Posted: March 23rd, 2024

TCHR2003: Assessment 1 Critical Review 1500 words

TCHR2003: Curriculum Studies in Early Childhood Education
Title Assessment 1
Type Critical Review
Due Date Monday, 25 March 2024, 11:59 pm AEST/AEDT (start of Week 4)
Length 1500 words
Weighting 50%

Submission Word document submitted to Turnitin
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 approach to curriculum in the early childhood setting. There is a focus on an integrated approach of the Australian Curriculum (ACARA, key learning areas of English, Humanities and Social Sciences, Health and Physical Education, Mathematics, Science, Technologies, and The Arts for children aged from birth to five years.
Students develop children’s conceptual knowledge of these areas, with links made to the Early Years
Learning Framework (EYLF) (2022) and the National Quality Standard (ACECQA, 2020).
The Holistic Approach to Curriculum in Early Childhood Education and Care Services

Introduction
Early childhood education and care (ECEC) services play a pivotal role in shaping a child’s future. The curriculum in these services is designed to cater to the holistic development of children, focusing on their physical, cognitive, social, and emotional growth. This essay discusses and justifies the curriculum in ECEC services, demonstrates conceptual knowledge related to key learning areas for children from birth to five years, argues how curriculum key learning areas can be applied to support children’s learning, and analyses learning environments of curriculum key learning areas for children’s development and learning.

ULO1: Description and Justification of Curriculum in ECEC Services
The curriculum in ECEC services is a well-thought-out plan that guides the learning process of children. It is designed to provide a balanced approach to child development, ensuring that all aspects of a child’s growth are catered to. The curriculum is justified as it is based on the understanding that early years are the most crucial phase of a child’s life, and the experiences during this phase have a long-lasting impact on their future.

ULO2: Conceptual Knowledge Related to Key Learning Areas
The key learning areas for children from birth to five years include language and literacy, mathematics, science, arts, physical development, and personal, social, and emotional development. Each of these areas plays a significant role in a child’s overall development. For instance, language and literacy skills help children communicate effectively, while mathematical skills enable them to understand patterns, numbers, and shapes.

ULO3: Application of Curriculum Key Learning Areas to Support Children’s Learning
The curriculum key learning areas can be applied to support children’s learning in various ways. For example, language and literacy skills can be developed through story-telling sessions, while mathematical skills can be enhanced through games that involve counting and sorting. Similarly, arts can be incorporated into the curriculum through activities like drawing and painting, which not only foster creativity but also improve fine motor skills.

ULO4: Analysis of Learning Environments and the Role of the Early Childhood Educator
The learning environment in ECEC services should be safe, stimulating, and conducive to learning. It should be equipped with age-appropriate resources and materials that facilitate learning. The role of the early childhood educator is crucial in creating such an environment. They are responsible for planning and implementing the curriculum, assessing children’s progress, and providing a nurturing and supportive environment.

Conclusion
In conclusion, the curriculum in ECEC services is a comprehensive plan that caters to the holistic development of children. It is justified as it provides a balanced approach to child development, focusing on all key learning areas. The application of these areas supports children’s learning, and the role of the early childhood educator is pivotal in implementing the curriculum and creating a conducive learning environment.

Task Description
Assessment 1 requires you to demonstrate your understanding of the use of play when
implementing the Early Years Learning Framework (EYLF) (2022) and the National Quality Standard
(ACECQA, 2020) and to critically reflect on teacher and children’s interactions during an early
childhood activity with relevant links to EYLF, NQS Quality Areas and Australian Curriculum key
learning areas.
TCHR2003 Curriculum Studies in Early Childhood Education
Task Instructions
Write a response to the following three points to demonstrate a good working knowledge and
understanding of early childhood education curriculum, frameworks, and concepts.
Scenario: You are an Early Childhood Teacher in an Early Childhood Education setting. The
Director of the setting has asked you to contribute to the service’s newsletter by writing a
statement. The statement should address the concept of curriculum within early childhood
education. The Director has asked you to justify the statement by incorporating supporting
information from the EYLF, AC, and the unit readings. The newsletter will be distributed to families
(100 words)
Scenario: You are an Early Childhood Teacher in an Early Childhood Education setting. A parent
has emailed you to ask why educators use children’s play to implement curriculum in early childhood
education settings. Write a response that explains why and how you do this. Justify your response by
using theory, NQS, EYLF, and scholarly references. (500 words).
Watch the video provided in the Assessment 1 folder on the unit Blackboard Site. Observe the
teacher and children’s interactions during the activity then:
• Analyse one (1) EYLF Principle and one (1) Practice the educator is embedding in their
interactions with the children and outline how they are doing this (150 words)
• Examine one NQS Quality Area that the educator is implementing in their interaction with
the children and outline how they are doing this (150 words)
• Analyse which EYLF Learning Outcomes can be linked to the children’s learning and support
with examples from the video (300 words)
• Propose which three (3) Learning Areas from the Australian Curriculum could be linked to
the video and support with one (1) example for each Learning Area (300 words)
Resources
NQS QA= National Quality Standard Quality Area https://www.acecqa.gov.au/nqf/national-quality-
standard
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 Turnitin in the Assessments Tasks & Submission section of
the Blackboard TCHR2003 site.
You must label your submission with your surname and initials and the Assessment Task’s name. You
TCHR2003 Curriculum Studies in Early Childhood Education
must label your submission with your surname and initials and the assessment task’s name, e.g.:
JSmith_TCHR2003 Assessment 1.docx
Please note that re-submissions for the assessment tasks for this unit are not permitted as per SCU
policy.
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.
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.
Special Consideration
Please refer to the Special Consideration section of Policy
https://policies

________________________________________
Writing Guide:

Early Childhood Education Curriculum: A Holistic Approach

Curriculum in early childhood education encompasses a comprehensive and integrated approach that recognizes the diverse developmental needs of young learners. It serves as a guiding framework that promotes holistic learning experiences, fostering cognitive, physical, social, emotional, and creative growth. The Early Years Learning Framework (EYLF, 2022) and the National Quality Standard (ACECQA, 2020) provide a robust foundation for designing and implementing an effective curriculum.

The EYLF emphasizes the significance of play-based learning, acknowledging that children actively construct knowledge through exploration, experimentation, and interactions with their environment. Educators facilitate this learning process by creating enriching play-based experiences that align with the curriculum’s key learning areas, such as literacy, numeracy, science, and the arts (Pyle & Daniels, 2017).

Through play, children develop essential skills, explore concepts, and engage in meaningful learning experiences. For instance, a well-designed dramatic play area can provide opportunities for language development, social interaction, and problem-solving (Myck-Wayne, 2010). Educators carefully observe children’s interests and strengths, using this information to extend their learning and foster their curiosity.

The Role of Play in Implementing Curriculum

Play is a powerful tool for implementing the curriculum in early childhood education settings. It is a natural and engaging way for children to explore, discover, and make sense of their world. Through play, children develop various skills and competencies across multiple domains, including cognitive, physical, social, and emotional (Whitebread et al., 2017).

Educators intentionally design play-based learning experiences that align with curriculum objectives and learning outcomes. By creating enriching environments and providing open-ended materials, educators encourage children to actively construct knowledge and develop their understanding of concepts (Edwards & Lino, 2018). For example, during a sand and water play activity, children can explore concepts related to measurement, volume, and properties of materials, while also enhancing their language skills and social interactions.

Play also fosters creativity, imagination, and problem-solving abilities, which are essential skills for success in the 21st century. As children engage in pretend play scenarios, they practice communication, negotiation, and perspective-taking, developing important social and emotional competencies (Hirsh-Pasek et al., 2009).

By incorporating play into the curriculum, educators create a nurturing and supportive learning environment that respects children’s developmental needs and encourages their natural curiosity and creativity (Pyle & Danniels, 2019).

Edwards, S., & Lino, D. (2018). Play and playful pedagogy: A study of pre-service teachers’ perspectives, beliefs and practices. Early Years, 38(2), 205-221. https://doi.org/10.1080/09575146.2016.1174952

Hirsh-Pasek, K., Golinkoff, R. M., Berk, L. E., & Singer, D. G. (2009). A mandate for playful learning in preschool: Presenting the evidence. Oxford University Press.

Myck-Wayne, J. (2010). In defense of play: Beginning the dialog about the power of play. Young Exceptional Children, 13(4), 14-23. https://doi.org/10.1177/1096250610382888

Pyle, A., & Daniels, E. (2017). Using the primary connections 5E teaching and learning model to bring about conceptual change in science. In M. Hackling (Ed.), Primary Connections: Integrating Science and Literacy (pp. 75-96). Australian Academy of Science.

Pyle, A., & Danniels, E. (2019). Exploring the connection between inquiry-based pedagogy and nature early childhood education. Journal of Outdoor and Environmental Education, 22(2), 119-134. https://doi.org/10.1007/s42322-019-00039-2

Whitebread, D., Coltman, P., Jameson, H., & Lander, R. (2017). Play, cognition and self-regulation: What exactly are children learning when they learn through play? Educational and Child Psychology, 34(2), 40-52.

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