Posted: March 5th, 2024

ASSESSMENT 1: Critical Review TCHR5003

Assessment Brief
TCHR5003: PRINCIPLES AND PRACTICES IN EARLY
CHILDHOOD EDUCATION
ASSESSMENT 1: Critical Review
Summary
Title Assessment 1: Critical Review
Due Date Monday 25
th March 11:59pm AEDT (Week 4)
Length 1500 words
Weighting 50%
Submission 1 word document submitted to Turnitin
Academic
Integrity
(See below for
limits of use
where GenAI is
permitted)
Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may not be
used for this Assessment Task. You are required to demonstrate if you have
developed the unit’s skills and knowledge without the support of GenAI. If
you use GenAI tools in your assessment task, it may result in an academic
integrity breach against you as described in the Student Academic and NonAcademic Misconduct Rules, Section 3.
Under the Rules – Student Academic and Non-Academic Misconduct
Rules (Section 3) students have the right to Appeal against the Academic
Integrity Officers academic misconduct Determination, to the Executive
Dean, with that determination being final and conclusive, and not subject to
further Appeal within the University. Students are not able to appeal against
academic misconduct via the Unit Assessor or unit staff.
Unit Learning
Outcomes
You will demonstrate the following Unit Learning Outcomes on the successful
completion of this task:
• ULO 1: Describe and apply the key principles and practices of the
Early Years Learning Framework (AGDE, 2022).
• ULO 2: Understand and analyse the importance of relationships and
how to build and foster them with children, families, staff and the
community respecting the diversities of their histories and
backgrounds.
Task Description
You are required to develop a professional response to the three (3) scenarios described below that
have occurred in early childhood settings making reference to the unit materials, the National
Quality Standard [NQS] (ACECQA, 2020) and the Early Years Learning Framework [EYLF] (AGDE,
2022).
Rationale
The scenarios are based on real life events in early childhood settings and relate to the early
childhood principles and practices that have been explored over the first three weeks of the unit
(Modules 1-3).
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Assessment Brief
Task Instructions
Develop a professional response to each scenario below (500 words each) to demonstrate your
understanding of the importance of relationships and how to build and foster them with children,
families, staff and the community respecting the diversities of their histories and backgrounds. Refer
to the EYLF, NQS, unit materials, and academic literature to support your points.
Scenario 1:
You are the early childhood teacher in the toddler room. Increasingly, you notice some of your
colleagues have a deficit view of the toddlers in their care. Your colleagues demonstrate behaviours
that suggest the toddlers are not capable of making choices and completing routines on their own.
Critically analyse this learning environment in terms of a) the need for children’s agency and b) the
practices you would implement for improved children’s agency in this setting.
When synthesising your response, justify your analysis with one NQS Quality Area (ACECQA, 2020),
one EYLF Principle and one EYLF Practice (AGDE, 2022) and academic literature.
Scenario 2
As the early childhood teacher responsible for the Preschool room at a long day care service, you are
eager to introduce a healthier eating program. Your goal is to involve both families and the
community in this initiative. Your service caters to a diverse range of family backgrounds, each with
unique cultural influences and dietary requirements and preferences.
How can you effectively implement a healthier eating program, considering the diverse backgrounds
and preferences? Additionally, how can you ensure participation and support from both families and
the broader community in this initiative?
When constructing your response, justify your answer with one NQS Quality Area (ACECQA, 2020),
one EYLF Principle and one EYLF Practice (AGDE, 2022) and academic literature.
Scenario 3
You are the educator in the 0–2-year-old room. You have a number of new families who are
concerned about their children who become very upset at drop-off time. You are to formulate a
strategy that will enable you to a) reassure the new families that their children’s behaviour is
common, and b) communicate to the families the practices you undertake to settle the children each
morning and build trust.
When detailing the strategy use one NQS Quality Area (ACECQA, 2020), one EYLF Principle and one
EYLF Practice (AGDE, 2022) and academic literature to justify your decisions, and the importance of
these for the child and family.
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Assessment Brief
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_criticalreview
• Create a cover page with the following details:
o Student name
o Student ID
o Unit code
o Unit Assessor and Tutor names
o 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 1: Critical Review” 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.
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Assessment Brief
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
NOTE: Academic Integrity breaches include the use of generative artificial intelligence tools when
not permitted, poor referencing, not identifying direct quotations correctly, close paraphrasing,
plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating
information.
GenAI May Not be Used
Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may not be used for this
Assessment Task. You are required to demonstrate if you have developed the unit’s skills and
knowledge without the support of GenAI. If you use GenAI tools in your assessment task, it may
result in an academic integrity breach against you as described in the Student Academic and NonAcademic Misconduct Rules, Section 3.
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Assessment Brief
Assessment Rubric
Marking Criteria and %
Early Childhood Education: Fostering Positive Relationships and Child Agency

Introduction

The early years of a child’s life are pivotal in their cognitive, social, and emotional development. Effective early childhood education practices play a crucial role in nurturing a child’s growth and fostering positive relationships. This essay critically examines the importance of building and maintaining strong connections with children, families, communities, and staff within early childhood settings. It emphasizes the significance of promoting child agency and recognizing children’s capabilities. By drawing insights from the Early Years Learning Framework (EYLF) (AGDE, 2022), the National Quality Standard (NQS) (ACECQA, 2020), and relevant academic literature, this essay aims to provide a comprehensive understanding of these vital aspects of early childhood education.

The Importance of Positive Relationships

Positive relationships form the foundation of effective early childhood education practices. The EYLF emphasizes the importance of “Respectful and Reciprocal Relationships” as one of its key principles (AGDE, 2022). This principle recognizes that children thrive when they experience warm, trusting relationships with adults and their peers. Educators who build strong connections with children create a sense of belonging and security, which fosters emotional well-being and supports learning (Degotardi et al., 2018).

Furthermore, positive relationships with families and communities are essential for promoting continuity in children’s learning experiences. The NQS Quality Area 6, “Collaborative Partnerships with Families and Communities,” highlights the need for respectful and inclusive partnerships that support children’s learning and well-being (ACECQA, 2020). By valuing and respecting diverse family backgrounds, educators can create environments that celebrate diversity and foster a sense of belonging for all children (Archard, 2020).

Promoting Child Agency

Child agency is a vital aspect of early childhood education that recognizes children as competent, capable learners who actively construct their own understanding of the world (Oswell, 2016). Fostering child agency involves creating learning environments that promote choice, autonomy, and active participation. The EYLF’s principle of “Children as Active Learners” emphasizes the importance of providing opportunities for children to explore, investigate, and make decisions about their learning (AGDE, 2022).

When educators adopt a deficit view of children’s capabilities, they risk limiting children’s opportunities for growth and development. Instead, a strengths-based approach that values children’s interests, capabilities, and diverse backgrounds is essential (Malaguzzi, 2016). By recognizing and respecting children’s agency, educators can create learning experiences that are meaningful, engaging, and tailored to individual needs (Emilson & Folkesson, 2017).

Building Positive Relationships with Children

Developing positive relationships with children is a cornerstone of effective early childhood education practices. Educators who are warm, responsive, and attuned to children’s needs create a nurturing environment that supports emotional well-being and fosters a love for learning (Degotardi et al., 2018). This aligns with the NQS Quality Area 5, which emphasizes the importance of nurturing relationships that support children’s emotional and educational development (ACECQA, 2020).

Strategies for building positive relationships with children may include:

Engaging in responsive interactions that demonstrate genuine interest and respect for children’s perspectives (Degotardi et al., 2018).
Providing consistent routines and transitions that foster a sense of security and predictability (Emilson & Folkesson, 2017).
Encouraging open communication and active listening, allowing children to express their thoughts and feelings (Archard, 2020).
Celebrating and valuing each child’s unique strengths, interests, and cultural backgrounds (Malaguzzi, 2016).
By implementing these practices, educators create environments that promote trust, emotional security, and a strong foundation for learning and development.

Fostering Positive Relationships with Families and Communities

Building positive relationships with families and communities is essential for creating continuity and promoting children’s learning and well-being. The EYLF principle of “Family and Community Partnerships” emphasizes the importance of collaborative partnerships that respect diversity and promote inclusive practices (AGDE, 2022). This aligns with the NQS Quality Area 6, which focuses on collaborative partnerships that support children’s learning and well-being (ACECQA, 2020).

Strategies for fostering positive relationships with families and communities may include:

Engaging in regular, open communication through various channels, such as newsletters, meetings, and digital platforms (Ozmen & Ozkan, 2021).
Inviting family members to share their cultural traditions, expertise, and perspectives within the learning environment (Archard, 2020).
Collaborating with local community organizations and resources to enrich learning experiences and promote community involvement (Ozmen & Ozkan, 2021).
Respecting and valuing diverse family structures, cultures, and backgrounds through inclusive practices and culturally responsive pedagogy (Archard, 2020).
By fostering these collaborative partnerships, educators create a supportive network that promotes children’s holistic development and enables families and communities to actively participate in their child’s learning journey.

Promoting Child Agency in Early Childhood Settings

Promoting child agency is a fundamental aspect of early childhood education that aligns with the EYLF’s principle of “Children as Active Learners” (AGDE, 2022). When educators recognize children as capable and competent learners, they create environments that foster exploration, inquiry, and active participation (Oswell, 2016).

Strategies for promoting child agency in early childhood settings may include:

Providing open-ended learning experiences that encourage children to make choices, explore, and express their ideas (Emilson & Folkesson, 2017).
Encouraging children to participate in decision-making processes, such as planning learning experiences or establishing classroom rules (Malaguzzi, 2016).
Facilitating collaborative learning opportunities that promote teamwork, problem-solving, and shared decision-making (Oswell, 2016).
Offering diverse materials and resources that provoke curiosity and allow children to engage in self-directed learning (Emilson & Folkesson, 2017).
By implementing these practices, educators create learning environments that empower children, foster their sense of agency, and support their development as confident, self-directed learners.

Conclusion

Effective early childhood education practices are rooted in the principles of fostering positive relationships and promoting child agency. Building strong connections with children, families, communities, and staff is essential for creating nurturing environments that support children’s emotional well-being and learning. Recognizing children as capable and competent learners and promoting their agency through active participation and decision-making is crucial for fostering their cognitive, social, and emotional development.

By drawing insights from the Early Years Learning Framework, the National Quality Standard, and relevant academic literature, this essay has highlighted the significance of positive relationships and child agency in early childhood education. Educators who embrace these principles and implement effective strategies create learning environments that celebrate diversity, promote inclusivity, and support children in reaching their full potential.

References

Archard, S. (2020). Responsive pedagogies for diverse cultures in early childhood education: Building a sense of belonging. Australasian Journal of Early Childhood, 45(2), 131-144. https://doi.org/10.1177/1836939120916734

Australian Children’s Education and Care Quality Authority (ACECQA). (2020). National Quality Standard. https://www.acecqa.gov.au/nqf/national-quality-standard

Australian Government Department of Education (AGDE). (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. https://www.education.gov.au/early-years-learning-framework

Degotardi, S., Sweller, N., & Pearson, E. (2018). Why relationships matter: Parent and early childhood teacher perspectives about the provisions afforded by young children’s relationships. International Journal of Early Years Education, 26(4), 354-368. https://doi.org/10.1080/09669760.2018.1474194

Emilson, A., & Folkesson, A. M. (2017). Children’s agency and learning in early childhood education and care. In N. Kucirkova, J. Rowsell, & G. Falloon (Eds.), The Routledge International Handbook of Learner Agency (pp. 139-154). Routledge. https://doi.org/10.4324/9781315672779-10

Malaguzzi, L. (2016). The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed.). Redleaf Press.

Oswell, D. (2016). Children’s agency, artefacts and writing: Speaking slideshare, animations and audioselfies. In D. Moss & B. Carmichael (Eds.), Literacy in the Early Years (pp. 91-109). Cambridge University Press. https://doi.org/10.1017/9781316677452.007

Ozmen, M., & Ozkan, G. (2021). Parent involvement practices in early childhood education: A systematic literature review. Educational Research Review, 33, 100388. https://doi.org/10.1016/j.edurev.2021.100388