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TCHR5003: PRINCIPLES AND PRACTICES IN EARLY  CHILDHOOD EDUCATION 

ASSESSMENT 1: Critical Review  

Summary 

Title 

Assessment 1: Critical Review

Due Date 

Monday 25th March 11:59pm AEDT (Week 4)

Length 

1500 words

Weighting 

50%

Submission 

1 word document submitted to Turnitin

Academic  

Integrity 

(See below for  

limits of use  

where GenAI is  permitted)

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.

Unit Learning  

Outcomes 

You will demonstrate the following Unit Learning Outcomes on the successful  completion of this task: 

ULO 1: Describe and apply the key principles and practices of the  Early Years Learning Framework (AGDE, 2022). 

ULO 2: Understand and analyse the importance of relationships and  how to build and foster them with children, families, staff and the  community respecting the diversities of their histories and  

backgrounds.



Task Description  

You are required to develop a professional response to the three (3) scenarios described below that  have occurred in early childhood settings making reference to the unit materials, the National  Quality Standard [NQS] (ACECQA, 2020) and the Early Years Learning Framework [EYLF] (AGDE,  2022). 

Rationale 

The scenarios are based on real life events in early childhood settings and relate to the early  childhood principles and practices that have been explored over the first three weeks of the unit (Modules 1-3).

 

Task Instructions  

Develop a professional response to each scenario below (500 words each) to demonstrate your  understanding of the importance of relationships and how to build and foster them with children,  families, staff and the community respecting the diversities of their histories and backgrounds. Refer  to the EYLF, NQS, unit materials, and academic literature to support your points. 

Scenario 1: 

You are the early childhood teacher in the toddler room. Increasingly, you notice some of your  colleagues have a deficit view of the toddlers in their care. Your colleagues demonstrate behaviours  that suggest the toddlers are not capable of making choices and completing routines on their own. 

Critically analyse this learning environment in terms of a) the need for children’s agency and b) the  practices you would implement for improved children’s agency in this setting. 

When synthesising your response, justify your analysis with one NQS Quality Area (ACECQA, 2020),  one EYLF Principle and one EYLF Practice (AGDE, 2022) and academic literature.  

Scenario 2 

As the early childhood teacher responsible for the Preschool room at a long day care service, you are  eager to introduce a healthier eating program. Your goal is to involve both families and the  community in this initiative. Your service caters to a diverse range of family backgrounds, each with  unique cultural influences and dietary requirements and preferences.  

How can you effectively implement a healthier eating program, considering the diverse backgrounds  and preferences? Additionally, how can you ensure participation and support from both families and  the broader community in this initiative?  

When constructing your response, justify your answer with one NQS Quality Area (ACECQA, 2020),  one EYLF Principle and one EYLF Practice (AGDE, 2022) and academic literature. 

Scenario 3 

You are the educator in the 0–2-year-old room. You have a number of new families who are  concerned about their children who become very upset at drop-off time. You are to formulate a  strategy that will enable you to a) reassure the new families that their children’s behaviour is  common, and b) communicate to the families the practices you undertake to settle the children each  morning and build trust.  

When detailing the strategy use one NQS Quality Area (ACECQA, 2020), one EYLF Principle and one EYLF Practice (AGDE, 2022) and academic literature to justify your decisions, and the importance of  these for the child and family.

 

Follow the steps below to complete this task: 

Create a new Word Document and save it with your surname and initial and the assessment  task’s name. E.g: MillsA_TCHR5003_criticalreview 

Create a cover page with the following details: 

o Student name 

o Student ID 

o Unit code 

o Unit Assessor and Tutor names 

o Date submitted 

Complete one reference list for the entire assessment task. 

Once complete, submit task via the Turnitin link in the Assessment and Submission section  of the unit site. 

Adhere to APA7 formatting guidelines 

Referencing  

APA7th referencing format is required with a minimum of 10 references. Sources should include  relevant early childhood policy and peer-reviewed literature. Link to SCU Libguide here: APA 7  Referencing. 

Task Submission 

Assessments should be submitted using the Turnitin activity titled “Assessment 1: Critical Review” in  the Assessments Tasks & Submission section on the Blackboard site. Only Microsoft Word  documents submitted via the Turnitin portal on Blackboard will be accepted.  

Special Consideration 

Students wishing to request special consideration to extend the due date of an assessment task  must submit a Request for Special Consideration form via their MyEnrolment 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. 

Late Submissions & Penalties 

Except when special consideration is awarded, late submission of assessment tasks will lead  automatically to the imposition of a penalty. Penalties will be incurred as soon as the deadline is  reached. 

• a penalty of 5% of the available marks will be deducted from the actual mark at one  minute after the time listed in the due date 

• a further penalty of 5% of the available mark will be deducted from the actual mark  achieved on each subsequent calendar day until the mark reaches zero. 

Grades & Feedback 

Assignments that have been submitted by the due date will receive an SCU grade and written  feedback. Grades and feedback will be posted to “Grades & Feedback” section on the Blackboard  unit site. Please allow 7-10 days for marks to be posted.

 

At 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 SCU Academic Integrity Framework 

NOTE: Academic Integrity breaches include the use of generative artificial intelligence tools when  not permitted, poor referencing, not identifying direct quotations correctly, close paraphrasing,  plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating  information.  

GenAI May Not be Used  

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

 

Assessment Rubric

Marking Criteria and %  allocation

High  

Distinction 

+ (100%)

High Distinction 

(85-99%)

Distinction 

(75-84%)

Credit 

(65-74%)

Pass 

(50-64%)

Marginal Fail 

(35-49%

Fail 

(1-34%)

Not  

addressed 

0%

Demonstrated  

understanding of building  and fostering  

relationships with  

Children 

Families 

Community 

Staff  

15 marks

Achieves all  

the criteria for  a high  

distinction to  

an exemplary  standard,  

without any  

errors.

Outstanding 

understanding of  

building and  

fostering  

relationships with  

– Children 

– Families 

– Community 

– Staff 

Very good 

understanding of  

building and  

fostering  

relationships with  

– Children 

– Families 

– Community 

– Staff 

Good understanding of building and  

fostering  

relationships with  

– Children 

– Families 

– Community 

– Staff 

Satisfactory 

understanding of  

building and  

fostering  

relationships with  

– Children 

– Families 

– Community 

– Staff 

Little understanding  of building and  

fostering  

relationships with  

– Children 

– Families 

– Community 

– Staff 

No understanding of  building and  

fostering  

relationships with  

– Children 

– Families 

– Community 

– Staff 

 

Professional reflective  response to each scenario  justifying response with  reference to relevant  

EYLF Principles and  

Practices  

15 marks

Achieves all  

the criteria for  a high  

distinction to  

an exemplary  standard,  

without any  

errors.

Outstanding 

reflective  

professional  

response to each  

scenario justifying  chosen response  

with reference to  

relevant EYLF  

Principles and  

Practices

Very good reflective  professional  

response to each  

scenario justifying  chosen response  

with reference to  

relevant EYLF  

Principles and  

Practices

Good reflective 

professional  

response to each  

scenario justifying  chosen response  

with reference to  

relevant EYLF  

Principles and  

Practices

Satisfactory 

reflective  

professional  

response to each  

scenario justifying  chosen response  

with reference to  

relevant EYLF  

Principles and  

Practices

Poor reflective  

professional  

response to each  

scenario justifying  chosen response  

with limited  

reference to relevant  EYLF Principles and  Practices

Reflective  

professional  

response to each  

scenario is  

incomplete with no  reference to EYLF  

Principles and  

Practices

 

Professional reflective  response to each scenario  justifying chosen  

response with reference  to National Quality  

Standard  

15 marks

Achieves all  

the criteria for  a high  

distinction to  

an exemplary  standard,  

without any  

errors.

Outstanding 

reflective  

professional  

response to each  

scenario justifying  chosen response  

with reference to the  National Quality  

Standard

Very good reflective  professional  

response to each  

scenario justifying  chosen response  

with reference to the  National Quality  

Standard

Good reflective 

professional  

response to each  

scenario justifying  chosen response  

with reference to the  National Quality  

Standard

Satisfactory 

reflective  

professional  

response to each  

scenario justifying  chosen response  

with reference to the  National Quality  

Standard

Poor reflective  

professional  

response to each  

scenario justifying  chosen response  

with limited 

reference to the  

National Quality  

Standard 

Reflective  

professional  

response to each  

scenario is  

incomplete with no  reference to the  

National Quality  

Standard

 

 

Academic Literacy 

5 marks

Demonstrates  a publishable,  comprehensive  understanding  and  

application of  correct writing  conventions,  

including  

accurate  

spelling,  

grammar, and  punctuation.  

The reference  list contains all  the required  

information in  the correct  

APA 7 format.

Demonstrates a  

comprehensive  

understanding and  application of correct  writing conventions,  including accurate  spelling, grammar,  and punctuation. The  reference list  

contains all the  

required information  in the correct APA 7  format.

Demonstrates a  

thorough  

understanding and  application of correct  writing conventions  by correctly using  

spelling, grammar,  and punctuation  

throughout with very  minor inaccuracies. The reference list  

contains all the  

required information  in the correct APA 7  format, with very  

minor errors.

Demonstrates a good  understanding and  application of correct  writing conventions  by correctly using  

spelling, grammar,  and punctuation,  

with minor  

inaccuracies. 

The reference list  

contains all the  

required  

information, but  

some items may be  in an incorrect  

format or have more  than five minor  

errors.

Demonstrates a  

satisfactory  

understanding and  application of correct  writing conventions  by mostly using  

correct spelling,  

grammar, and  

punctuation, with  

some inaccuracies. The reference list  

provides most of the  required  

information, but  

there are some  

errors.

Poor understanding  and application of  correct writing  

conventions,  

including accurate  spelling, grammar,  and punctuation that  impact readability.  The reference list is  incorrectly formatted  or there are an  

inadequate number  of references.

Poor understanding  and application of  correct writing  

conventions,  

including accurate  spelling, grammar,  and punctuation,  

that significantly  

impact readability.  The reference list is  incomplete or  

missing.

 



 

Assessment Brief