This is a requirement for this assessment. Please see the Student Academic and Non-Academic Misconduct Rules, Section 3.

Assessment Rubric

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.