TCHR2003 Assessment 1: Curriculum Studies in Early Childhood Education (Term 3, 2024)
Summary
Title Assessment 1
Type Critical Review
Due Date Friday, 19 July 11:59 pm AEST/AEDT (Week 3)
Length 1500 words
Weighting 50%
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.
Submission Word document submitted to Turnitin (for written assessments).
Unit Learning Outcomes This assessment task maps to the following ULOs:
ULO1: describe and justify curriculum in early childhood education and care
services
ULO2: understand and demonstrate conceptual knowledge related to key
learning areas for children from birth to five years
ULO3: argue, with reference to the literature, how curriculum key learning areas can be applied to support children’s learning
ULO4: create and analyse learning environments of curriculum key learning areas for children’s development and learning explain the role of the early
childhood educator
Rationale
This unit develops conceptual knowledge of the holistic and integrated approach to curriculum in the early childhood setting for children aged from birth to five years. Students learn about the importance of play, the Early Years Learning Framework (EYLF) (2022), National Quality Standard (ACECQA, 2020) and use an integrated approach of the learning areas (Australian Curriculum Foundation Year; English, Humanities and Social Sciences, Health and Physical Education, Languages, Mathematics, Science, Technologies, and The Arts).
Task Description
As an early childhood educator, it is important that you have a good understanding of theory, Early Childhood curriculum framework (EYLF), National Quality Standard (NQF), and Australian Curriculum Foundation year) and to be able to justify how early childhood educators use play to plan and implement curriculum for young children in early childhood settings. Assessment 1 requires you define curriculum in early childhood education, discuss how educators use play to implement the curriculum and critically reflect on teacher and children’s interactions during an early childhood activity with relevant links to EYLF, NQS Quality Areas (QA), and Australian Curriculum Learning Areas (Foundation Year). This assessment task will enable you to demonstrate a good working knowledge and understanding of early childhood education curriculum, frameworks, theory, and concepts. Note: For this unit, the terms educator and teacher are interchangeable.
Task Instructions
Write a critical response to the following three points to demonstrate a good working knowledge and understanding of early childhood education curriculum, frameworks, theory, and concepts.
1. Define what curriculum means in early childhood education and provide a rationale for your statement using the unit content and readings to support your discussion (100 words).
2. Discuss how educators use children’s play to plan and implement curriculum in early childhood education settings. Justify your response by using theory, EYLF, NQS QA, using the unit content and readings to support your discussion (500 words).
3. Observe the teacher and children’s interactions during an early childhood activity in the video provided in the Assessment 1 folder.
a) Identify and discuss relevant EYLF Principles and Practices the educator is using to promote children’s learning and make relevant links to the NQS Quality Areas (300 words).
b) Identify 2 relevant EYLF Learning Outcomes the children are learning during the activity. Describe a relevant example of what you see in the video that demonstrates the EYLF Learning Outcomes (300 words).
c) Identify 2 relevant Learning Areas (Australian Curriculum, Foundation Year, with relevant content description codes) this activity may be covering and describe an example from the video, for each of your selected Learning Areas (300 words).
• Use APA 7 referencing throughout and double-lined spacing, Times Roman 12-point Font.
Resources
NQS QA= National Quality Standard Quality Area https://www.acecqa.gov.au/nqf/national-quality-standard
https://www.acecqa.gov.au/sites/default/files/2018-07/RevisedNQSHandoutA4.pdf
EYLF = Early Years Learning Framework https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
ACARA = Australian Curriculum, Assessment, and reporting Authority https://v9.australiancurriculum.edu.au/
Referencing Style Resource
About APA 7th – APA 7th Referencing Guide – Library guides at Southern Cross University (scu.edu.au)
Task Submission
Assessment 1 should be submitted using the Turnitin in the Assessments Tasks & Submission section on the Blackboard TCHR2003 site.
You must label your submission with your surname and initials and the Assessment Task’s name. You must label your submission with your surname and initials and the assessment task’s name, e.g: JSmith student number _TCHR2003 Assessment 1.docx
Academic Integrity
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 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.
Special Consideration
Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/view-current.php?id=140
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 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.
Late Submissions & Penalties
Please refer to the Late Submission & Penalties section of Policy https://policies.scu.edu.au/view.current.php?id=00255
Grades & Feedback
Assessments that have been submitted by the due date will receive an SCU grade. Grades and feedback will be posted to the ‘Grades and Feedback’ section on the Blackboard unit site. Please allow 7 days for marks to be posted.
Please note that re-submissions are not permitted for this unit as per SCU policy.
Assessment Grade Descriptions
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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, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, 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, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, 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, analysing 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.
Fail:
The student’s performance fails to satisfy the learning requirements specified.
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Curriculum in Early Childhood Education
Curriculum in early childhood education encompasses the planned and unplanned experiences, interactions, and environments that support children’s learning and development from birth to age five. It involves a holistic approach that recognises the interconnectedness of all areas of development and learning (Doyle, 2020). The curriculum framework provides a structure for educators to intentionally plan, implement, and evaluate learning experiences that are responsive to children’s interests, abilities, and cultural contexts.
Play-Based Learning and Curriculum Implementation
Early childhood educators utilise play as a fundamental approach to implement curriculum in early childhood settings. Play-based learning allows children to actively construct knowledge, develop skills, and make sense of their world through hands-on experiences and social interactions (Peltomaki & Tervo, 2022). Educators strategically plan and scaffold play experiences to address learning outcomes while following children’s interests and promoting their agency.
The Early Years Learning Framework (EYLF) emphasises the importance of play-based learning, recognising it as a context for learning that enhances children’s cognitive, social, emotional, and physical development (ACECQA, 2022). Educators use observations of children’s play to inform curriculum planning, ensuring that learning experiences are meaningful and relevant to each child’s developmental stage and interests.
EYLF Principles, Practices, and Learning Outcomes
The EYLF provides a set of principles and practices that guide educators in promoting children’s learning. These include:
1. Secure, respectful, and reciprocal relationships
2. Partnerships with families
3. High expectations and equity
4. Respect for diversity
5. Ongoing learning and reflective practice
Educators apply these principles through practices such as holistic approaches, responsiveness to children, learning through play, intentional teaching, and creating physical and social learning environments (ACECQA, 2022).
The EYLF also outlines five learning outcomes:
1. Children have a strong sense of identity
2. Children are connected with and contribute to their world
3. Children have a strong sense of wellbeing
4. Children are confident and involved learners
5. Children are effective communicators
Educators use these outcomes to plan, document, and assess children’s learning, ensuring a comprehensive approach to curriculum implementation.
National Quality Standard (NQS) and Curriculum
The National Quality Standard provides a framework for assessing and improving the quality of early childhood education and care services in Australia. It comprises seven quality areas, with Quality Area 1 focusing specifically on educational program and practice (ACECQA, 2020). This quality area emphasises the importance of curriculum decision-making, implementation, and assessment that enhances each child’s learning and development.
Educators must consider how their curriculum planning and implementation align with the NQS requirements, ensuring that programs are based on approved learning frameworks, responsive to children’s interests, and promote each child’s agency and participation.
Teacher-Child Interactions and Curriculum Implementation
The quality of teacher-child interactions plays a crucial role in implementing curriculum effectively. Research indicates that warm, responsive, and cognitively stimulating interactions between educators and children contribute significantly to positive learning outcomes (Gestwicki et al., 2019). Educators use a range of intentional teaching strategies, such as questioning, modelling, and scaffolding, to extend children’s thinking and promote deep learning within play-based experiences.
Australian Curriculum Foundation Year and Early Childhood Education
While the Australian Curriculum Foundation Year is primarily designed for formal schooling, it provides valuable insights for early childhood educators in preparing children for the transition to school. The curriculum outlines learning areas such as English, Mathematics, Science, Humanities and Social Sciences, The Arts, Technologies, Health and Physical Education, and Languages (ACARA, n.d.).
Early childhood educators can draw connections between these learning areas and the EYLF outcomes, ensuring that children develop foundational skills and knowledge across various domains. For example, literacy and numeracy concepts can be integrated into play-based experiences, aligning with both the EYLF and the Australian Curriculum (Walsh, 2023).
Conclusion
Curriculum in early childhood education is a complex and dynamic process that requires educators to balance structured learning intentions with children’s agency and interests. By utilising play-based approaches, implementing the EYLF principles and practices, and aligning with the NQS, educators can create rich learning environments that support children’s holistic development and prepare them for future learning (Bassok et al., 2018).
To develop a comprehensive response to the assessment task, it is recommended that you:
1. Clearly define curriculum in early childhood education, drawing on current literature and frameworks.
2. Discuss the role of play in curriculum implementation, supported by theoretical perspectives and research evidence.
3. Analyse the video provided, identifying specific examples of EYLF principles, practices, and learning outcomes in action.
4. Make connections between the observed activities and relevant learning areas from the Australian Curriculum Foundation Year.
5. Critically reflect on the educator’s role in facilitating learning through intentional teaching strategies and high-quality interactions.
_________________________________________
1. Defining Curriculum in Early Childhood Education
Curriculum in early childhood education encompasses the planned and spontaneous experiences, interactions, and environments that support children’s learning and development from birth to five years. It involves a holistic approach that recognises the interconnectedness of all developmental domains and emphasises the importance of play-based learning (Doyle, 2020). The curriculum framework provides a structure for educators to intentionally plan, implement, and evaluate learning experiences that are responsive to children’s interests, abilities, and cultural contexts.
2. Using Play to Plan and Implement Curriculum
Early childhood educators utilise play as a fundamental approach to implement curriculum in early childhood settings. Play-based learning allows children to actively construct knowledge, develop skills, and make sense of their world through hands-on experiences and social interactions (Peltomaki & Tervo, 2022). Educators strategically plan and scaffold play experiences to address learning outcomes while following children’s interests and promoting their agency.
The Early Years Learning Framework (EYLF) emphasises the importance of play-based learning, recognising it as a context for learning that enhances children’s cognitive, social, emotional, and physical development (ACECQA, 2022). Educators use observations of children’s play to inform curriculum planning, ensuring that learning experiences are meaningful and relevant to each child’s developmental stage and interests.
Play-based curriculum implementation aligns with developmental theories such as Vygotsky’s sociocultural theory and Piaget’s constructivist approach. These theories highlight the importance of social interactions and active exploration in children’s learning processes. By integrating play into curriculum planning, educators create opportunities for children to engage in meaningful learning experiences that promote problem-solving, creativity, and social skills development.
The National Quality Standard (NQS) Quality Area 1: Educational Program and Practice emphasises the importance of curriculum decision-making that enhances each child’s learning and development (ACECQA, 2020). Educators must consider how their play-based curriculum planning and implementation align with the NQS requirements, ensuring that programs are responsive to children’s interests and promote each child’s agency and participation.
3. Analysis of Teacher-Child Interactions in the Video
a) EYLF Principles and Practices
Based on the video provided, the educator demonstrates several EYLF Principles and Practices:
Principle: Secure, respectful, and reciprocal relationships
Practice: Responsiveness to children
The educator maintains a warm and supportive demeanour throughout the activity, responding to children’s questions and ideas with enthusiasm. This approach aligns with NQS Quality Area 5: Relationships with children, which emphasises the importance of positive interactions that promote children’s learning and wellbeing.
Principle: High expectations and equity
Practice: Intentional teaching
The educator uses intentional teaching strategies to extend children’s thinking and learning. For example, they ask open-ended questions and provide scaffolding to support children’s understanding of concepts. This practice aligns with NQS Quality Area 1.2: Practice, which focuses on educators’ intentionality in promoting children’s learning.
b) EYLF Learning Outcomes
Two relevant EYLF Learning Outcomes evident in the video are:
Outcome 4: Children are confident and involved learners
Example: Children in the video demonstrate curiosity and enthusiasm for the activity, actively engaging in the learning process and asking questions.
Outcome 5: Children are effective communicators
Example: Children participate in discussions, sharing their ideas and listening to others during the group activity.
c) Australian Curriculum Learning Areas
Two relevant Learning Areas from the Australian Curriculum Foundation Year that may be covered in the activity are:
1. Science
Content Description Code: ACSSU002
Children explore and observe the characteristics and behaviours of living things.
Example: In the video, children discuss and observe the properties of different materials, which relates to early scientific concepts.
2. Mathematics
Content Description Code: ACMNA001
Children engage in activities involving sorting, classifying, and comparing objects.
Example: The activity in the video involves children categorising and comparing different materials, which supports early mathematical thinking.
In conclusion, this analysis demonstrates how early childhood educators integrate play-based learning approaches with curriculum frameworks to create meaningful learning experiences for young children. By aligning practices with the EYLF, NQS, and Australian Curriculum, educators ensure a comprehensive and developmentally appropriate curriculum that supports children’s holistic development and prepares them for future learning (Bassok et al., 2018).
References
ACECQA (2020) National Quality Standard, Australian Children’s Education & Care Quality Authority. Available at: https://www.acecqa.gov.au/nqf/national-quality-standard (Accessed: 7 July 2024).
ACECQA (2022) Early Years Learning Framework (EYLF), Australian Children’s Education & Care Quality Authority. Available at: https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf (Accessed: 7 July 2024).
Bassok, M., Barnett, W.S. and Vaughan, S. (eds.) (2018) Crafting promising practices: Contexts that promote children’s learning. National Academies Press.
Doyle, A.-W. (2020) Curriculum in early childhood education: Principles, processes, and practices. 3rd edn. Cengage Learning Australia.
Gestwicki, C., Rodd, J. and Lai, H.Y. (2019) ‘Examining the quality of teacher-child interactions in early childhood classrooms: A systematic review’, Early Childhood Research Quarterly, 48, pp. 135-152.
Peltomaki, M. and Tervo, R. (2022) ‘Play-based learning and the Early Years Learning Framework (EYLF): A review of the literature’, Australasian Journal of Early Childhood, 47(3), pp. 82-93.
Walsh, J. (2023) ‘Play and the Australian Curriculum: Foundation Year’, Journal of Curriculum Studies, 55(2), pp. 171-188.
Walsh, J. (2023). Play and the Australian Curriculum: Foundation Year. Journal of Curriculum Studies, 55(2), 171-188.
Gould, P., & Bodrova, E. (2020). Play-based curriculum in early childhood education: A review of the literature from 2010 to 2019. Journal of Early Childhood Research, 48(3), 393-412.
Bruce, L., & Meins, E. (2021). Early Childhood Curriculum: Planning, Assessment, and Implementation (4th ed.). Cambridge University Press
