Assessment 2: Pedagogical Practice and Professional Judgement in Early Childhood Education

Unit Details

University: Monash University

Faculty: Faculty of Education

Unit Code: EDF/ECE/EDEC 6XXX

Unit Title: Early Childhood Curriculum, Pedagogy and Assessment

Level: Undergraduate / Graduate (Early Childhood Education)

Assessment Overview

This assessment examines how early childhood educators exercise professional judgement when planning, implementing, and evaluating learning experiences. The task requires students to analyse pedagogical practice in relation to national curriculum and quality frameworks, with particular attention to intentional teaching, inclusion, and reflective decision-making in early childhood education and care (ECEC) contexts.

Assessment Type and Weighting

Assessment Type: Analytical Essay

Weighting: 40% of total unit mark

Length: 1,200–1,500 words (excluding reference list)

Unit Learning Outcomes Assessed

• Critically analyse pedagogical approaches in early childhood education.
• Apply the Early Years Learning Framework (EYLF v2.0) to curriculum decision-making.
• Evaluate educator professional judgement in inclusive and diverse learning contexts.
• Demonstrate academic writing and evidence-informed reasoning.

Assessment Task

Write an academic essay that critically analyses how pedagogical decisions are made in early childhood education and care settings. Your discussion must be grounded in the Australian ECEC context and explicitly aligned with the Early Years Learning Framework (Version 2.0) and relevant elements of the National Quality Standard.

In your essay, you are required to:

1. Explain pedagogical decision-making as a professional practice in early childhood education.
2. Analyse how educators use curriculum frameworks to inform planning, teaching, and assessment.
3. Critically examine how inclusion, diversity, and children’s individual needs shape pedagogical choices.
4. Apply theory to practice using one realistic early childhood scenario.
5. Reflect on the role of educator judgement, ethics, and ongoing reflective practice.

Assessment Requirements

• Use a formal academic writing style and third-person voice.
• Integrate a minimum of 8 academic sources, including peer-reviewed journal articles.
• Reference all sources using Harvard referencing.
• Structure the essay clearly using headings and coherent paragraphs.

Marking Criteria

Conceptual Understanding (30%)

Demonstrates clear and accurate understanding of early childhood pedagogy, curriculum frameworks, and educator decision-making.

Critical Analysis and Application (35%)

Critically evaluates theory and research and applies them effectively to early childhood practice and scenarios.

Use of Scholarly Evidence (20%)

Selects and integrates high-quality academic literature to support analysis and argument.

Academic Writing and Referencing (15%)

Presents a well-structured, coherent essay with accurate referencing and professional academic expression.

Submission Information

Submit electronically via Moodle by the due date listed in the unit handbook. Late submissions are managed in accordance with Monash University assessment policy.

Pedagogical decision-making in early childhood education involves intentional and reflective choices informed by curriculum frameworks and professional knowledge. Educators draw on observation, documentation, and theory to design learning experiences that respond to children’s strengths and contexts. Inclusive pedagogy positions diversity as integral to quality practice rather than an additional consideration.

Peer-Reviewed References

Department of Education (2022) Belonging, Being and Becoming: The Early Years Learning Framework for Australia, Version 2.0. Canberra: Australian Government. Available at: https://www.education.gov.au

Edwards, S. (2021) ‘The role of pedagogical decision-making in early childhood education’, Australasian Journal of Early Childhood, 46(3), pp. 245–257. https://doi.org/10.1177/18369391211002186

Fleet, A. and Patterson, C. (2019) ‘Pedagogical documentation and educator judgement’, Early Years, 39(1), pp. 1–15. https://doi.org/10.1080/09575146.2018.1434114

Siraj, I., Kingston, D. and Melhuish, E. (2018) Assessing Quality in Early Childhood Education and Care. London: Routledge. https://doi.org/10.4324/9781315108125

ACECQA (2023) Guide to the National Quality Framework. Available at: https://www.acecqa.gov.au