Posted: June 6th, 2024

TCHR5010 Assessment Task Two: Portfolio

TCHR5010: Competency and capability of Preschoolers Assessment Two: Portfolio Information Booklet
Part 2 Guide…
The Importance of Reflective Practice in Early Childhood Education
Reflective practice is a crucial component of early childhood education that enables educators to critically examine their teaching experiences and identify areas for improvement. According to Colmer et al. (2021), reflective practice involves “purposeful and conscious thinking about one’s actions, beliefs, and values in order to gain new insights and understandings that can inform future practice” (p. 3). By engaging in reflective practice, early childhood educators can enhance their professional growth and provide high-quality learning experiences for young children.
One key aspect of reflective practice is the ability to identify and respond to ethical dilemmas that may arise in the early childhood setting. Ethical dilemmas can occur when there are conflicting values, beliefs, or responsibilities that require educators to make difficult decisions (Kilderry, 2019). For example, an educator may face an ethical dilemma when a child discloses sensitive information that may require reporting to child protection services. In such situations, educators must carefully consider the perspectives of all stakeholders, including the child, family, and relevant authorities, and make decisions that prioritize the well-being and safety of the child.
To effectively navigate ethical dilemmas, early childhood educators must be equipped with a strong understanding of the Early Years Learning Framework (EYLF) and the National Quality Standard (NQS). The EYLF provides a framework for educators to support children’s learning and development, while the NQS sets out the quality standards that all early childhood education and care services must meet (ACECQA, 2022). By aligning their practice with these frameworks, educators can ensure that they are providing high-quality, inclusive, and responsive education and care for all children.
Furthermore, reflective practice requires educators to critically examine their own actions and identify areas for improvement. This involves asking questions such as: What went well? What could have been done better? How can I improve my practice in the future? By engaging in this type of self-reflection, educators can develop a deeper understanding of their own strengths and weaknesses and identify strategies for ongoing professional development (Semann & Slattery, 2020).
In conclusion, reflective practice is a vital component of early childhood education that enables educators to navigate ethical dilemmas, align their practice with relevant frameworks, and continuously improve their teaching practice. By engaging in reflective practice, educators can provide high-quality learning experiences for young children and support their ongoing growth and development.
References:
Australian Children’s Education and Care Quality Authority. (2022). National Quality Standard. https://www.acecqa.gov.au/nqf/national-quality-standard
Colmer, K., Waniganayake, M., & Field, L. (2021). Developing a culture of reflective practice in early childhood education and care settings. Australasian Journal of Early Childhood, 46(1), 3-14. https://doi.org/10.1177/1836939120979079
Kilderry, A. (2019). Ethical dilemmas in early childhood education and care: Reconceptualising the early childhood educator as a moral practitioner. Early Years, 39(3), 281-295. https://doi.org/10.1080/09575146.2019.1625800
Semann, A., & Slattery, K. (2020). Reflective practice in early childhood education: An essential component of professional growth. Educating Young Children: Learning and Teaching in the Early Childhood Years, 26(2), 12-15.

Assessment name: Portfolio of planning cycle Due Date: Monday 10th June 2024 @ 11:59pm Weighting: 60% Length: 2000 words

Academic Integrity: 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.

NOTE: Academic Integrity breaches include poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating information.

Task Description: This Portfolio is comprised of two tasks. You must submit your assessment as one document.

Task 1: Anecdotal record and learning experience (approximately 1000 words) Demonstrate how you have engaged in the planning cycle during your professional experience. Choose and submit your best detailed anecdotal record of your focus child and a learning experience plan that you implemented to extend on your observation and analysis of the child.

Task 2: Reflective practice (approximately 1000 words) During your professional experience, you were required to complete daily reflections and highlight any ethical considerations or dilemmas you encountered. Reflect on your daily entries and explain one ethical dilemma that you observed or experienced yourself.

How did you or other educators respond to the issue?
What did you do well?
What could you have done better?
Was consideration given to all stakeholders’ perspectives in the decision-making process for resolving the issue? How?
Make direct links to the unit’s readings, the EYLF and the NQS.

Referencing: APA 7th referencing format is required in Faculty of Education assessment tasks – link to SCU Libguide here: APA 7 Referencing

Support Resources:

Academic Integrity – SCU guidelines
Academic Integrity Module – mandatory module for first-year students
Learning Zone – workshops, Quick Guides, student appointments

Submission: 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 process you must 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 11:00pm 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.

Assessment 2: Portfolio MARKING RUBRIC

Criteria

High Distinction

Distinction

Credit

Pass

Fail

Task 1: Anecdotal record and learning experience (50%) Articulation of the planning cycle during professional experience. Anecdotal record shows evidence of understanding children’s learning and development with links to theory, the EYLF and NQS. Demonstrates planning for Preschoolers’ learning and development, interests and competencies with links to the EYLF, NQS and theory.

Demonstrated excellent articulation of the planning cycle including: Excellent anecdotal record of Preschool child that shows evidence of understanding Preschoolers’ learning and development with links to theory, the EYLF and NQS. Excellent learning experience plan that extends on the Preschool child’s interests and competencies with links to the EYLF, NQS and theory.

Demonstrated very good articulation of the planning cycle including: Insightful anecdotal record of Preschool child that shows evidence of understanding Preschoolers’ learning and development with links to theory, the EYLF and NQS. Insightful learning experience plan that extends on the Preschool child’s interests and competencies with links to the EYLF, NQS and theory.

Demonstrated good articulation of the planning cycle including: Good anecdotal record of Preschool child that shows evidence of understanding Preschoolers’ learning and development with links to theory, the EYLF and NQS. Good learning experience plan that extends on the Preschool child’s interests and competencies with links to the EYLF, NQS and theory.

Demonstrated satisfactory articulation of the planning cycle including: Satisfactory anecdotal record of Preschool child that shows evidence of understanding Preschoolers’ learning and development with links to theory, the EYLF and NQS. Satisfactory learning experience plan that extends on the Preschool child’s interests and competencies with links to the EYLF, NQS and theory.

Does not show evidence of understanding the planning cycle. Unsatisfactory anecdotal record of Preschool child that shows evidence of understanding Preschoolers’ learning and development with links to theory, the EYLF and NQS. Unsatisfactory learning experience plan that extends on the Preschool child’s interests and competencies with links to the EYLF, NQS and theory.

Task 2: Reflective practice (40%) Reflection and response to one ethical dilemma encountered during professional experience with consideration to: -What went well -What could have been done better -All involved stakeholders’ perspectives -The unit’s readings, the EYLF and the NQS, and scholarly sources.

Demonstrated outstanding reflective practice with consideration to: -What went well -What could have been done better -All involved stakeholders’ perspectives -The unit’s readings, the EYLF and the NQS, and scholarly sources.

Demonstrated insightful reflective practice with consideration to: -What went well -What could have been done better -All involved stakeholders’ perspectives – The unit’s readings, the EYLF and the NQS, and scholarly sources.

Demonstrated solid reflective practice with consideration to: -What went well -What could have been done better -All involved stakeholders’ perspectives – The unit’s readings, the EYLF and the NQS, and scholarly sources.

Demonstrated satisfactory reflective practice with consideration to: -What went well -What could have been done better -All involved stakeholders’ perspectives – The unit’s readings, the EYLF and the NQS, and scholarly sources.

Demonstrated poor reflective practice with limited consideration to: -What went well -What could have been done better -All involved stakeholders’ perspectives – The unit’s readings, the EYLF and the NQS, and scholarly sources.

Academic literacy (10%) Displayed outstanding Academic Literacy, including all of the following: Correct word count (+/- 10%), correct writing conventions, correctly formatted reference list.

Displayed comprehensive Academic Literacy, including all or most of the following: Correct word count (+/- 10%), correct writing conventions, correctly formatted reference list.

Displayed solid Academic Literacy, including some or most of the following: Correct word count (+/- 10%), correct writing conventions, correctly formatted reference list.

Displayed satisfactory Academic Literacy, including some of the following: Correct word count (+/- 10%), correct writing conventions, correctly formatted reference list.

Failed to display satisfactory Academic Literacy. Incorrect word count, incorrect writing conventions, incorrectly formatted reference list.

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Study Notes & Homework Samples: Evaluate drug treatment plans for patients with various disorders and justify drug »Describe the nursing values and professional ethics related to the advocacy priority