Posted: July 4th, 2024

Week 3 TCHR2003: Assessment 1 Critical Review

TCHR2003: Curriculum Studies in Early Childhood Education (Term 3, 2024)
Summary
Title Assessment 1
Type Critical Review
Due Date Friday,  11:59 pm AEST/AEDT (Week 3)
Length 1500 words
Weighting 50%

Submission Word document submitted to Turnitin (for written assessments).
Unit Learning Outcomes This assessment task maps to the following ULOs:
ULO1: describe and justify curriculum in early childhood education and care
services
ULO2: understand and demonstrate conceptual knowledge related to key
learning areas for children from birth to five years
ULO3: argue, with reference to the literature, how curriculum key learning areas can be applied to support children’s learning
ULO4: create and analyse learning environments of curriculum key learning areas for children’s development and learning explain the role of the early
childhood educator

Rationale
This unit develops conceptual knowledge of the holistic and integrated approach to curriculum in the early childhood setting for children aged from birth to five years. Students learn about the importance of play, the Early Years Learning Framework (EYLF) (2022), National Quality Standard (ACECQA, 2020) and use an integrated approach of the learning areas (Australian Curriculum Foundation Year; English, Humanities and Social Sciences, Health and Physical Education, Languages, Mathematics, Science, Technologies, and The Arts).

Task Description
As an early childhood educator, it is important that you have a good understanding of theory, Early Childhood curriculum framework (EYLF), National Quality Standard (NQF), and Australian Curriculum Foundation year) and to be able to justify how early childhood educators use play to plan and implement curriculum for young children in early childhood settings. Assessment 1 requires you define curriculum in early childhood education, discuss how educators use play to implement the curriculum and critically reflect on teacher and children’s interactions during an early childhood activity with relevant links to EYLF, NQS Quality Areas (QA), and Australian Curriculum Learning Areas (Foundation Year). This assessment task will enable you to demonstrate a good working knowledge and understanding of early childhood education curriculum, frameworks, theory, and concepts. Note: For this unit, the terms educator and teacher are interchangeable.

Task Instructions
Write a critical response to the following three points to demonstrate a good working knowledge and understanding of early childhood education curriculum, frameworks, theory, and concepts.
1. Define what curriculum means in early childhood education and provide a rationale for your statement using the unit content and readings to support your discussion (100 words).
2. Discuss how educators use children’s play to plan and implement curriculum in early childhood education settings. Justify your response by using theory, EYLF, NQS QA, using the unit content and readings to support your discussion (500 words).
3. Observe the teacher and children’s interactions during an early childhood activity in the video provided in the Assessment 1 folder.
a) Identify and discuss relevant EYLF Principles and Practices the educator is using to promote children’s learning and make relevant links to the NQS Quality Areas (300 words).
b) Identify 2 relevant EYLF Learning Outcomes the children are learning during the activity. Describe a relevant example of what you see in the video that demonstrates the EYLF Learning Outcomes (300 words).
c) Identify 2 relevant Learning Areas (Australian Curriculum, Foundation Year, with relevant content description codes) this activity may be covering and describe an example from the video, for each of your selected Learning Areas (300 words).
• Use APA 7 referencing throughout and double-lined spacing, Times Roman 12-point Font.
Resources
NQS QA= National Quality Standard Quality Area https://www.acecqa.gov.au/nqf/national-quality-standard
https://www.acecqa.gov.au/sites/default/files/2018-07/RevisedNQSHandoutA4.pdf
EYLF = Early Years Learning Framework https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
ACARA = Australian Curriculum, Assessment, and reporting Authority https://v9.australiancurriculum.edu.au/
Referencing Style Resource
About APA 7th – APA 7th Referencing Guide – Library guides at Southern Cross University (scu.edu.au)

Task Submission

Assessment 1 should be submitted using the Turnitin in the Assessments Tasks & Submission section on the Blackboard TCHR2003 site.
You must label your submission with your surname and initials and the Assessment Task’s name. You must label your submission with your surname and initials and the assessment task’s name, e.g: JSmith student number _TCHR2003 Assessment 1.docx

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

Special Consideration
Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/view-current.php?id=140
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 My Enrolment 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
Please refer to the Late Submission & Penalties section of Policy https://policies.scu.edu.au/view.current.php?id=00255

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.
Please note that re-submissions are not permitted for this unit as per SCU policy.
Assessment Grade Descriptions

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.

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TCHR2003: Assessment 1 Critical Review

Early Childhood Education Curriculum Analysis

Certainly. I’ll revise and expand the paper using all the provided references, adding more detail where necessary. Here’s the revised version:

Early Childhood Education Curriculum Analysis: A Critical Review

Early childhood education plays a pivotal role in shaping young learners’ developmental trajectories. This paper examines the concept of curriculum in early childhood education, explores the use of play in implementing curriculum, and analyses educator-child interactions through the lens of established frameworks.

Defining Curriculum in Early Childhood Education

Curriculum in early childhood education encompasses the planned and spontaneous experiences that facilitate children’s learning and development (Cheeseman and Walker, 2020). It extends beyond formal instruction to include the learning environment, educator-child interactions, and intentional teaching moments. The Australian early childhood curriculum is guided by the Early Years Learning Framework (EYLF) and the National Quality Standard (NQS), which emphasise a holistic, play-based approach to learning (Department of Education, 2022).

The concept of curriculum in early childhood settings has evolved significantly over the years. Mirshamsi et al. (2024) highlight the importance of considering various theoretical perspectives, such as the Montessori approach, when developing play-based curricula. These diverse approaches contribute to a richer understanding of how young children learn and develop.

Play-Based Curriculum Implementation

Educators utilise children’s play as a primary vehicle for curriculum implementation in early childhood settings. Play-based learning allows children to explore, experiment, and construct knowledge in meaningful contexts (Fleer, 2019). Through careful observation of children’s play, educators identify interests, abilities, and learning opportunities to inform curriculum planning.

Wagner (2024) conducted a phenomenological study on early childhood educators’ experiences with implementing play-based learning in the classroom. The research revealed that while educators recognize the value of play-based learning, they often face challenges in balancing structured activities with free play. Successful implementation requires ongoing professional development and support for educators.

The learning environment is strategically designed to support play-based learning. Educators provide open-ended materials, create inviting spaces, and offer provocations that spark children’s curiosity and imagination. This approach aligns with the EYLF’s emphasis on learning through play and the NQS Quality Area 3, which focuses on the physical environment (ACECQA, 2020).

Leggett (2024) compared approaches to documenting children’s creative thought processes in Australia and Italy. The study found that educators who carefully observe and document children’s play can gain valuable insights into their cognitive development and use this information to enhance the curriculum.

Educator-Child Interactions: EYLF Principles and Practices

Effective educator-child interactions are fundamental to curriculum implementation. The EYLF outlines key principles and practices that guide these interactions. For instance, the principle of ‘secure, respectful, and reciprocal relationships’ is evident when educators respond sensitively to children’s cues and foster a sense of belonging (Department of Education, 2022).

Educators employ intentional teaching strategies, as outlined in the EYLF practices, to extend children’s learning. This may involve asking open-ended questions, modelling problem-solving strategies, or providing scaffolding to support children’s emerging skills (Leggett and Ford, 2021).

Hicban (2024) explored the co-construction of children’s participation rights in an early childhood education setting. The research emphasised the importance of educators actively involving children in decision-making processes, which aligns with the EYLF’s principle of ‘partnerships’ and supports children’s agency in their learning.

EYLF Learning Outcomes and the Australian Curriculum

The EYLF identifies five learning outcomes that educators work towards. For example, ‘Children are confident and involved learners’ (Outcome 4) might be observed when children demonstrate persistence in challenging tasks or show curiosity about their environment (Department of Education, 2022).

While the EYLF guides early childhood education, the Australian Curriculum provides a framework for the transition to formal schooling. Educators in early childhood settings may begin to introduce concepts from the Australian Curriculum learning areas in age-appropriate ways. For instance, early numeracy experiences align with the Mathematics learning area, while explorations of the natural world connect to the Science curriculum (ACARA, 2023).

Campbell and Howitt (2024) emphasise the importance of introducing science concepts in early childhood education. Their work provides practical strategies for integrating scientific inquiry into play-based learning, supporting children’s natural curiosity and fostering critical thinking skills.

Environmental Education in Early Childhood

Ardoin and Bowers (2020) conducted a systematic review of research on early childhood environmental education. Their findings suggest that exposure to nature-based learning experiences in early childhood can have lasting positive effects on children’s environmental attitudes and behaviours. This aligns with the EYLF’s emphasis on children’s connection with and contribution to their world (Outcome 2).

Adapting Curriculum in Challenging Times

The COVID-19 pandemic highlighted the need for flexibility in curriculum implementation. Drane et al. (2020) examined the impact of ‘learning at home’ on vulnerable children in Australia during the pandemic. Their research underscores the importance of developing resilient and adaptable curricula that can support children’s learning in various contexts, including during periods of disruption.

Conclusion

Curriculum in early childhood education is a complex and multifaceted concept that extends far beyond traditional notions of formal instruction. By leveraging play-based learning, fostering meaningful interactions, and aligning with established frameworks, educators create rich learning environments that support children’s holistic development and lay the foundation for lifelong learning. Recent research highlights the importance of documenting children’s creative processes, integrating environmental education, and adapting curricula to meet changing societal needs. As the field continues to evolve, ongoing professional development and critical reflection will be essential for educators to effectively implement and refine early childhood curricula.

References

ACARA (2023) Australian Curriculum, Version 9.0. Available at: https://v9.australiancurriculum.edu.au/ (Accessed: 1 July 2024).

ACECQA (2020) Guide to the National Quality Framework. Available at: https://www.acecqa.gov.au/nqf/about/guide (Accessed: 1 July 2024). ACECQA essays

Ardoin, N.M. and Bowers, A.W., 2020. Early childhood environmental education: A systematic review of the research literature. Educational Research Review, 31, p.100353.

Campbell, C. and Howitt, C. eds., 2024. Science in early childhood. Cambridge University Press.

Cheeseman, S. and Walker, R. (2020) ‘Pedagogies for leading practice in the early years’, in Kindergarten to Year 2, 2nd edn. Crows Nest, NSW: Allen & Unwin, pp. 65-80.

Department of Education (2022) Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra: Commonwealth of Australia.

Drane, C., Vernon, L. and O’Shea, S., 2020. The impact of ‘learning at home’on the educational outcomes of vulnerable children in Australia during the COVID-19 pandemic.

Fleer, M. (2019) ‘Conceptual Playworlds: the role of imagination in play and learning’, Early Years, 41(4), pp. 431-444.

Hicban, C., 2024. Hand-in-hand: The co-construction of children’s participation rights in an early childhood education setting (Doctoral dissertation, Queensland University of Technology).

Leggett, N., 2024. Creativity in early childhood: how educators from Australia and Italy are documenting the creative thought processes of young children. SN Social Sciences, 4(3), p.74.

Mirshamsi, H., Abadi, N.M.A. and Asli, A.A., Identifying the Dimensions and Components of the Play-Based Curriculum in the Preschool Period based on the Montessori Theory. Sociology of Education, 10(1), pp.141-151.

Wagner, L.L., 2024. Early Childhood Education Teachers’ Experiences with Implementing Play-Based Learning in the Classroom: A Phenomenological Study.

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