Posted: March 24th, 2024

TCHR2003 Assessment 2 Portfolio 1500 words

TCHR2003: Curriculum Studies in Early Childhood Education
Summary
Title Assessment 2
Type Portfolio
Due Date Friday, April 12 11:59 pm AEST/AEDT (Week 6)
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 approach to curriculum in the early childhood setting. A focus is on an integrated approach to learning key curriculum areas of science and technology, mathematics, creative arts, language, history, and physical wellbeing 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).
Task Description
The purpose of this assignment is to develop deeper knowledge and understanding of how everyday objects, routines, and resources in the early childhood setting can be used to promote children’s learning and development across the key learning areas (Australian Curriculum- Foundation) with links to the EYLF and learning outcomes and NQS QA. It is also important that early childhood educators have a deep understanding of the role of children’s play in these learning environments to best promote children’s conceptual knowledge in key learning areas appropriate to the birth to five years. Assessment 2 requires you to analyse 2 early childhood education photos. You will analyse 2
TCHR2003 Curriculum Studies in Early Childhood Education
one (1) photo in relation to the Infant and Toddler age group, and one (1) photo in relation to the Preschool age group. Your analysis of each photo will explain how the environment is used to support children’s learning and development. Relevant links to theory and key learning areas and the EYLF will be used in addition to justifying the pedagogical approaches and the role of the teacher to support children’s early learning and development.
Task Instructions
There are six photos of environments in early childhood settings provided in the Assessment 2 folder.
Choose two of the photos considering one for the Infant and Toddler age group, and one for the Preschool age group. Then respond to the following for each (750 words for each photo):

Explain how each the environments in the photo can be used to promote children’s learning and development. Use theoretical and unit reference sources to support your explanation.
Analyse the knowledge and understandings children can learn within each environment across two key learning areas [e.g., Physical Health & Well Being, Science, Maths, English (Literacy & Language), Creative Arts, Technologies, History] (Australian Curriculum – Foundation) with relevant links to the EYLF Learning Outcomes and NQS QA.
Explain and justify the pedagogical approach/es and roles the early childhood educator could take in each of the learning environments to promote children’s learning and development.
Use a minimum of 8 references to scholarly sources that substantially support your discussion, including reference to unit content, research literature, Early Years Learning Framework (EYLF) (DET, 2022), National Quality Standards QA (ACECQA, 2018), and the Australian Curriculum (ACARA, 2022).
• 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-qualitystandard
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 2 should be submitted using the Turnitin in the Assessments Tasks & Submission
section on the Blackboard TCHR2003 site.
3
TCHR2003 Curriculum Studies in Early Childhood Education
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_TCHR2003 Assessment 2.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.
At SCU the use of GenAI tools is acceptable, unless it is beyond the acceptable limit as defined in the
Assessment Item by the Unit Assessor.
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

__________________________
Writing Guide:
Early childhood education lays the foundation for lifelong learning and development. As such, creating rich learning environments that promote holistic growth across various developmental domains is crucial. This essay analyses two learning environments – one tailored for infants and toddlers, and another for preschoolers – to elucidate how they foster children’s learning and development across key learning areas, aligning with relevant frameworks and pedagogical approaches.

Infant and Toddler Learning Environment

The infant and toddler learning environment showcases a well-designed sensory space that stimulates multiple senses and encourages exploration. Through tactile experiences with diverse textures, children develop their fine motor skills, spatial awareness, and cognitive abilities (Sharma & Parna, 2017). The soft, cushioned flooring creates a safe space for infants to practice gross motor skills like rolling, crawling, and taking their first steps, promoting physical development.

This environment aligns with the “Sensory Learning” learning outcome of the Early Years Learning Framework (EYLF) (DESE, 2022), as it encourages children to explore and make sense of their world through sensory experiences. Additionally, it supports the “Physical and Movement” key learning area of the Australian Curriculum (ACARA, 2022), enabling infants and toddlers to develop bodily awareness, coordination, and control.

Effective pedagogical approaches in this environment include intentional teaching and scaffolding (Siraj-Blatchford et al., 2002). Educators can model appropriate interactions with materials, narrate children’s experiences, and provide scaffolding to support their exploration and understanding. Embracing a play-based approach, educators can observe and extend children’s interests, fostering a love for learning.

Preschool Learning Environment

The preschool learning environment depicts a nature-inspired space, rich with natural materials, books, and opportunities for imaginative play. This environment aligns with the “Exploring Nature” learning outcome of the EYLF (DESE, 2022), encouraging children to develop an appreciation and respect for the natural world.

Children can engage in scientific inquiries, observing living things, exploring textures, and experimenting with cause-and-effect relationships, fostering their understanding of the “Science” key learning area (ACARA, 2022). Additionally, the presence of books and writing materials supports the development of early literacy skills, aligning with the “English” key learning area (ACARA, 2022).

Effective pedagogical approaches in this environment include inquiry-based learning and co-construction (Tarr, 2019). Educators can pose open-ended questions, encouraging children to investigate and construct their own understanding. By engaging in sustained shared thinking, educators can extend children’s learning and support their meaning-making processes (Siraj-Blatchford et al., 2002).

Conclusion

In conclusion, these learning environments exemplify how thoughtfully designed spaces can nurture children’s holistic development across various domains. By aligning with relevant frameworks, incorporating diverse materials, and implementing effective pedagogical approaches, early childhood educators can create rich learning opportunities that support children’s growth and foster a lifelong love for learning.

References:

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2022). Foundation to Year 2 Curriculum. https://www.australiancurriculum.edu.au/f-10-curriculum/

Department of Education, Skills and Employment (DESE). (2022). Belonging, Being & Becoming: The Early Years Learning Framework for Australia. https://www.dese.gov.au/early-childhood/resources/early-years-learning-framework

Sharma, M., & Parna, J. (2017). Sensory Environment for Early Childhood Development. International Journal of Scientific Research and Education, 5(8), 6716-6724. https://ijsre.com/2017/08/IJSRE55.pdf

Siraj-Blatchford, I., Sylva, K., Muttock, S., Gilden, R., & Bell, D. (2002). Researching Effective Pedagogy in the Early Years (REPEY). Department for Education and Skills. https://dera.ioe.ac.uk/4650/

Tarr, P. (2019). Inquiry and Practice: The Case for Inquiry-Based Learning to Revitalize Classroom Instruction. American Educator, 43(2), 29-33. https://files.eric.ed.gov/fulltext/EJ1222550.pdf

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Study Notes & Homework Samples: NR447 – Direct Care Project Part 2 Planning the Presentation »TCHR3001: Early Childhood Matters Assessment 2 Position paper