Posted: April 25th, 2024

TCHR5010 Assessment: Portfolio 1500 words

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TCHR5010 Theory to practice:
Competency and capability of Preschoolers
Assessment One: Portfolio
Information Booklet
Assessment name: Portfolio
Due Date: Friday, 10th May 2024 by 11:59pm
Weighting: 40%
Length: 1500 words

Task Description: This Portfolio is comprised of two tasks and should be presented on one Word document.
Task 1: Professional Philosophy (approximately 500 words)
Write your professional philosophy statement for working with Preschool age children.
Consider important aspects of pre-schoolers’ learning and development that we have been focusing on in the unit such as:

Relationships
Quality
Diversity and inclusion
Transition to school
Supporting pro-social competencies

Task 2: Goals and Critical reflection (approximately 1000 words/200-300 words per goal)
Set 4-5 goals that you want to achieve on your forthcoming professional experience with Preschoolers. Critically reflect on these goals, and your philosophy, and identify anticipated challenges you may face achieving your goals and putting your philosophy into practice. How do you intend to overcome these challenges? Analyse according to the set text, and the NQS and EYLF.
Rationale Students will reflect on their learning about theoretical perspectives and practices to develop their own teaching philosophy for teaching Preschoolers. Students will reflect on this philosophy and how it may translate into practice.
Referencing APA 7th referencing format is required in Faculty of Education assessment tasks – link to SCU Libguide here: APA 7 Referencing
Resources NQS QA= National Quality Standard Quality Area https://www.acecqa.gov.au/nqf/nationalquality-standard
EYLF = Early Years Learning Framework https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
Support Resources Academic Integrity – SCU guidelines
Academic Integrity Module – mandatory module for first year students
Learning Zone – workshops, Quick Guides, student appointments
Submission The due date for this assessment is Friday, 10th May 2024 by 11:59pm
Submission of your assessment is via TURNITIN. The submission link can be found in the Assessment Tasks and Submission Tab in the TCHR5010 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.
• 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.
Late Submission/Extension If you need to apply for special consideration you may do so HERE According to SCU Policy, late penalties apply. More information found HERE
TCHR5010: Competency and capability of Preschoolers Assessment 1: Portfolio MARKING RUBRIC
Criteria High Distinction Distinction Credit Pass Fail
Task 1: Professional Philosophy (40%)
Articulation of professional philosophy statement for working with Preschool age children. Includes important aspects of Preschoolers’ learning and development.
There is OUTSTANDING articulation of the philosophy statement for working with Preschoolers.
OUTSTANDING inclusion of important aspects of Preschoolers’ learning and development that are covered in the unit.
There is VERY GOOD articulation of the philosophy statement for working with Preschoolers.
VERY GOOD inclusion of important aspects of Preschoolers’ learning and development that are covered in the unit.
There is GOOD articulation of the philosophy statement for working with Preschoolers.
GOOD inclusion of important aspects of Preschoolers’ learning and development that are covered in the unit.
There is BASIC articulation of the philosophy statement for working with Preschoolers.
BASIC inclusion of important aspects of Preschoolers’ learning and development that are covered in the unit.
There is UNCLEAR articulation of the philosophy statement for working with Preschoolers.
Philosophy includes limited aspects of Preschoolers’ learning and development that are covered in the unit.
Task 2: Goals and critical reflection (40%)
Development of 4-5 goals to achieve for professional experience with Preschoolers.
Critical reflection on goals and personal approach to learning & teaching of Preschoolers, the challenges and the learning competencies needed to achieve success as a Preschool teacher.
OUTSTANDING goals to achieve for professional experience with Preschoolers.
OUTSTANDING critical reflection on goals and personal approach to learning & teaching of Preschoolers, the challenges and the learning competencies needed to achieve success as a Preschool teacher.
VERY GOOD goals to achieve for professional experience with Preschoolers.
VERY GOOD critical reflection on goals and personal approach to learning & teaching of Preschoolers, the challenges and the learning competencies needed to achieve success as a Preschool teacher.
GOOD goals to achieve for professional experience with Preschoolers.
GOOD critical reflection on goals and personal approach to learning & teaching of Preschoolers, the challenges and the learning competencies needed to achieve success as a Preschool teacher.
BASIC goals to achieve for professional experience with Preschoolers.
BASIC critical reflection on goals and personal approach to learning & teaching of Preschoolers, the challenges and the learning competencies needed to achieve success as a Preschool teacher.
UNCLEAR and/or INAPPROPRIATE goals to achieve for professional experience with Preschoolers.
UNCLEAR critical reflection on goals and personal approach to learning & teaching of Preschoolers, the challenges and the learning competencies needed to achieve success as a Preschool teacher.
Use of set text, the EYLF, NQS, the unit’s materials and scholarly readings (10%)
OUTSTANDING use of materials. VERY GOOD use of materials. GOOD use of materials. BASIC use of materials. Limited materials used in written work.
Academic literacy (10%) Displayed outstanding Academic Literacy, including all of the following:
Correct word count (+
+++++++++++
Modules:
Module 1:
Contexts for pre-school education within Australia and across the world, including quality and regulatory environments.
Module 2:
Theoretical and practical perspectives of pedagogy for Preschoolers’ learning and development.
Module 3:
Observing, documenting and assessing Preschoolers’ learning.
Module 4 – Bringing it all together: The reflective practitioner.

__________________________
Sample Writing Guide:

Developing a Professional Philosophy for Teaching Preschoolers
A professional philosophy statement reflects an individual’s values, beliefs, and principles that guide their approach to teaching and working with young children. When working with preschoolers, it is crucial to have a well-defined philosophy that considers the unique developmental needs and learning styles of this age group. This philosophy should encompass various aspects of preschoolers’ learning and development, including relationships, quality, diversity and inclusion, transition to school, and supporting pro-social competencies.
Relationships play a pivotal role in the learning and development of preschoolers. Children at this age thrive in nurturing environments where they feel safe, valued, and respected. Establishing positive relationships with preschoolers fosters a sense of trust, which is essential for their emotional and social growth (Lally & Mangione, 2017). A teacher’s philosophy should emphasize the importance of building strong connections with children and their families, creating a supportive and inclusive learning environment.
Quality is another critical aspect that should be reflected in a professional philosophy for teaching preschoolers. High-quality early childhood education programs have a significant impact on children’s cognitive, social, emotional, and physical development (Barnett & Masse, 2007). A teacher’s philosophy should prioritize providing rich and engaging learning experiences that promote exploration, creativity, and critical thinking.
Diversity and inclusion are essential considerations when working with preschoolers. Children come from diverse backgrounds, cultures, and abilities, and it is crucial to embrace and celebrate these differences. A teacher’s philosophy should reflect a commitment to creating an inclusive learning environment that respects and values each child’s unique strengths and needs (Gupta, 2019).
The transition to school is a significant milestone for preschoolers, and a teacher’s philosophy should address strategies to support this process. Effective collaboration between early childhood educators, families, and school personnel can help ensure a smooth transition and promote continuity in learning (Dockett & Perry, 2021).
Supporting pro-social competencies is another critical aspect of a professional philosophy for teaching preschoolers. Preschool years are a crucial time for developing social and emotional skills, such as empathy, self-regulation, and conflict resolution (Denham et al., 2022). A teacher’s philosophy should emphasize fostering these competencies through intentional teaching strategies and a nurturing environment.
In summary, a professional philosophy statement for teaching preschoolers should reflect a comprehensive understanding of the unique developmental needs and learning styles of this age group. It should encompass important aspects such as relationships, quality, diversity and inclusion, transition to school, and supporting pro-social competencies. By having a well-defined philosophy, teachers can provide a foundation for effective and meaningful learning experiences that support the holistic development of preschoolers.

References:
ACECQA. (2022). NQF Snapshot: Q4 2021. Retrieved 11/01/23 from NQF_Snapshot_Q4_2022.pdf (acecqa.gov.au)
Australian Children’s Education and Care Quality Authority [ACECQA] (2017). Uncovering the layers of reective practice. https://wehearyou.acecqa.gov.au/2017/06/07/uncovering-the-layers-of-reective-practice/
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2021). Programming and planning in early childhood settings (8 ed.). Melbourne, Vic: Thomson
Barnett, W. S., & Masse, L. N. (2007). Comparative benefit-cost analysis of the Abecedarian program and its policy implications. Economics of Education Review, 26(1), 113-125. https://doi.org/10.1016/j.econedurev.2005.10.007
Denham, S. A., Bassett, H. H., Zinsser, K., & Wyatt, T. M. (2022). Preschoolers’ social-emotional learning: A meta-analysis of teacher-delivered programs. Early Childhood Research Quarterly, 59, 178-192. https://doi.org/10.1016/j.ecresq.2021.12.005
Dockett, S., & Perry, B. (2021). Transition to school: Families and educators working together. Australasian Journal of Early Childhood, 46(2), 142-154. https://doi.org/10.1177/1836939121993812
Department of Education and Training [DET]. (2019). Belonging, being and becoming: Early Years LearningFramework for Australia. Commonwealth of Australia.
Gupta, A. (2019). Diversity and inclusion in early childhood education: An overview. Childhood Education, 95(5), 51-56. https://doi.org/10.1080/00094056.2019.1683297
Early Childhood Australia (ECA). (2016). Code of Ethics. http://www.earlychildhoodaustralia.org.au/.
Lally, J. R., & Mangione, P. L. (2017). Caring relationships: The heart of early brain development. Young Children, 72(1), 17-24.
OECD. (2018a). Starting Strong: Engaging young children – Lessons from research about quality in early childhood education and care.

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Study Notes & Homework Samples: TCHR5010 2000 words Portfolio of planning cycle »TCHR5010: Competency and capability of Preschoolers Portfolio