GDECE108 Professional Teaching Practice Assignment Help
Task description:
Review empirical evidence of the role of the arts in young children’s development (3 to 5 years). What are the educational implications? How do you use arts learning experiences to enhance children’s learning in their early years?
Report on the empirical evidence relating to the importance of the arts in children’s early years development. Based on this report, analyse, and draw educational implications for teaching practice. Provide relevant examples in early childhood education settings. Justify your report and the educational implications drawing on relevant academic literature, government reports and policy documents.
Criteria:
• Review empirical evidence of the importance of the arts in children’s early years development, with focus on the age group of 3 – 5 years. • Draw the educational implications for teaching practice, based on the review of empirical evidence of the importance of the Arts in children’s early years development.
• Provide relevant examples in early childhood education settings by actively adapting the arts as pedagogical approaches. • Justify your review and educational implications, drawing on relevant academic literature, government reports and policy documents.
Word count: 2000 +/- 10%(excluding references and appendix)
NOTE: SCEI-HE requires its students to observe the highest ethical standards in every aspect of their academic work. SCEI-HE actively demonstrates its commitment to academic integrity by recognising scholarly work and penalizing all forms of academic dishonesty. Please refer to the Institute’s HEPP01 Academic Integrity Policy and Procedure for further information or speak to your lecturer, Academic Support Coordinator or Librarian.
Formatting: 12-point serif font (eg. Times New Roman). 1.5 or double line spacing.
Referencing: APA7 (please refer to this guide for referencing guidelines)
Due Date: Wednesday, 7th August 2024, 11:59 PM
Extension requests must be granted in writing before the assignment due date. Contact your lecturer in writing for extensions of up to 7 working days. Longer extensions may be granted but require special consideration. Special consideration applications must also be submitted before the date and require documentary evidence, such as medical certificates.
Grading Scale:
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Grade
Criteria
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High Distinction
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Distinction
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Credit
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Pass
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N – Does not meet
minimum standard
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C1.
Review of empirical evidence of the
role of the arts in children’s early
years development (3 to 5 years)
(10 marks)
|
C1.1
• Review of the role of the arts in children’s early years
development is
explained in detail
with in-depth
analysis.
• Empirical evidence is provided and
relevant for children from 3 to 5 years.
(8 – 10)
|
C1.2
• Review of the role of the arts in children’s
early years
development is
explained with general analysis.
• Empirical evidence is provided and relevant for children from 3 to 5 years.
(7 – 7.5)
|
C1.3
• Review of the role of the arts in children’s
early years
development is
provided, but general in nature with limited analysis.
• Empirical evidence is provided but not
specifically relevant
for children from 3 to 5 years.
(6 – 6.5)
|
C1.4
• Review of the role of the arts in children’s
early years
development is
provided, but some or all require
clarification.
• Empirical evidence is provided but not
specifically relevant
for children from 3 to 5 years.
(5 – 5.5)
|
C1.5
• Review of the role of the arts in children’s
early years
development is not
provided or irrelevant. • Empirical evidence is not provided or
irrelevant for children from 3 to 5 years.
(0 – 5)
|
|
C2.
Discussion of
educational
implication
(10 marks)
|
C2.1
• Educational
implications are
explained in depth
and details, with
relevant examples
provided.
• The discussion is
drawing on a range of relevant academic
literature.
(8 – 10)
|
C2.2
• Educational
implications are
explained, with
relevant examples
provided.
• The discussion is
drawing on relevant
academic literature.
(7 – 7.5)
|
C2.3
• Educational
implications are
explained in general,
with some relevant
examples provided.
• The discussion is
drawing on relevant
academic literature.
(6 – 6.5)
|
C2.4
• Educational
implications are
explained in
general/superficial in nature, with limited
examples provided.
• The discussion is
drawing on limited
relevant academic
literature.
(5 – 5.5)
|
C2.5
• Educational
implications are not
explained or explained but irrelevant, with
limited or irrelevant
examples provided.
• The discussion does not draw on
appropriate academic literature.
(0 – 5)
|
|
C3.
Provide relevant examples in Early Childhood
Education
settings by
actively adapting the Arts as
|
C3.1
Examples provided are relevant, and clearly target children’s learning and development needs. Examples provides
effective
|
C3.2
Examples provided are relevant, and clearly
address children’s learning and development needs. Relevant implementation
of the arts pedagogies is explained.
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C3.3
Examples provided are relevant, and address children’s learning and development needs.
Implementation of the arts pedagogies is briefly explained.
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C3.4
Examples provided are relevant. Children’s
learning and
development needs are discussed but the
discussion is superficial. Implementation of arts
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C3.5
Examples provided are unclear, missing, or
irrelevant. Connection to children’s learning and development needs
inaccurate or omitted. No
|
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pedagogical
approaches.
(5 marks)
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implementation of the arts pedagogies.
(4– 5)
|
(3.5)
|
(3)
|
pedagogies is noted
superficially or not
appropriate.
(2.5)
|
implementation of arts pedagogies is explained.
(0 – 2)
|
|
C4.
Writing format and Referencing
(5 marks)
|
C4.1
•The assignment is clear and free of
typographical and
structural features that hinder understanding. •There is no confusion between the author’s voice and that of sources.
•The assignment is
formatted according to stated requirements. •Accurate mechanics of in-text and end-of-text APA (7th Ed.)
referencing styles were used.
•Word limit met.
(4 – 5)
|
C4.2
•The assignment is clear with minor typographical and structural features that may hinder
understanding.
•There is minimal
confusion between
author voice and that of sources.
•The assignment is mostly formatted according to stated requirements.
•Accurate mechanics of in-text and end-of-text APA (7th Ed.) referencing style were used with
minor inconsistencies
(no more than 2 errors). Word limit met.
(3.5)
|
C4.3
•The assignment is clear with topographical and structural features that may hinder
understanding.
•There is minor
confusion between
author voice and that of sources.
•The assignment is partly formatted according to stated requirements.
•Mechanics of in-text and end-of-text APA
(7th Ed.) referencing
style were used with
inconsistencies (no
more than 4 errors).
Word limit met.
(3)
|
C4.4
• The assignment has typographical and
structural features that significantly hinder
understanding.
• There is confusion between the author voice and that of sources.
• The assignment is
minimally formatted
according to stated
requirements.
• Mechanics of in-text and end-of-text APA
(7th Ed.) referencing
contain several errors. • Word limit met.
(2.5)
|
C4.5
• The assignment has typographical and
structural features that prohibit understanding. • There is confusion
between the author voice and that of sources, or author’s voice is absent.
• The assignment is not formatted according to stated requirements.
• Mechanics of in-text and end-of-text APA
(7th Ed.) referencing
style were not used
appropriately.
• Word limit not met. (0 -2)
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