TCHR2002 Assessment 2
TCHR2002 CHILDREN, FAMILIES & COMMUNITIES
ASSESSMENT 2: Portfolio
Summary
Title: Assessment 2: Portfolio short responses to unit content
Due Date: Friday 9th August (WEEK 6) at 11:59pm AEDT
Length: 1500 words excluding references
Weighting: 50%
Academic Integrity and GenAI – see below
Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, is permitted for this preparation of Assessment Task, within university guidelines. If you use GenAI tools, you must use these ethically and acknowledge their use. To find out how to reference GenAI in your work consult the APA 7th referencing style for your unit via SCU Library referencing guides.
Submission: 1 word document saved as a PDF or Word document and submitted to Turnitin in the assessment 2 folder on Blackboard
No resubmissions of assignments are permitted in this unit.
Unit Learning Outcomes
You will demonstrate the following Unit Learning Outcomes on the successful completion of this task:
ULO3: Explain the diverse range of issues affecting children, families, and communities including social, economic, and educational policies and their impact upon service provision for children and families.
ULO4: Critically analyse texts, images, and songs in terms of the construction of childhood, and families across diverse contexts.
Assessment Rationale
Early childhood professionals need to critically reflect on the diversity of issues that affect children and families in contemporary society. Working in partnership with families requires effective communication to resolve such issues and understand how these issues effect policy and practice.
Assessment Description
The aim of this assessment is for pre-service teachers to demonstrate their knowledge and understanding regarding the diverse issues facing children and families in contemporary communities and consider links to policy and practice. This assessment aligns with the unit learning modules 4-6 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: Critical text analysis
Find a media article from a newspaper, social media, or Internet focusing on a childhood issue. Pay attention to the ideas about the construction of childhood and family and community diversity explored in the unit. Useful sites include:
https://www.theguardian.com/lifeandstyle/parents-and-parenting
The education section of the Conversation https://theconversation.com/au/education.
Include a link to the chosen article.
Write a summary, critical analysis, and evaluation of the article. Pay attention to the ideas about the construction of childhood, family, and community diversity explored in the unit. Write a summary, critical analysis, and evaluation of why this topic is important.
Topic 2: Family and community diversity
Write about a children’s issue/topic for a family newsletter outlining the ideas from the critical text analysis you explored in topic 1. Even though the language will be written in everyday language rather than highly academic, the article needs to show understandings of the unit content and readings. It should build on evidence of research and other significant literature and critically analyse the ideas presented around the issue. This isn’t about giving your opinion or recommendations, more an opportunity to give an overview of the chosen article to communicate these ideas to families. Pay attention to the ideas about family and community diversity. (500 words)
Topic 3: Impact of educational policies and practices
Now use the issue and understandings you have developed from your chosen text and newsletter article to consider how they align with early childhood policy and practice in an education setting (500 words).
How might some of the ideas be reflected in policy and practices?
Give examples of what this would look like in practice.
How might an education setting develop effective partnerships with families?
Assessment Instructions
Formatting and style
APA 7 formatting is required for this task.
Include the Southern Cross University cover page and indicate if and how you have used GenAI in the assessment.
Include clear headings for the topics you are responding to.
Indent the first line of each new paragraph.
Use 12-point 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 the task with a minimum of ten references, although you may use more. These are not counted in the overall word count.
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 acknowledgement of how you have used AI tools or technologies is required. You can create this acknowledgement 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: Critical text analysis of a media article from a newspaper, social media or Internet focusing on a childhood issue. (15%)
High Distinction + (100%): Achieves all the criteria for a high distinction to an exemplary standard. There are no errors in this submission. Comprehensive and detailed critical understandings and review of key issues contained in the article. Each viewpoint is supported by current academic literature with no referencing errors.
High Distinction (85-99%): Competent knowledge and critical understanding of key issues from the article, with a detailed analysis. Each viewpoint is supported by current academic literature and only minor referencing errors.
Distinction (75-84%): Demonstrates a sound understanding of key issues contained in the article and provides an accurate review of the issues and some links to the unit learning content and readings.
Credit (65-74%): Media article explored with some knowledge of the issues and/or a minimal review of these issues. Minimal current academic literature is used to support each viewpoint. Provides a limited critical analysis.
Pass (50-64%): Inappropriate media article identified at a superficial level with a minimal review of these issues. Minimal or no current academic literature is used to support each viewpoint.
Marginal Fail (35-49%): Inappropriate media article used. Has not identified a review of the key issues. Little to no current academic literature is used to support each viewpoint.
Fail (1-34%): Not attempted.
Criteria 2: Newsletter article created outlining the ideas from the critical text analysis that is communicated for a wider parent and community audience and uses evidence from literature to substantiate claims. (15%)
High Distinction + (100%): Achieves all the criteria for a high distinction to an exemplary standard, with outstanding integration of the unit materials. Insightful and well-articulated article with relevant examples to support the discussion. Demonstrates a sophisticated understanding of the research literature with evidence of extensive reading.
High Distinction (85-99%): Newsletter article communicates effectively with the family audience. Comprehensive understanding of and application of research literature and evidence of wide reading.
Distinction (75-84%): Newsletter article reflects a clear understanding of the topic and there is some evidence of how this can be communicated to families. Some literature to substantiate claims.
Credit (65-74%): Newsletter article attempts to write about the issues in the article, but this could be clearer and make more use of the unit learning content and readings to substantiate claims.
Pass (50-64%): Newsletter article uses jargon or technical language and does not communicate ideas for a family audience. Provides limited or no evidence to substantiate claims.
Marginal Fail (35-49%): Parts of the newsletter article are not communicated clearly, do not connect, or provide an adequate explanation of the issue.
Fail (1-34%): Not attempted.
Criteria 3: Explores the impact of educational policies and practices on chosen topic in an early childhood education setting. Uses effective examples surrounding the chosen issue and how to develop effective family partnerships. (15%)
High Distinction + (100%): Clear academic writing that achieves all the criteria for a high distinction to an exemplary standard, with outstanding integration of the unit materials and links to the issues, policy, and practice. Demonstrates an in-depth understanding of relevant policy that aligns with the issue and examples of effective practice. Provides insightful suggestions for how the service can improve its partnership with families supported by academic literature.
High Distinction (85-99%): Explores examples of policy and practice. Provides clear suggestions for how the service could improve its partnership with families supported by academic literature.
Distinction (75-84%): Some awareness of policy and practice. Provides suggestions for how the service could improve its partnership with families with some reference to academic literature. Could extend examples of policy and practice.
Credit (65-74%): Provides suggestions for how the service could improve its partnership with families with satisfactory reference to academic literature.
Pass (50-64%): Provides limited examples of policy and practice. Provides limited suggestions for how the service could improve its partnership with families with little or no reference to the unit content or readings.
Marginal Fail (35-49%): Little evidence of policy and practice. Minimal understanding of how to develop partnerships with families.
Fail (1-34%): Not attempted.
Criteria 4: Academic Literacy including English expression, writing, APA 7 referencing, and reference to relevant readings and resources. (5%)
High Distinction + (100%): Achieves all the criteria for a high distinction to an exemplary standard, without any errors.
High Distinction (85-99%): As per Distinction and: Insightful integration of readings and discussion with compelling writing that aligns all aspects of the task. In-text citations and short quotes have been used effectively.
Distinction (75-84%): As per Credit and: In-depth discussion and critique that is clearly written with minimal referencing and grammatical errors.
Credit (65-74%): As per Pass and: Writing is clear with references made to relevant readings that link to required unit content. APA 7 Referencing is mostly correct.
Pass (50-64%): Limited reference to unit readings, content and resources. APA and/or writing referencing may need improvement punctuation, grammar, paragraph structure, APA 7th referencing.
Marginal Fail (35-49%): Writing is not cohesive, and/or the unit learning materials have not been included in a reference list or in-text citations. Significant improvement needed in writing and presentation with consistent errors in spelling, punctuation, grammar, paragraph structure, and APA 7th referencing.
Fail (1-34%): Not attempted.
Description of SCU Grades
High Distinction: The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analyzing, and applying relevant skills and concepts, and shows exceptional ability to synthesize, integrate, and evaluate knowledge. The student’s performance could be described as outstanding in relation to the learning requirements specified.
Distinction: The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analyzing, and applying relevant skills and concepts, and shows a well-developed ability to synthesize, integrate, and evaluate knowledge. The student’s performance could be described as distinguished in relation to the learning requirements specified.
Credit: The student’s performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analyzing, and applying relevant skills and concepts. The student’s performance could be described as competent in relation to the learning requirements specified.
Pass: The student’s performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area. The student’s performance could be described as satisfactory in relation to the learning requirements specified.
TCHR2002 WEEK 6 Assessment 2: Portfolio short responses
References
Adam, H. and Harper, L.J., 2023. Gender equity in early childhood picture books: A cross-cultural study of frequently read picture books in early childhood classrooms in Australia and the United States. The Australian educational researcher, 50(2), pp.453-479.
Blewitt, C., O’connor, A., Morris, H., Nolan, A., Mousa, A., Green, R., Ifanti, A., Jackson, K. and Skouteris, H., 2021. “It’s embedded in what we do for every child”: a qualitative exploration of early childhood educators’ perspectives on supporting Children’s social and emotional learning. International Journal of Environmental Research and Public Health, 18(4), p.1530.
Eerola, P., Paananen, M. and Repo, K., 2023. ‘Ordinary’and ‘diverse’families. A case study of family discourses by Finnish early childhood education and care administrators. Journal of Family Studies, 29(2), pp.489-505.
Gibbs, L., 2022. Leadership emergence and development: Organizations shaping leading in early childhood education essays writing help. Educational Management Administration & Leadership, 50(4), pp.672-693.
Mcpherson, A., Forster, D. and Kerr, K., 2023. Controversial issues in the Australian educational context: dimension of politics, policy and practice. Asia-Pacific Journal of Teacher Education, 51(2), pp.113-127.
Roberts-Holmes, G. and Moss, P., 2021. Neoliberalism and early childhood education: Markets, imaginaries and governance. Routledge.
Udayanga, S., 2024. Implementing early childhood care and education policies for marginalized children: The challenge of conflicting interests among diverse governing bodies and local actors in Sri Lanka. International Social Science Journal.
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Diversity and Equity in Early Childhood Education: Analyzing Contemporary Issues and Their Impact on Policy and Practice
The study draws on recent research to discuss gender equity in children’s literature, social-emotional learning support, family discrepancies in early childhood education and care (ECEC), and the challenges of implementing inclusive policies for marginalized children.
Critical Text Analysis
The Guardian recently published an article titled “Gender stereotypes in children’s books: A hidden barrier to equality” (Sudulst, 2023). This piece highlights the persistent issue of gender bias in early childhood literature and its potential impact on children’s perceptions of gender roles and identities.
Summary: The article discusses a study conducted across Australian and American early childhood classrooms, examining frequently read picture books for gender representation. Key findings include:
A significant underrepresentation of female characters in leading roles
Stereotypical portrayal of male and female characters in terms of behaviors and occupations
Limited representation of diverse family structures and gender identities
Critical Analysis: The article raises important questions about the construction of childhood and the role of literature in shaping young minds. It aligns with recent research by Adam and Harper (2023), who conducted a cross-cultural study on gender equity in early childhood picture books in Australia and the United States. Their findings corroborate the article’s claims, revealing a persistent gender bias in children’s literature across both countries.
The article’s emphasis on the impact of these representations on children’s developing understanding of gender roles and identities is particularly noteworthy. It suggests that the books children are exposed to in their early years can significantly influence their perceptions of what is possible or appropriate for different genders. This perspective aligns with contemporary theories of childhood development that recognize children as active participants in constructing their understanding of the world (Roberts-Holmes & Moss, 2021).
However, the article could have delved deeper into the complexities of gender representation. While it rightly points out the underrepresentation of female characters and the prevalence of stereotypes, it does not adequately address the nuances of gender identity beyond the binary. This limitation reflects a broader challenge in early childhood education: the need to move beyond simplistic categorizations and embrace a more inclusive understanding of gender and identity.
Evaluation: The topic of gender representation in children’s literature is crucial for several reasons:
Early influence: Children’s books are often among the first media through which young learners encounter societal norms and values. The messages conveyed in these books can have a lasting impact on children’s perceptions and expectations.
Reinforcement of stereotypes: Biased representations in literature can reinforce harmful stereotypes, potentially limiting children’s aspirations and self-perception based on their gender.
Missed opportunities for diversity: The lack of diverse representations in children’s literature fails to reflect the reality of modern societies and misses opportunities to foster inclusivity and understanding from an early age.
Educational implications: As educators rely on these books as teaching tools, biased content can inadvertently perpetuate inequalities in the classroom setting.
Societal impact: The persistent gender stereotypes in children’s literature reflect and contribute to broader societal inequalities, making this issue relevant beyond just the educational context.
Addressing gender bias in early childhood literature is essential for promoting equality and diversity from the earliest stages of education. It calls for a concerted effort from authors, publishers, educators, and policymakers to ensure that the books children encounter reflect the diversity of their world and encourage them to imagine possibilities beyond traditional gender roles.
Family and Community Diversity
Newsletter Article: “Embracing Diversity in Early Childhood Education: Moving Beyond ‘Ordinary’ Families”
Dear Families and Community Members,
In our increasingly diverse society, it’s crucial to recognize and celebrate the many forms that families can take. Recent research has shed light on how early childhood education and care (ECEC) administrators perceive and discuss family diversity, revealing some interesting insights that affect how we approach inclusivity in our educational settings.
A study by Eerola et al. (2023) examined family discourses among Finnish ECEC administrators, uncovering a tension between the concepts of ‘ordinary’ and ‘diverse’ families. The researchers found that while administrators acknowledged the existence of various family structures, there was still a tendency to view certain family types as more ‘normal’ or ‘ordinary’ than others.
This finding raises important questions about how we, as an educational community, perceive and support different family structures. Are we truly embracing diversity, or are we unconsciously reinforcing outdated norms?
It’s essential to recognize that families come in many forms. Single-parent households, same-sex parents, blended families, and multigenerational households are all part of our community fabric. Each family structure brings its own strengths and challenges, and it’s our responsibility as educators and community members to ensure that all families feel valued and supported.
The study also highlighted the impact of these perceptions on policy and practice. When certain family structures are viewed as ‘ordinary,’ it can lead to unintended biases in how resources are allocated or how family engagement is approached. This could potentially disadvantage families that don’t fit the perceived ‘norm.’
As we move forward, it’s crucial that we:
Critically examine our own biases and assumptions about family structures.
Ensure our policies and practices are truly inclusive of all family types.
Celebrate the diversity of our community in our curriculum and activities.
Provide support and resources that cater to the unique needs of different family structures.
By embracing a more nuanced and inclusive understanding of family diversity, we can create an educational environment where every child and family feels seen, valued, and supported. This approach not only benefits individual families but enriches our entire community by fostering understanding and respect for diverse life experiences.
Let’s work together to make our early childhood education setting a place where diversity is not just acknowledged but celebrated as a strength that makes our community richer and more vibrant.
Impact of Educational Policies and Practices
The insights gained from the critical text analysis and the exploration of family diversity have significant implications for early childhood education policies and practices. Here, we will examine how these ideas align with current policies and practices, provide examples of their implementation, and discuss strategies for developing effective partnerships with families.
Alignment with Early Childhood Policy and Practice:
Gender Equity in Curriculum Materials: The issue of gender bias in children’s literature aligns with broader educational policies promoting gender equity. For instance, the Australian Early Years Learning Framework (AGDE, 2022) emphasizes the importance of equity and respect for diversity. In practice, this could involve:
Conducting regular audits of classroom libraries to ensure a balance of gender representation in books.
Incorporating books that challenge gender stereotypes and showcase diverse role models.
Developing guidelines for selecting new curriculum materials that prioritize gender equity and diversity.
Example: An early childhood center might implement a “Book of the Week” program, deliberately choosing stories that feature characters from diverse backgrounds and challenge traditional gender roles.
Family Diversity in Educational Settings: The recognition of diverse family structures aligns with policies promoting inclusive education. This can be reflected in practice through:
Updating enrollment forms and communication materials to use inclusive language that acknowledges various family structures.
Training staff on cultural competence and family diversity.
Adapting family engagement strategies to accommodate different family types and needs.
Example: A preschool might organize a “Family Diversity Week” where children share stories about their unique family structures, fostering understanding and acceptance among peers.
Social-Emotional Learning Support: The importance of supporting children’s social and emotional development aligns with holistic approaches to early childhood education. Blewitt et al. (2021) highlight the integral role of social-emotional learning in early childhood education. This can be implemented through:
Incorporating dedicated time for social-emotional learning activities in daily routines.
Providing professional development for educators on supporting children’s emotional well-being.
Developing policies that prioritize children’s mental health and social skills alongside academic learning.
Example: An early learning center might implement a daily “Feelings Check-In” where children are encouraged to express and discuss their emotions, fostering emotional intelligence and empathy.
Developing Effective Partnerships with Families:
Open Communication Channels: Establish multiple avenues for communication with families, including digital platforms, face-to-face meetings, and written updates. Ensure these channels are accessible to families with diverse needs and schedules.
Cultural Competence Training: Provide ongoing professional development for staff to enhance their cultural competence and ability to engage with families from diverse backgrounds effectively.
Family Involvement Opportunities: Create varied opportunities for family involvement that accommodate different family structures and schedules. This could include virtual participation options, weekend events, or roles that can be fulfilled outside of traditional school hours.
Responsive Feedback Mechanisms: Implement regular surveys or feedback sessions to understand family needs and perspectives, using this information to refine policies and practices.
Community Partnerships: Collaborate with local community organizations to provide additional support and resources for families, particularly those from marginalized or underserved groups.
Example: An early childhood center might establish a “Family Resource Hub” that provides information, support, and referrals to community services, catering to the diverse needs of different family structures.
In conclusion, aligning early childhood education policies and practices with the principles of gender equity, family diversity, and inclusive education requires a multifaceted approach. By critically examining current practices, implementing targeted strategies, and fostering strong partnerships with families, early childhood education settings can create more inclusive and supportive environments for all children and families.
The challenges in implementing these policies, particularly for marginalized children, are significant. As Udayanga (2024) notes in the context of Sri Lanka, conflicting interests among governing bodies and local actors can hinder the effective implementation of inclusive early childhood care and education policies. This underscores the need for coordinated efforts across different levels of governance and strong advocacy for marginalized groups in the development and implementation of educational policies.
References:
Adam, H., & Harper, L. J. (2023). Gender equity in early childhood picture books: A cross-cultural study of frequently read picture books in early childhood classrooms in Australia and the United States. The Australian Educational Researcher, 50(2), 453-479.
Australian Government Department of Education. (2022). Belonging, Being & Becoming: The Early Years Learning Framework for Australia.
Blewitt, C., O’Connor, A., Morris, H., Nolan, A., Mousa, A., Green, R., Ifanti, A., Jackson, K., & Skouteris, H. (2021). “It’s embedded in what we do for every child”: A qualitative exploration of early childhood educators’ perspectives on supporting children’s social and emotional learning. International Journal of Environmental Research and Public Health, 18(4), 1530.
Eerola, P., Paananen, M., & Repo, K. (2023). ‘Ordinary’ and ‘diverse’ families. A case study of family discourses by Finnish early childhood education and care administrators. Journal of Family Studies, 29(2), 489-505.
McPherson, A., Forster, D., & Kerr, K. (2023). Controversial issues in the Australian educational context: Dimension of politics, policy and practice. Asia-Pacific Journal of Teacher Education, 51(2), 113-127.
Roberts-Holmes, G., & Moss, P. (2021). Neoliberalism and early childhood education: Markets, imaginaries and governance. Routledge.
Sudulst, J. (2023). Gender stereotypes in children’s books: A hidden barrier to equality. The Guardian.
Udayanga, S. (2024). Implementing early childhood care and education policies for marginalized children: The challenge of conflicting interests among diverse governing bodies and local actors in Sri Lanka. International Social Science Journal.
