Posted: November 1st, 2024

TCHR2002 Assessment 1: Portfolio – Children, Families & Communities

TCHR2002 Assessment 1
TCHR2002 CHILDREN, FAMILIES & COMMUNITIES
ASSESSMENT 1: Portfolio 2024

Summary
Title Assessment 1: Portfolio of short responses to unit content
Due Date Monday 18th November (WEEK 4) @ 11:59pm AEDT
Length 1500 words excluding references
Weighting 50%

Unit Learning Outcomes (ULO)
You will demonstrate the following Unit Learning Outcomes (ULO) on the successful completion of this task:
• ULO 1: Compare and critique historical and contemporary constructions of childhood and families, including those pertaining to First Nations perspectives and experiences.
• ULO 2: Identify how children develop identity and how teachers develop a sense of belonging, being, and becoming.

Rationale
Working with and supporting children and families within the context of their community is a vital consideration for teachers as this reflects the lives and learning of children. Knowing children, families, and communities therefore presents opportunities and challenges and being able to identify, compare, and critique the diversity of issues that children and families experience in contemporary communities in Australia is a vital skill.

Assessment Description
The aim of this assessment is for pre-service teachers to demonstrate their knowledge and understanding regarding the historical and diverse issues facing children and families in contemporary communities. This assessment aligns with the unit learning modules 1-3 and requires you to reflect upon key issues presented in the unit content and complete three (3) x 500-word responses to the following topics.

Topic 1: Historical childhood influences
Think about one or two issues that influence children’s lives today and how this has changed over the last 20-50 years. With reference to the unit content compare and critique how contemporary life may enhance or hinder outcomes for children and families compared to how life influenced them in the past. Pay attention to the ideas about how contemporary childhoods are constructed in an Australian or Global context. Frame your answer using the levels in Bronfenbrenner’s Ecological Model including an understanding of the concept of proximal processes.

Topic 2: First Nations childhoods
Culturally responsive educators are knowledgeable of each child and family’s context including how to embed Aboriginal and Torres Strait Islander perspectives in the curriculum. Make relevant links to the Early Years Learning Framework (AGDE, 2022) in your discussions.
• Discuss the importance of Aboriginal and Torres Strait Islander children being able to see themselves, their identities and cultures reflected in their learning environment.
• Identify why creating an intercultural space is important for all children and families?

Topic 3: Gender equity scenario
You are employed as the teacher in an early childhood education setting where a new family has recently enrolled their four-year-old son Jacob. You have planned a cooking experience with the children when Jacob states, “cooking is the girl’s job, boys should not cook!” Discuss the following points with reference to the unit content:
▪ What specific language and strategies would you use to address the children’s being, belonging, and becoming in this situation?
▪ Give examples of how can you teach gender equity as part of an anti-bias curriculum that has been outlined in the unit content, with children aged 3-5 years-of-age?
▪ How could you communicate the principles of an anti-bias curriculum and gender equity with families?

Assessment Instructions
Formatting and style
APA 7 formatting is required for this task.
• Include a cover page that contains:
o The title of the task in bold
o Your name (as author) and Student ID
o Your faculty (Faculty of Education, Southern Cross University)
o The unit code and name (TCHR2002 Children, Families, and Communities)
o Your unit assessor’s name (Tracy Young)
o The due date
• Include clear headings for the topics you are responding to
• Indent the first line of each new paragraph.
• Use 12-point Arial font.
• Use a 1.5- or double-line space for your writing and your reference list

Referencing
• APA 7 Referencing style is required to be used for this task. Please refer to the APA 7th Referencing Guide for this task – https://libguides.scu.edu.au/apa
• Create a reference list on a new page at the end of the task with a minimum of ten references, although you may use more
• At a minimum, your sources for this task will include the unit required text, unit readings, EYLF (AGDE, 2022), and broader literature.
• Broader literature may include textbooks, peer-reviewed articles, and other authoritative sources.

• If you have used an AI tool or technology in the process of completing your assessment (for example, brainstorming, understanding concepts, generating examples, summarising readings), an acknowledgement of how you have used AI tools or technologies is required. You can create this acknowledgement by adding a declaration at the end of your reference list. For example: I acknowledge the use of ChatGPT to brainstorm concepts ——- for this assessment as a starting point for initial research before writing my assessment.

Assessment Submission
• Submitted using the submission point in the Turnitin folder in the Assessments Tasks and Submission section on the Blackboard TCHR2002 site.
• Label your final submission with your surname and initials and the assessment task’s name, e.g. SmithJ_PortfolioTask1.doc
• 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.
• 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.
• 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.
• If you have any difficulty submitting your assignment, log a job with Technology Services by email 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.

Generative A1
For the assessments in this unit students are permitted to use Generative AI (e.g., ChatGPT) to:
• clarify concepts, theories, ideas, etc., discussed in class
• generate preliminary ideas for writing
• edit a working draft of the assessment
• read and summarise research and supporting evidence for the assessment
Students are not permitted to use Generative AI to:
• generate definitions or writing used in their final submission.
• produce arguments or refine thinking on their final submission
Any of these actions will constitute and be treated as a breach of academic integrity. Do not post confidential, private, personal, or otherwise sensitive information into these tools. If you use these tools, you must be aware of their limitations, biases, and propensity for fabrication. Your use of AI tools must adhere to the SCU Academic Integrity Framework, including upholding honesty, ethics, professionalism, and academic integrity.

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Writing Guide:

Perspectives on Childhood: Historical Influences, Cultural Representation, and Gender Equity

Brief overview of the importance of understanding childhood through historical, cultural, and social lenses.

Introduce the structure of the paper, outlining the three main topics: historical influences, First Nations childhoods, and gender equity in early childhood settings.

Topic 1: Historical Childhood Influences

Introduction to Historical Influences

Overview of key historical perceptions of childhood, using references like Cross (1997, 2004) and Gittens (2004).

Explanation of changes in family dynamics, technology, and media over the last 50 years.

Bronfenbrenner’s Ecological Systems Theory Application

Discuss the five levels of Bronfenbrenner’s theory (microsystem, mesosystem, exosystem, macrosystem, chronosystem).

Describe how each level has changed historically, impacting childhood today.

Explanation of proximal processes as engines of development (Bronfenbrenner & Evans, 2000) in historical and modern contexts.

Contemporary Influences on Childhood Outcomes

Comparison of historical vs. contemporary views of childhood using Gheaus, Calder, and De Wispelaere (2018).

Pros and cons of current childhood environments.

Topic 2: First Nations Childhoods

Cultural Identity and Representation

Discuss the value of cultural representation in early childhood education for Aboriginal and Torres Strait Islander children, citing relevant literature (e.g., Malone et al., 2020).

Explore how culturally responsive pedagogy fosters belonging and cultural pride.

Intercultural Spaces in Early Childhood

Discuss why creating intercultural spaces benefits all children and families, encouraging respect for diversity and inclusion.

Reference the Early Years Learning Framework (EYLF) (AGDE, 2022) to outline specific practices that reflect First Nations perspectives.

Practical Applications in Curriculum

Provide examples of curriculum practices that support Aboriginal and Torres Strait Islander identities.

Topic 3: Gender Equity in Early Childhood Settings

Addressing Gender Stereotypes

Description of the scenario involving Jacob’s statement and the teacher’s response.

Explanation of language and strategies to challenge gender stereotypes constructively.

Anti-Bias Curriculum Implementation

Discuss how an anti-bias curriculum addresses gender equity and promotes social justice in young children’s learning, supported by James (2004) and Kehily (2009).

Outline teaching methods that foster inclusivity and equality.

Engaging Families in Gender Equity

Highlight strategies for communicating gender equity principles to families, ensuring support for anti-bias education.

Conclusion

Summarize the importance of historical, cultural, and social awareness in shaping early childhood education.

Reinforce the value of these perspectives in fostering inclusive, equitable, and culturally responsive learning environments for children.

References

Include at least ten scholarly sources, such as:

Gheaus, A., Calder, G., & De Wispelaere, J. (2018). The Routledge Handbook of the Philosophy of Childhood and Children. Routledge.

Cross, G. (1997). Kids’ Stuff: Toys and the Changing World of American Childhood. Cambridge.

James, A. (2004). Constructing Childhood: Theory, Policy and Social Practice. Palgrave MacMillan.

Malone, K., Tesar, M., & Arndt, S. (2020). Theorising Posthuman Childhood Studies. Springer Nature.

AGDE. (2022). The Early Years Learning Framework.

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Sample Paper:

TCHR2002 Assessment 1: Portfolio

Children, Families & Communities

Topic 1: Historical Childhood Influences

Contemporary childhood experiences differ significantly from those of previous generations, particularly regarding digital technology exposure and environmental awareness. Through Bronfenbrenner’s Ecological Model lens, these changes manifest across multiple system levels, fundamentally altering proximal processes – the regular interactions between children and their immediate environment.

At the microsystem level, children’s daily interactions increasingly occur through digital interfaces, whereas previous generations primarily engaged in face-to-face social interactions. The mesosystem reveals transformed relationships between home and educational settings, with technology bridging these environments more seamlessly than before. However, this integration presents both opportunities and challenges for children’s development.

Within the exosystem, parental work patterns have evolved dramatically, particularly following global events that normalized remote work arrangements. This shift affects children’s home environments and family dynamics. The macrosystem reflects broader societal changes, especially regarding environmental consciousness and sustainability awareness, which notably influences children’s worldviews and future outlook.

The chronosystem demonstrates how these changes accumulate over time, creating distinctly different childhood experiences compared to previous decades. While contemporary children benefit from enhanced educational resources and global connectivity, they simultaneously face unprecedented challenges regarding screen time management and environmental anxiety.

Topic 2: First Nations Childhoods

Creating learning environments that reflect Aboriginal and Torres Strait Islander identities and cultures proves essential for fostering strong cultural connections and positive self-identity development among First Nations children. The Early Years Learning Framework (AGDE, 2022) emphasizes this through its fundamental principles of respect for diversity and ongoing learning and reflective practice.

Learning environments should incorporate Indigenous perspectives through thoughtfully selected resources, displays, and activities that celebrate First Nations cultures. These elements help Aboriginal and Torres Strait Islander children develop strong cultural identities while feeling valued and respected within their educational setting.

Establishing intercultural spaces benefits all children by promoting understanding, respect, and appreciation for diverse cultural perspectives. Such environments facilitate meaningful cross-cultural interactions and learning opportunities, helping children develop cultural competence and challenge potential biases from an early age.

Topic 3: Gender Equity Scenario

When addressing Jacob’s statement about cooking being “girls’ job,” appropriate pedagogical responses should focus on promoting inclusive thinking while maintaining respect for all perspectives. Specific strategies include:

Language and Strategies:

“Everyone can enjoy cooking – it’s a skill that helps us take care of ourselves and others”

“Many famous chefs are men, and many are women. Would you like to learn about some of them?”

Encourage collaborative cooking experiences among all children

Teaching Gender Equity:

Implement diverse role-play scenarios challenging traditional gender roles

Share stories featuring characters in non-stereotypical roles

Create inclusive learning centers welcoming all children

Communicating with Families:

Share the center’s commitment to equity through newsletters and documentation

Organize inclusive family events celebrating diverse skills and interests

Provide resources about gender-neutral parenting approaches

References:

AGDE. (2022). The Early Years Learning Framework.

Gheaus, A., Calder, G., & De Wispelaere, J. (2018). The Routledge handbook of the philosophy of childhood and children. Routledge.

Malone, K., Tesar, M., & Arndt, S. (2020). Theorising posthuman childhood studies. Springer Nature.

UNEP. (2023). Prospects for children in the polycrisis: A 2023 global outlook. UNICEF.

Leslie, T., Byrd, J., & Hoad, N. (2019). See how global warming has changed the world since your childhood. ABC News.

– Tutorial/Module 1: Historical and contemporary perspectives
– TCHR2002 Children, Families and Communities
Workshop 1
– Activities
• Activity1: Who are we n
• Activity 2: Perceptions of contemporary childhoods
• Activity 3: Testing the bioecological model
• Activity 4: Whole group mindmap
• Bronfenbrenner’s Ecological Systems Theory