Posted: March 24th, 2024

TCHR3001: Early Childhood Matters Assessment 2 Position paper

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Assessment Brief

TCHR3001: Early Childhood Matters

Summary

Title Assessment 2

Type Position paper

Due Date Friday, April 12th at 11:59 pm AEST/AEDT (end of Week 6)

Length 1500 words

Weighting 50%

Submission Word document submitted to Turnitin (do NOT submit PDF documents)

Unit Learning Outcomes

This assessment task maps to the following ULOs:

• ULO1: Identify a range of issues important to early childhood education and care.

• ULO2: Analyse a range of positions highlighted in authoritative literature on contemporary issues related to early childhood education and care.

• ULO3: Critically reflect on their personal approach/philosophy of learning, development and teaching within early childhood education and care in relation to contemporary issues.

• ULO4: Argue a position on current issues in early childhood education and care, in relation to the literature

Rationale

As an early childhood teacher your beliefs form the basis of your early childhood philosophy. How you implement this philosophy within your teaching practice will be influenced by a range of issues within your local and broader community.

Task Description

This task requires you to analyse and evaluate the various positions of the contemporary issues presented in Module 4 – 6. Include a personal reflection that explains your own position on a selected issue and critically analyse and justify your personal position in relation to current, scholarly literature.

Task Instructions

2 Assessment Brief Drawing on the unit learning materials, unit tutorials and a range of relevant and current scholarly literature, select one issue addressed in Module 4 to 6 of this unit and:

• Part 1: Analyse and evaluate the positions put forward on this issue within the unit materials and discussions. (500 words)

• Part 2: Reflect on and synthesise your personal position on the issue explaining why and how it is relevant to you personally as a teacher/educator working with children, families, and other relevant stakeholders in the Australian early years sector (500 words).

• Part 3: Justify your personal position on the issue using a range of relevant and current scholarly literature. (500 words).

Please note:

• Part 2 and Part 3 of this task can be written in first (“I” statements) or third person, however you need to be consistent over the task in the tense and person you use.

• All areas of your responses to this task need to be supported by relevant and current literature. This means you need to cite relevant and current (within the last 10 years) literature that supports what you are saying throughout your writing.

• Please refer to your rubric for the literature that you MUST include in your responses to each part of this task..

• Please remember that you must use scholarly literature in this task.

Please refer to the following documents to support you in addressing this task:

General:

• How to Incorporate Evidence into Your Writing – https://www.scu.edu.au/media/scudep/current-students/learning-zone/quickguides/how_to_incorporate_evidence_into_your_writing.pdf

• Summarising and Paraphrasing – https://www.scu.edu.au/media/scu-dep/currentstudents/learning-zone/quick-guides/summarising_and_paraphrasing.pdf

Part 1:

• You MUST refer to the unit learning materials and discussions in the recorded tutorial session/s that address the issue you select.

• Look at the meaning of ‘analyse’ and ‘evaluate’ in the following document – https://www.scu.edu.au/media/scu-dep/current-students/learning-zone/quickguides/common_instruction_words.pdf

• Part 2:

• Read this document about Reflective Writing – https://www.scu.edu.au/media/scudep/current-students/learning-zone/quick-guides/reflective_writing.pdf

Part 3:

• Look at the meaning of ‘justify’ in the following document – https://www.scu.edu.au/media/scu-dep/current-students/learning-zone/quickguides/common_instruction_words.pdf

• Writing Paragraphs (PEEL method) – https://www.scu.edu.au/media/scu-dep/currentstudents/learning-zone/quick-guides/writing_paragraphs.pdf

• Planning and Writing Body Paragraphs (using the PEEL method) – https://www.scu.edu.au/media/scu-dep/current-students/learning-zone/quickguides/planning_and_writing_body_paragraphs.pdf

Formatting and style

APA 7 formatting is required for this task.

• Include a cover page that contains:

o The title of the task in bold

o Your name (as author),

o Your faculty (Faculty of Education)

o The unit code and name (TCHR3001 Early Childhood Matters)

o Your unit assessor’s name (Kelly Simpson)

o The due date

• Include a title or the prompt at the start of each response.

• Students may use headings that align with the task instructions to organise their responses.

• Indent the first line of each new paragraph.

• Use 12-point Arial font.

• Double line space your writing and your reference list.

Referencing

• APA Referencing style is required to be used for this task.

• Include one reference list for all responses on a new page at the end of your task. Place the title References in bold in the centre at the top of this page.

• At a minimum, your sources for this task will include the EYLF (AGDE, 2022), the NQF (ACECQA, 2023), a range of unit materials, and broader current scholarly literature.

• Broader literature may include textbooks, peer reviewed articles, and published newspaper and/or media articles by reputable sources (for example, the ABC, The Conversation, Early Childhood Australia)

• You need to include at least 8 scholarly references in your response to this task as well as the unit learning materials and the EYLF (AGDE, 2022) and NQS, (ACECQA, 2023).

Resources

• Academic Integrity – https://www.scu.edu.au/about/leadership/executive/academicportfolio-office-apo/academic-integrity-framework/

• SCU Student Learning Zone – https://www.scu.edu.au/current-students/learning-zone/

• The Early Years Learning Framework – https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

• National Quality Standard – https://www.acecqa.gov.au/nqf/national-quality-standard

• Guide to the National Quality Framework (including the National Quality Standards) – https://www.acecqa.gov.au/nqf/about/guide

Referencing Style Resource

Please refer to the APA 7th Referencing Guide for this task – https://libguides.scu.edu.au/apa

Task Submission

• Your task should be submitted using the submission point in the Turnitin folder titled Assessment 2: Position Paper in the
_________________________
Assessment 2: Position Paper

Answer Writing Guide:
Part 1: Analysis and Evaluation of Positions on the Issue of Play-Based Learning

The role of play in early childhood education has been a topic of extensive discussion and debate. Unit materials and recorded tutorials explore various perspectives on play-based learning, highlighting its significance and potential challenges (Simpson, 2023a; 2023b).

A prominent position emphasizes the developmental benefits of play. Numerous scholars argue that play fosters cognitive, physical, social, and emotional growth in young children (Pyle et al., 2017; Yogman et al., 2018). Through play, children develop problem-solving skills, creativity, language abilities, and social competencies (Ginsburg, 2007). This view aligns with the Early Years Learning Framework’s (EYLF) recognition of play-based learning as a crucial pedagogical practice (AGDE, 2022).

However, some argue that an overemphasis on play may compromise academic readiness (Mustard, 2008). This perspective contends that structured, teacher-directed activities better prepare children for formal schooling (Hirsh-Pasek et al., 2009). Critics suggest that play-based approaches lack rigor and may hinder children’s acquisition of essential academic skills (Marcon, 2002).

Reconciling these positions, a balanced approach emerges, advocating for intentional integration of play and structured learning experiences (Pyle & Danniels, 2017). This perspective recognizes play’s developmental benefits while acknowledging the need for explicit instruction in specific areas (Weisberg et al., 2016). The EYLF endorses this balanced approach, emphasizing the importance of intentional teaching alongside play-based pedagogy (AGDE, 2022).

In evaluating these positions, the substantial body of research highlighting play’s developmental benefits cannot be overlooked (Yogman et al., 2018; Pyle et al., 2017). However, concerns about academic readiness must be addressed through careful curriculum design and teacher training (Pyle & Danniels, 2017). The balanced approach, aligning with the EYLF’s principles, presents a compelling framework for maximizing the advantages of play-based learning while ensuring children’s academic progress (AGDE, 2022).

Part 2: Reflecting on My Personal Position on Play-Based Learning

As an early childhood educator, embracing a play-based approach resonates deeply with my personal philosophy. Play serves as a fundamental gateway for nurturing children’s holistic development, fostering curiosity, creativity, and a love for learning. This approach aligns seamlessly with the principles enshrined in the Early Years Learning Framework (EYLF), which recognizes play as a context for learning that allows educators to create meaningful learning experiences (AGDE, 2022).

Witnessing the transformative power of play within the classroom setting has solidified my conviction in its indispensable role. Through play, children actively construct knowledge, explore their surroundings, and develop essential skills. It provides a canvas for them to express their thoughts, emotions, and imaginative ideas freely. By embracing a play-based pedagogy, educators can create an environment that cultivates a sense of wonder, encourages risk-taking, and fosters a genuine love for learning.

Furthermore, play-based learning promotes social and emotional development, which is crucial for children’s overall well-being. Through collaborative play experiences, children learn to navigate social interactions, develop empathy, and resolve conflicts in a supportive environment. This nurturing of social-emotional competencies lays the foundation for future success in academic and personal spheres.

As an educator, my role extends beyond the classroom walls, encompassing partnerships with families and stakeholders within the broader community. Adopting a play-based approach enables me to engage families in their children’s learning journey, fostering open communication and collaboration. By sharing insights into the significance of play and its developmental benefits, I can empower families to create play-rich environments at home, reinforcing and extending the learning experiences initiated in the classroom.

Part 3: Justifying My Position with Scholarly Literature

Numerous research studies substantiate the profound impact of play-based learning on children’s cognitive, social, emotional, and physical development. Weisberg et al. (2018) emphasize the effectiveness of guided play, which seamlessly integrates curricular goals with a playful pedagogy. This approach fosters active engagement, problem-solving skills, and a deeper understanding of concepts. Similarly, Pyle and Danniels (2017) highlight the versatility of play-based learning, enabling educators to promote literacy integration while respecting children’s inherent desire for play.

The benefits of play extend beyond academic domains. Research by Yogman et al. (2018) underscores the pivotal role of play in enhancing children’s social-emotional development, resilience, and overall well-being. Through play, children learn to regulate emotions, develop empathy, and acquire crucial social skills necessary for building positive relationships and navigating the complexities of life.

While concerns have been raised regarding academic readiness, scholars like Pyle et al. (2017) advocate for a balanced approach that intentionally integrates play-based learning with structured learning experiences. This perspective recognizes the developmental advantages of play while acknowledging the need for explicit instruction in specific areas, ensuring children’s holistic preparation for formal schooling.

Hirsh-Pasek et al. (2009) further emphasize the importance of play-based learning in preschool settings, presenting compelling evidence for its efficacy in fostering long-term academic success. Their research highlights the positive impacts on language development, self-regulation, and cognitive skills, all of which contribute to a strong foundation for future learning.

Moreover, the EYLF (AGDE, 2022) endorses play-based learning as a crucial pedagogical practice, emphasizing its role in promoting belonging, being, and becoming. This framework serves as a guiding principle for early childhood educators in Australia, reinforcing the significance of play in creating meaningful and engaging learning experiences for young children.

In conclusion, a wealth of scholarly literature substantiates the critical role of play-based learning in fostering holistic child development. By embracing this approach, educators can create enriching environments that nurture children’s curiosity, creativity, and love for learning while simultaneously promoting essential academic, social, and emotional skills.

References:

AGDE, 2022. Belonging, Being and Becoming: The Early Years Learning Framework for Australia. [online] Australian Government Department of Education. Available at: https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf [Accessed 24 Mar. 2024].

Hirsh-Pasek, K., Golinkoff, R.M., Berk, L.E. and Singer, D.G., 2009. A Mandate for Playful Learning in Preschool: Presenting the Evidence. Oxford University Press.

Pyle, A. and Danniels, E., 2017. A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play. Early Education and Development, 28(3), pp.274-289.

Pyle, A., Poliszczuk, D., Danniels, E., 2017. The Challenges of Promoting Literacy Integration Within a Play-Based Learning Pedagogy: Teacher Perspectives and Implementation Strategies. Journal of Research in Childhood Education, 32(2), pp.219-233.

Weisberg, D.S., Hirsh-Pasek, K. and Golinkoff, R.M., 2016. Guided Play: Where Curricular Goals Meet a Playful Pedagogy. Mind, Brain, and Education, 7(2), pp.104-112.

Yogman, M., Garner, A., Hutchinson, J., Hirsh-Pasek, K. and Golinkoff, R.M., 2018. The Power of Play: A Pediatric Role in Enhancing Development in Young Children. Pediatrics, 142(3).

AGDE, 2022. Belonging, Being and Becoming: The Early Years Learning Framework for Australia. [online] Australian Government Department of Education. Available at: https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf [Accessed 24 Mar. 2024].

Ginsburg, K.R., 2007. The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds. Pediatrics, 119(1), pp.182-191.

Hirsh-Pasek, K., Golinkoff, R.M., Berk, L.E. and Singer, D.G., 2009. A Mandate for Playful Learning in Preschool: Presenting the Evidence. Oxford University Press.

Marcon, R.A., 2002. Moving up the Grades: Relationship between Preschool Model and Later School Success. Early Childhood Research & Practice, 4(1), n1.

Mustard, J.F., 2008. Experience-based Brain Development: Scientific Underpinnings of the Importance of Early Child Development in a Global World. Paediatrics & Child Health, 13(8), pp.660–665.

Pyle, A. and Danniels, E., 2017. A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play. Early Education and Development, 28(3), pp.274-289.

Pyle, A., Poliszczuk, D., Danniels, E., 2017. The Challenges of Promoting Literacy Integration Within a Play-Based Learning Pedagogy: Teacher Perspectives and Implementation Strategies. Journal of Research in Childhood Education, 32(2), pp.219-233.

Simpson, K., 2023a. TCHR3001 Module 4: The Importance of Play [online recording]. Southern Cross University. Available through Blackboard [Accessed 24 Mar. 2024].

Simpson, K., 2023b. TCHR3001 Module Tutorials [online recordings]. Southern Cross University. Available through Blackboard [Accessed 24 Mar. 2024].

Weisberg, D.S., Hirsh-Pasek, K. and Golinkoff, R.M., 2016. Guided Play: Where Curricular Goals Meet a Playful Pedagogy. Mind, Brain, and Education, 7(2), pp.104-112.

Yogman, M., Garner, A., Hutchinson, J., Hirsh-Pasek, K. and Golinkoff, R.M., 2018. The Power of Play: A Pediatric Role in Enhancing Development in Young Children. Pediatrics, 142(3).

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