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). 2 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. 3 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. 4 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. 5 Assessment Brief Assessment Rubric Marking Criteria and % Early Childhood Education: Fostering Positive Relationships and Child Agency Introduction

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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).

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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

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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).

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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:

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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

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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

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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

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