Posted: July 6th, 2024

WEEK 4 TCHR2002 Assessment 1: Portfolio of short responses

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TCHR2002 Assessment 1
TCHR2002 CHILDREN, FAMILIES & COMMUNITIES
ASSESSMENT 1: Portfolio
Summary
Title Assessment 1: Portfolio of short responses to unit content
(WEEK 4)
Length 1500 words excluding references
Weighting 50%

Unit Learning Outcomes (ULO)
You will demonstrate the following Unit Learning Outcomes (ULO) on the successful completion of this task:
• ULO 1: Compare and critique historical and contemporary constructions of childhood and families, including those pertaining to Indigenous childhoods.
• ULO 2: Identify the ways to ensure children feel that they are belonging, being, and becoming.
Rationale
Working with and supporting children and families within the context of their community is a vital consideration for teachers as this reflects the lives and learning of children. Knowing children, families, and communities therefore presents opportunities and challenges and being able to identify, compare and critique the diversity of issues that children and families experience in contemporary communities in Australia is a vital skill.
Assessment Description
The aim of this assessment is for pre-service teachers to demonstrate their knowledge and understanding regarding the historical and diverse issues facing children and families in contemporary communities. This assessment aligns with the unit learning modules 1-3 and requires you to reflect upon key issues presented in the unit content and complete three (3) x 500-word responses to the following topics.
Topic 1: Historical childhood influences
Think about one or two issues that influence children’s lives today and how this has changed over the last 20-50 years. With reference to the unit content, compare and critique how contemporary life may enhance or hinder outcomes for children and families compared to how life influenced them in the past. Pay attention to the ideas about how contemporary childhoods are constructed in an Australian or Global context. Frame your answer using the levels in Bronfenbrenner’s Ecological Model, including an understanding of the concept of proximal processes.
Topic 2: Indigenous childhoods
Culturally responsive educators are knowledgeable of each child and family’s context, including how to embed Aboriginal and Torres Strait Islander perspectives in the curriculum. Make relevant links to the Early Years Learning Framework Australian assessment essays help (AGDE, 2022) in your discussions.

Note: The Early Years Learning Framework (EYLF) serves as a crucial foundation for early childhood education in Australia. Developed to provide consistency in early learning programs across the country, the EYLF emphasizes play-based learning and recognizes the importance of communication and language in early development. It outlines five key learning outcomes: children have a strong sense of identity, are connected with and contribute to their world, have a strong sense of wellbeing, are confident and involved learners, and are effective communicators. Educators use this framework to guide their practice, ensuring that children engage in meaningful experiences that foster their cognitive, social, emotional, and physical growth. The EYLF also acknowledges the significance of cultural diversity, encouraging educators to incorporate Aboriginal and Torres Strait Islander perspectives into their programs. This approach not only supports Indigenous children but also promotes intercultural understanding among all learners. The framework’s flexibility allows educators to adapt it to various settings and contexts, ensuring its relevance across different early childhood environments.

• Discuss the importance of Aboriginal and Torres Strait Islander children being able to see themselves, their identities and cultures reflected in their learning environment.
• Identify why creating an intercultural space is important for all children and families?
Topic 3: Gender equity scenario
You are employed as the teacher in an early childhood education setting where a new family has recently enrolled their four-year-old son Jacob. You have planned a cooking experience with the children when Jacob states, “cooking is the girl’s job, boys should not cook!” Discuss the following points with reference to the unit content:
• What specific language and strategies would you use to address the children’s being, belonging, and becoming in this situation?
• Give examples of how you can teach gender equity as part of an anti-bias curriculum that has been outlined in the unit content, with children aged 3-5 years-of-age?
• How could you communicate the principles of an anti-bias curriculum and gender equity with families?
Assessment Instructions
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) and Student ID
o Your faculty (Faculty of Education, Southern Cross University)
o The unit code and name (TCHR2002 Children, Families, and Communities)
o Your unit assessor’s name (Tracy Young)
o The due date
• Include clear headings for the topics you are responding to
• Indent the first line of each new paragraph.
• Use 12-point Arial font.
• Use a 1.5- or double-line space for your writing and your reference list.
Referencing
• APA 7 Referencing style is required to be used for this task. Please refer to the APA 7th Referencing Guide for this task – https://libguides.scu.edu.au/apa
• Create a reference list on a new page at the end of task with a minimum of ten references, although you may use more
• At a minimum, your sources for this task will include the unit required text, unit readings, EYLF (AGDE, 2022), and broader literature.
• Broader literature may include textbooks, peer-reviewed articles, and other authoritative sources.
• If you have used an AI tool or technology in the process of completing your assessment (for example, brainstorming, understanding concepts, generating examples, summarising readings), an acknowledgment of how you have used AI tools or technologies is required. You can create this acknowledgment by adding a declaration at the end of your reference list. For example: I acknowledge the use of ChatGPT to brainstorm concepts ——- for this assessment as a starting point for initial research before writing my assessment.
Assessment Submission
• Submitted using the submission point in the Turnitin folder in the Assessments Tasks and Submission section on the Blackboard TCHR2002 site.
• Label your final submission with your surname and initials and the assessment task’s name, e.g. SmithJ_PortfolioTask1.doc
• You are strongly advised to undertake your own SIMILARITY CHECK via Turnitin, PRIOR to the due date, to identify and resolve any academic integrity issues prior to submitting – see SCU Academic Integrity and Turnitin. You can submit up to three times and receive the similarity match report immediately – after three attempts, you will need to wait 24 hours.
• 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.
• Turnitin does not generate an automatic email receipt. If you have successfully uploaded your assessment, a green bar will appear at the top of the screen that says: Submission uploaded successfully: Download digital receipt. Use the hyperlink to download your digital receipt and store this with your assignment file.
• If you have any difficulty submitting your assignment, log a job with Technology Services by email 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.
Academic Integrity
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 information in Blackboard, the recorded assessment overview, and refer to SCU Academic Integrity Framework.
Generative AI
For the assessments in this unit, students are permitted to use Generative AI (e.g., ChatGPT) to:
• clarify concepts, theories, ideas, etc., discussed in class
• generate preliminary ideas for writing
• edit a working draft of the assessment
• read and summarise research and supporting evidence for the assessment
Students are not permitted to use Generative AI to:
• generate definitions or writing used in their final submission.
• produce arguments or refine thinking on their final submission
Any of these actions will constitute and be treated as a breach of academic integrity.
Do not post confidential, private, personal, or otherwise sensitive information into these tools. If you use these tools, you must be aware of their limitations, biases, and propensity for fabrication. Your use of AI tools must adhere to the SCU Academic Integrity Framework, including upholding honesty, ethics, professionalism, and academic integrity.
Special Consideration
Students wishing to request special consideration to extend the due date of an assessment must submit a Request for Special Consideration form via their My Enrolment page as early as possible and prior to the original due date for that assessment task, along with any accompanying documents, such as medical certificates. Please refer to the Special Consideration section of the SCU Policy https://policies.scu.edu.au/document/view-current.php?id=140
Late Submissions & Penalties
Except when special consideration is awarded, late submission of assessment tasks incurs a late penalty in accordance with the SCU Late Submission & Penalties Policy https://policies.scu.edu.au/view.current.php?id=00255
Penalties will be incurred after the assessment submission due date/time.
• A penalty of 5% of the available marks will be deducted from the actual mark
• A further penalty of 5% of the available mark will be deducted from the actual mark on each subsequent calendar day until the mark reaches zero.
Grades & Feedback
Grades and feedback will be posted to the ‘Grades and Feedback’ section on the Blackboard unit site using the following rubric for the marking criteria and grading standards. Please allow 7-10 days for grades to be posted.

Assessment Rubric
Marking Criteria and Allocation

Criteria 1: Historical influences and changes to childhoods in relation to Bronfenbrenner’s Ecological Model
/15 marks
Achieves all the criteria for a high distinction to an exemplary standard with outstanding integration of the unit content and references.
Comprehensive comparison and critique of changes and influences in contemporary society using Bronfenbrenner’s Ecological Model to frame the response. The concept of proximal processes is seamlessly woven through the discussion with reference to readings and the unit content.
Clear and concise discussion, critical

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WEEK 4 TCHR2002 Assessment 1: Portfolio of short responses

Sample Answer Writing Guide:

Historical Childhood Influences: Technology and Play

Over the past 20-50 years, children’s lives have been significantly impacted by the rapid advancement and integration of technology. This shift has transformed how children play, learn, and interact with their environment. Analysing this change through Bronfenbrenner’s Ecological Systems Theory provides insight into how technology has influenced child development across multiple interconnected systems (Bronfenbrenner, 1979).

At the microsystem level, children’s immediate environments have become increasingly digital. Where play once primarily involved physical toys and outdoor activities, many children now engage with screens and digital devices for entertainment and learning from an early age. This change in proximal processes – the interactions between the child and their immediate environment – has altered how children develop cognitive and social skills (Mustola et al., 2018). While digital play can enhance problem-solving abilities and digital literacy, concerns exist about reduced physical activity and face-to-face social interaction.

The mesosystem, encompassing interactions between microsystems, has also evolved. Digital technology now mediates many connections between home and school environments. Online learning platforms and communication tools have created new avenues for parent-teacher interactions and extended learning beyond the classroom. However, this digital integration also presents challenges in managing screen time and ensuring consistent approaches to technology use across different settings (Livingstone and Franklin, 2018).

At the exosystem level, parental work environments have been transformed by technology, indirectly affecting children. Remote work opportunities have allowed some parents to spend more time at home, potentially increasing parent-child interactions. Conversely, the 24/7 connectivity enabled by technology can lead to work encroaching on family time, affecting the quality of parent-child relationships.

The macrosystem, representing broader cultural contexts, has seen a shift in societal attitudes towards technology and childhood. While previous generations may have viewed extensive screen use as detrimental, many contemporary parents and educators now recognise the potential benefits of controlled technology use in supporting learning and skill development. This shift is reflected in educational policies and curricula that increasingly incorporate digital literacy (Palaiologou, 2019).

Finally, the chronosystem, representing changes over time, highlights how rapidly technology has become integral to children’s lives. This rapid integration has created a generational divide, with many children now more technologically adept than their parents or grandparents.

While technology has brought numerous benefits, including access to information and new forms of creative expression, it has also raised concerns about issues such as cyberbullying, online safety, and the impact of reduced physical play on child development. The challenge for contemporary society lies in harnessing the benefits of technology while mitigating its potential negative effects.

In conclusion, the influence of technology on childhood represents both opportunities and challenges. Bronfenbrenner’s model illustrates how this change permeates all levels of a child’s environment, from immediate interactions to broader societal shifts. As technology continues to evolve, ongoing research and adaptive strategies will be crucial to ensure positive outcomes for children in this digital age.

References:

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.

Livingstone, S. and Franklin, K. (2018). Families with young children and ‘screen time’ advice. Journal of Health Visiting, 6(9), pp.434-439.

Mustola, M., Koivula, M., Turja, L. and Laakso, M.L. (2018). Reconsidering passivity and activity in children’s digital play. New Media & Society, 20(1), pp.237-254.

Palaiologou, I. (2019). Digital technologies in early childhood: A conceptual framework for practice and research. Early Child Development and Care Essays Help, 189(12), pp.1993-2004.

Australian Government Department of Education and Childcare (AGDE). (2022). Early Years Learning Framework (EYLF). https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

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