Posted: November 2nd, 2023

EDUCATION AND CARE FOR INFANTS AND TODDLERS

TCHR5009 THEORY TO PRACTICE: EDUCATION AND CARE FOR INFANTS AND TODDLERS

Summary
Title Assessment Task 1: Professional Philosophy and Critical Reflection
Type Report
Due Date Monday 13th November 11:59pm AEDT (Week 3)
Length 1500 words
Weighting 50%
Academic Integrity
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 Non-Academic Misconduct Rules, Section 3.

Submission Submission of your assessment is via TURNITIN. The submission link can be found in the Assessment Tasks and Submission Tab in the Blackboard site.

Please note:
• 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. If there are any errors with the submitted document, you may receive a late penalty.
• After you have followed the TurnItin submission it is essential you download the Digital Receipt.
• If you have any difficulty submitting your assignment, please contact Technology Services and make sure that you log a job with them 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.

Rationale
Students will reflect on their learning about theoretical perspectives and practices to develop their own teaching philosophy for teaching infants and toddlers. Students will reflect on this philosophy and how it may translate to practice.

Task Description
This report is comprised of two tasks and should be presented in ONE word document.

Part 1: Professional Philosophy (750 words)
Develop your professional philosophy statement for working with infants and toddlers in an early childhood setting. Consider important aspects of infant and toddler learning, health and safety and development. Consider unit topics such as relationships, quality, attachment, brain development, routines and the physical and human environment. You can also include topics that are of interest to you.

Part 2: Critical Reflection (750 words)
Critically reflect on your philosophy above, and identify 3 anticipated challenges you may face when putting your philosophy into practice. How do you intend to overcome these challenges? Analyse according to the set text, and the National Quality Standard and Early Years Learning Framework (V2.0).

Follow the steps to complete the task:

• Create a new Word Document and save it with your surname and initials and the assessment task’s name. E.g: MillsA_assessment1_philosophy
• Create a cover page with the following details:
o Student name and Student ID
o Unit code and name
o Unit Assessor and Tutor names
o Date submitted
• Complete professional philosophy (750 words) and critical reflection (750 words)
• Complete one reference list on word document
• Check draft with draft checker on unit site
• Once complete, submit final task via the Turnitin link in the Assessment and Submission section of the unit site.

Referencing
APA7th referencing format is required with a minimum of 5 references. Sources should include relevant early childhood policy and peer-reviewed literature. Students must use the unit textbook.

Resources
• Australian Government Department of Education. (2022) Belonging, being and becoming: The early years learning framework for Australia (V2.0).
• Australian Children’s Education & Care Quality Authority (n.d.). Developmental milestones and the Early Years Learning Framework and the National Quality Standards.
• Sims, M., & Hutchins, T. (2020). Program planning for infants and toddlers (3rd ed). Pademelon Press.

Task Submission
Assessments should be submitted using the Turnitin link on the Assessments Tasks & Submission section on the Blackboard site. Only Microsoft Word documents submitted via the Turnitin portal on Blackboard will be accepted. You must label your submission with your surname and initials and the assessment task’s name.

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 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 Non-Academic Misconduct Rules, Section 3.

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.
Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/view-current.php?id=140
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.”
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 7-10 days for marks to be posted.

Assessment 1: Report MARKING RUBRIC
Criteria High Distinction Distinction Credit Pass Marginal Fail Fail
Task 1: Professional Philosophy (40%)
Articulation of professional philosophy statement for working with Infant and Toddler age children. Includes important aspects of Infant and Toddler learning, health and safety and development.
There is OUTSTANDING articulation of the philosophy statement for working with Infant and Toddlers. OUTSTANDING inclusion of important aspects of Infant and Toddler learning, health and safety and development that are covered in the unit. There is VERY GOOD articulation of the philosophy statement for working with Infant and Toddlers. VERY GOOD inclusion of important aspects of Infant and Toddler learning, health and safety and development that are covered in the unit. There is GOOD articulation of the philosophy statement for working with Infant and Toddlers. GOOD inclusion of important aspects of Infant and Toddler learning, health and safety and development that are covered in the unit. There is BASIC articulation of the philosophy statement for working with Infant and Toddlers. BASIC inclusion of important aspects of Infant and Toddler learning, health and safety and development that are covered in the unit. There is UNCLEAR articulation of the philosophy statement for working with Infants and Toddlers. Philosophy includes unclear or inappropriate aspects of Infant and Toddler learning, health and safety and development that are covered in the unit. There is NO articulation of the philosophy statement for working with Infant and Toddlers. Philosophy does not include aspects of Infant and Toddler learning, health and safety and development that are covered in the unit.
Task 2: Critical reflection (40%)
Critical reflection on personal philosophy to learning & teaching of Infants and Toddlers, the challenges and the learning competencies needed to achieve success as a teacher of the infant and toddler age group.
OUTSTANDING critical reflection on philosophy to learning & teaching of Infants and Toddlers, the challenges and the learning competencies needed to achieve success as a teacher of the infant and toddler age group. VERY GOOD critical reflection on philosophy to learning & teaching of Infants and Toddlers, the challenges and the learning competencies needed to achieve success as a teacher of the infant and toddler age group. GOOD critical reflection on philosophy to learning & teaching of Infants and Toddlers, the challenges and the learning competencies needed to achieve success as a teacher of the infant and toddler age group. BASIC critical reflection on philosophy to learning & teaching of Infants and Toddlers, the challenges and the learning competencies needed to achieve success as a teacher of the infant and toddler age group. UNCLEAR critical reflection on personal philosophy to learning & teaching of Infants and Toddlers, the challenges and the learning competencies needed to achieve success as a teacher of the infant and toddler age group. NO critical reflection on personal philosophy to learning & teaching of Infants and Toddlers, the challenges and the learning competencies needed to achieve success as a teacher of the infant and toddler age group.
Use of set text, the EYLF, NQS, the unit’s materials and scholarly readings (10%)
OUTSTANDING use of materials. Philosophy and critical reflection are consistently supported by relevant early childhood policy, research and literature. VERY GOOD use of materials. Philosophy and critical reflection are regularly supported by relevant early childhood policy, research and literature. GOOD use of materials. Critical reflection is consistently supported by relevant early childhood policy, research and literature. Some aspects of philosophy are not supported by sources. BASIC use of materials. Critical reflection is supported with literature. LIMITED use of materials. References are not relevant or appropriate for the task. Work is not referenced.
Academic literacy
(10%) Displayed outstanding Academic Literacy, including all of the following: Correct word count (+/- 10%), correct writing conventions, correctly formatted reference list. Displayed comprehensive Academic Literacy, including all or most of the following: Correct word count (+/- 10%), correct writing conventions, correctly formatted reference list. Displayed solid Academic Literacy, including some or most of the following: Correct word count (+/- 10%), correct writing conventions, correctly formatted reference list. Displayed satisfactory Academic Literacy, including some of the following: Correct word count (+/- 10%), correct writing conventions, correctly formatted reference list. Limited Academic Literacy. Mostly incorrect word count, writing conventions and reference list. Failed to display satisfactory Academic Literacy. Incorrect word count, incorrect writing conventions, incorrectly formatted reference list. Task is not readable.

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.

________________________
Developing a Professional Philosophy for Working with Infants and Toddlers in Early Childhood Education

Introduction

In the realm of early childhood education, shaping a professional philosophy is essential to guide educators in their practice and create a nurturing and stimulating environment for infants and toddlers. This report presents a comprehensive professional philosophy for working with infants and toddlers, considering various aspects of their learning, health, and safety, as well as development. It aligns with established frameworks and guidelines, including the National Quality Standard (NQS) and the Early Years Learning Framework (EYLF).

Part 1: Professional Philosophy (750 words)

Infants and toddlers are inherently capable learners, and their formative years are a critical period for development. As an educator, my professional philosophy centers around creating a safe and nurturing environment where children can learn and grow at their own pace. Building strong relationships with both children and their families is pivotal for optimal development. The following aspects are integral to my professional philosophy:

Relationships: Relationships form the foundation of all learning experiences. Building robust relationships with children and their families fosters a sense of security and belonging. A warm and supportive environment encourages children to explore and learn.

Quality: All children deserve access to high-quality early childhood education. This entails providing opportunities for holistic development, encompassing cognitive, physical, social, and emotional domains. The learning environment should be stimulating and responsive to each child’s individual needs.

Attachment: Attachment is a critical component of early childhood development. It is essential to facilitate secure attachments between children and their caregivers and support the parent-child relationship.

Brain Development: The rapid development of the brain during early years necessitates experiences that promote cognitive growth. Sensory stimulation, language exposure, and opportunities for exploration and learning are essential.

Routines: Routines offer children a sense of security and predictability. Establishing consistent and responsive routines tailored to children’s needs is crucial.

Physical and Human Environment: The physical and human environment plays a pivotal role in children’s development. Creating a safe and stimulating environment conducive to learning and growth is of utmost importance.

Part 2: Critical Reflection (750 words)

Anticipated Challenges and Overcoming Them

Implementing this professional philosophy may encounter several challenges. Three key challenges are as follows:

Diverse Developmental Pace: Infants and toddlers develop at their own pace, and each child is unique. To address this challenge, flexibility and adaptability are essential. Educators should employ individualized strategies while fostering a collective learning environment. This approach ensures that every child’s needs are met, and their growth is nurtured.

Balancing Individual and Group Needs: Striking a balance between individual children’s needs and the needs of the group is challenging. Creativity and resourcefulness are crucial. Educators can utilize a combination of individualized activities and group experiences to provide all children with opportunities for learning and growth. Collaboration with colleagues can offer valuable insights into effective strategies.

Translating Philosophy into Practice: While developing a philosophy is crucial, translating it into everyday practice can be complex. To overcome this challenge, educators should rely on their knowledge and skills while seeking support from colleagues and mentors. The consistent application of the philosophy in daily routines and activities is essential.

Alignment with Frameworks

The professional philosophy outlined aligns seamlessly with the set text by Sims and Hutchins (2020), “Program planning for infants and toddlers,” which emphasizes the significance of relationships, quality, attachment, brain development, routines, and the physical and human environment in early childhood education. Furthermore, the philosophy harmonizes with the National Quality Standard (NQS) and the Early Years Learning Framework (EYLF), both of which highlight these critical aspects of early childhood education.

Conclusion

Working with infants and toddlers in an early childhood setting is a highly significant and rewarding endeavor. The professional philosophy described in this report underscores the essential components of nurturing and educating these young learners. By focusing on building relationships, providing high-quality education, facilitating secure attachments, promoting brain development, establishing routines, and creating a conducive environment, educators can contribute to the holistic development of infants and toddlers.

References

Sims, M., & Hutchins, T. (2020). Program planning for infants and toddlers (3rd ed). Pademelon Press.

Australian Government Department of Education. (2022). Belonging, being and becoming: The early years learning framework for Australia (V2.0).

Australian Children’s Education & Care Quality Authority. (n.d.). Developmental milestones and the Early Years Learning Framework and the National Quality Standards.

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