ECE300 Play, Pedagogies and Philosophies in Early Childhood

ECE300 Play, Pedagogies and Philosophies in Early Childhood
Education Assignment 2
Title
PART A Group research project and presentation PART B Personal reflective learning journal
Value
PART A 30 % PART B 20 %
Week Due
Monday midnight Week 7
Length
PART A 1500 words
PART B 1000 words (max)
Learning Outcomes
Unit: 2,3,4,5
AITSL: 6.3; 7.1; 7.4;
AQF 7
ACECQA History & philosophy of early childhood
Early childhood professional practice
Graduate Attributes: Application, Creativity, Knowledge base, Team work, Social responsibility, Flexibility, Leadership
Task Description:
Drawing from a list of different scenarios or dilemmas, select a topic of interest and as a group investigate and present an appropriate response based on an understanding of a range of perpsectives.
Part B. Provide a summary of your personal reflective learning journal on the key successes and challenges of your participation in the group processes.
Suggested scenarios:
1. Parents and family have a right to contribute directly to the curriculum in early childhood. But why and how do your teaching team make that a reality.
2. Your colleagues are committed to the belief that the Early Years Learning Framework is a pedagogical framework that should be applied to educational programs for children up to eight years of age. Your principal and parent council do not believe that play based pedagogy is appropriate for up to year three. What might you do?
3. A recent announcement by the government to heavily invest in a literacy program designed for primary aged remedial intervention across the board, including preschools. Your professional association has a position statement on public policy and programs having to transparently demonstrate the evidence base on which they are to be implemented and funded. What will be the association’s next steps.
4. Colleagues in the preschool program of your neighbourhood centre (incorporates a child care service and primary school) are making a stand and challenging the pending visit by regulators. They don’t believe that preschools as early childhood services should be subjected to regulatory and accreditation requirements.
5. The lead educator in any type of early childhood service or program should be assessed routinely on both the Australian Children’s Education and Care Quality
Authority and Australian Institute for Teaching and School Leadership industry standards.
6. All early childhood educators regardless of qualification or stage of career are pedagogical and professional leaders. So anyone in any early childhood service should be expected to advocate on issues concerning the care and learning of children.
Marking Criteria Assignment 2 Part A
Marking Criteria
Unsatisfactory
Satisfactory
Credit
Distinction
High Distinction
Definition and overview of scenario or dilemma or current issue
No demonstrated understanding of content
Some understanding of content with references
Thorough understanding of content with references
Thorough understanding of breadth and depth of issues and development with references
Outstanding presentation of breadth and depth of understanding of issues and development with references 5
Clear description of resolution or approach to moving forward
No or poor understanding of the key issue or issues and concepts in selected material
Some understanding of the key issue or issues and concepts in selected material
There is an understanding of the key issue or issues and concepts raised in all the relevant material
Depth of
critical thinking applied to understanding of the key issue or issues and concepts raised in all the relevant material
Outstanding
level of critical thinking applied to
understanding of the key issue or issues and concepts raised in all the relevant material 10
Reference to unit materials and readings
No or poor understanding of the key issue or issues and concepts in selected material
Some understanding of the key issue or issues and concepts in selected material
There is an understanding of the key issue or issues
and concepts raised in all the relevant material
Depth of
critical thinking applied to understanding of the key issue or issues and concepts raised in all the relevant material
Outstanding
level of critical thinking applied to
understanding of the key issue or issues and concepts raised in all the relevant material 10
Appropriate academic standard of presentation
Unacceptable standard for shared online communication
Mostly consistent effort toward appropriately structured and presented
Consistent and appropriate standard of presentation
Above average standard of presentation
Outstanding standard of presentation 5
Marking Criteria Assignment 2 Part B
Marking Criteria
Unsatisfactory
Satisfactory
Credit
Distinction
High Distinction
Clear identification of key points of success and challenge in processes of working as a group
No or poor understanding of the key issue or issues and concepts in selected material
Some understanding of the key issue or issues and concepts in selected material
There is an understanding of the key issue or issues
and concepts raised in all the relevant material
Depth of
critical thinking applied to understanding of the key issue or issues
and concepts raised in all the relevant material
Outstanding
level of critical thinking applied to
understanding of the key issue or issues and
concepts raised in all the relevant material 10
Clear articulation of personal professional learning about content, group processes and professional standards
No or limited identification of personal learning
Some points identified about the issue covered, group processes and personal development toward professional standards
Clearly articulated learning and awareness of importance of group processes
Depth of
critical thinking applied to professional standards and group processes
Outstanding
level of critical thinking applied to professional standards and group processes
10