TCHR2003: Curriculum Studies in Early Childhood Education (Term 3, 2024)
Summary: Title Assessments 2, Type Portfolio, Length 1500 words
(Week 6) 11:59 pm AEST/AEDT.
Weighting 50%
(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
The purpose of this assignment is to develop deeper knowledge and understanding of how everyday objects, routines, and resources in the early childhood setting can be used to promote children’s learning and development across the learning areas (Australian Curriculum- Foundation year) with links to the EYLF Principles and Practices and Learning Outcomes and NQS QA. It is also important that early childhood educators have a deep understanding of the role of children’s play in these learning environments to best promote children’s conceptual knowledge in learning areas appropriate to birth to five years. Assessment 2 requires you to analyse 2 early childhood education photos and explain how the environment is used to support children’s learning and development. Relevant links to theory and key learning areas and the EYLF Principals and Practices will be used to justify the pedagogical approaches used by the educator teacher to support children’s early learning and development.
TCHR2003: Curriculum Studies 1500 words Portfolio Assessment 2.
Task Instructions
There are four photos of different early learning environments in early childhood settings provided in the Assessment 2 folder.
Choose two of the photos and respond to the following for each (750 words for each photo):
1. Explain how each of the environments in the 2 selected photos can be used to promote children’s learning and development and list 2 relevant EYLF Learning Outcomes. Make relevant links to the NQS QA and justify your explanation using theory and the unit content and readings to support your discussion.
2. Analyse what children can learn within each environment of the 2 selected photos across two learning areas (Australian Curriculum Foundation Year; English, Humanities and Social Sciences, Health and Physical Education, Languages, Mathematics, Science, Technologies, and The Arts) with relevant content descriptor codes.
3. Explain and justify the pedagogical approaches that you see the early childhood educator using in each of the learning environments in the 2 selected photos to promote children’s learning and development. Make relevant links to the EYLF Principles and Practices.
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
Australian Curriculum https://v9.australiancurriculum.edu.au/
EYLF = Early Years Learning Framework https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
Referencing Style Resource
About APA 7th – APA 7th Referencing Guide – Library guides at Southern Cross University (scu.edu.au)
Task Submission
Assessment 2 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 2.docx
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.
Reference Sources to consider:
Australian Children’s Education & Care Quality Authority (ACECQA). (2023). Early Years Learning Framework (EYLF) (Version 2.0).
https://www.acecqa.gov.au/nqf/national-law-regulations/approved-learning-frameworks
Australian Children’s Education & Care Quality Authority (ACECQA). (2022.). National Quality Standard (NQS) Quality Area (QA). https://www.acecqa.gov.au/nqf/national-quality-standard
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2022.). Australian Curriculum. https://v9.australiancurriculum.edu.au/
Arthur, L., Beecher, B., & Boyd, J. E. (2018). Programming and planning in early childhood settings. Cengage Learning Australia. (book)
Beckett, S., & Woodhead, C. (2021). Learning through play: The vital role of play in early childhood education. Early Childhood Education Journal, 49(2), 117-124. (journal article)
Kennedy, E., Dunphy, E., Dwyer, B., Hayes, G., McPhillips, T., Marsh, J., O’Connor, M., & Shiel, G. (2012). Literacy in early childhood and primary education (3-8 years). (Report No. ). Publisher. (research report)
Fleer, M., 2020. The cultural construction of child development: Creating institutional and cultural intersubjectivity. In The Routledge reader in early childhood education essays writing help (pp. 37-52). Routledge.
Davis, J. and Elliott, S. eds., 2023. Young children and the environment: Early education for sustainability. Cambridge University Press.
Adam, H., Barblett, L., Kirk, G. and Boutte, G.S., 2023. (Re) considering equity, inclusion and belonging in the updating of the Early Years Learning Framework for Australia: The potential and pitfalls of book sharing. Contemporary Issues in Early Childhood, 24(2), pp.189-207.
Moats, L. C. (2019). Rethinking reading comprehension instruction: The critical role of phonemic awareness and fluency. Educational Psychologist, 54(2), 92-108.
Nation, P. S. (2021). Vocabulary learning in a digital age. Language Learning, 71(3), 825-852.
Gibson, R. and Ewing, R., 2020. Transforming the curriculum through the arts. Springer International Publishing.
Oakhill, J., Cain, K., & Elbro, C. (2020). Comprehension strategies and their development: A review of research from 2010 to 2018. Reading Research Quarterly, 55(3), 545-571
Pendergast, D. and Garvis, S. eds., 2023. Teaching Early Years: Curriculum, Pedagogy, and Assessment. Taylor & Francis.
Flint, A.S., Vicars, M., Muscat, A., Bennet, M., Ewing, R., Shaw, K., Kervin, L., Mantei, J., Iorio, J., Hamm, C. and Parker, M., 2024. Literacy in Australia: Pedagogies for engagement. John Wiley & Sons.
Snow, C. E., & Kam, H. K. (2018). Reading development in a digital age: Challenges and opportunities. Educational Researcher, 47(4), 235-249.
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Sample Writing Guide for the assessment assignment:
Promoting Children’s Learning and Development in Early Childhood Environments: An Analysis of Two Learning Spaces
This paper examines two distinct early childhood education environments, analyzing their potential to promote children’s learning and development. By exploring the pedagogical approaches evident in these spaces, we connect theory to practice, demonstrating how everyday objects and thoughtful design can support key learning areas. The analysis draws upon the Early Years Learning Framework (EYLF), National Quality Standard (NQS), and the Australian Curriculum, highlighting the integrated nature of early childhood education.
Introduction: Early childhood education plays a crucial role in laying the foundation for lifelong learning and development. The environments in which young children learn are far more than mere physical spaces; they are powerful tools that can stimulate curiosity, encourage exploration, and foster holistic development. This paper aims to analyze two distinct early childhood learning environments, examining how they promote children’s learning and development across various domains.
Our analysis will focus on linking these environments to the Early Years Learning Framework (EYLF) Learning Outcomes, the National Quality Standard (NQS) Quality Areas, and relevant learning areas from the Australian Curriculum Foundation Year. Additionally, we will explore the pedagogical approaches evident in these spaces, demonstrating how early childhood educators can leverage the environment to support children’s growth and learning.
Analysis of Learning Environment 1: Outdoor Nature Play Space
Description: The first photo depicts an outdoor nature play space. It features a large, open grassy area with various natural elements such as trees, logs, and rocks. There are also some man-made structures, including a small wooden bridge and what appears to be a mud kitchen area with utensils and containers.
Promoting Children’s Learning and Development:
This environment can significantly promote children’s learning and development in several ways:
Physical Development: The open space and varied terrain encourage gross motor skills development. Children can run, jump, climb, and balance, enhancing their coordination and physical strength (Beckett & Woodhead, 2021). The mud kitchen area promotes fine motor skills as children manipulate utensils and natural materials.
Cognitive Development: The natural elements provide opportunities for problem-solving and critical thinking. For instance, children might experiment with cause and effect while pouring water over different surfaces or try to balance on uneven logs (Fleer, 2020).
Social and Emotional Development: The space allows for both individual and group play, fostering social skills, cooperation, and emotional regulation. Shared experiences in nature can also build a sense of belonging and connection to the environment (Davis & Elliott, 2023).
Relevant EYLF Learning Outcomes:
Outcome 2: Children are connected with and contribute to their world
Outcome 4: Children are confident and involved learners
NQS Quality Area Link: This environment aligns with NQS Quality Area 3: Physical Environment, particularly element 3.2.1: “Outdoor and indoor spaces are organised and adapted to support every child’s participation and to engage every child in quality experiences in both built and natural environments” (ACECQA, 2022).
Theoretical Justification: The design of this outdoor space reflects the principles of nature-based learning, which posits that direct experiences with nature support children’s holistic development (Davis & Elliott, 2023). It also aligns with Vygotsky’s sociocultural theory, emphasizing the role of social interaction and cultural tools in learning (Fleer, 2020).
Learning Areas Analysis:
Health and Physical Education: This environment supports the development of fundamental movement skills and body awareness. Children can engage in various physical activities, promoting their overall health and wellbeing.
Content Descriptor Code: AC9HPE2M01 – “Practise fundamental movement skills and test alternatives to solve movement challenges”
Science: The natural setting provides numerous opportunities for scientific inquiry and exploration. Children can observe weather patterns, investigate plant growth, or explore the properties of different materials in the mud kitchen.
Content Descriptor Code: AC9SF01I01 – “Explore and make observations by using the senses”
Pedagogical Approaches:
The early childhood educator in this environment appears to be using several key pedagogical approaches:
Child-led Learning: The open-ended nature of the space allows children to direct their own learning experiences, aligning with the EYLF Practice of “Learning through play” (ACECQA, 2023).
Intentional Teaching: While not directly visible, the thoughtful arrangement of materials (e.g., the mud kitchen setup) suggests intentional planning to support specific learning opportunities.
Environmental Education: The natural setting provides a rich context for environmental awareness and sustainability education, reflecting the EYLF Practice of “Learning environments” (ACECQA, 2023).
These approaches link to the EYLF Principles of “Partnerships” and “High expectations and equity,” as they encourage collaboration between educators and children while providing diverse learning opportunities for all children.
Analysis of Learning Environment 2: Indoor Literacy-Rich Space
Description: The second photo shows an indoor learning environment with a focus on literacy. There’s a cozy reading corner with cushions and bookshelves, a writing area with various writing materials, and walls adorned with children’s artwork and language-rich displays.
Promoting Children’s Learning and Development:
This environment promotes children’s learning and development in the following ways:
Literacy Development: The print-rich environment, with books and writing materials readily available, supports early literacy skills development. It encourages children to engage with text in meaningful ways, fostering a love for reading and writing (Kennedy et al., 2012).
Creative Expression: The presence of children’s artwork and writing materials promotes creative expression and builds confidence in self-expression (Gibson & Ewing, 2020).
Language Development: The language-rich displays and opportunities for storytelling and discussion support vocabulary expansion and language comprehension (Nation, 2021).
Relevant EYLF Learning Outcomes:
Outcome 5: Children are effective communicators
Outcome 1: Children have a strong sense of identity
NQS Quality Area Link: This environment aligns with NQS Quality Area 1: Educational Program and Practice, particularly element 1.2.1: “Educators are deliberate, purposeful, and thoughtful in their decisions and actions” (ACECQA, 2022).
Theoretical Justification: The design of this literacy-rich environment is grounded in sociocultural theories of literacy development, which emphasize the importance of social interaction and cultural tools in learning to read and write (Flint et al., 2024). It also reflects current understanding of emergent literacy, which recognizes that literacy development begins long before formal schooling (Moats, 2019).
Learning Areas Analysis:
English: This environment strongly supports early literacy development, including listening, speaking, reading, and writing skills. The variety of books and writing materials cater to different interests and skill levels.
Content Descriptor Code: AC9EFLLTe1 – “Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations using interaction skills, including listening, while others speak”
The Arts: The presence of children’s artwork and opportunities for creative expression through various media support visual arts learning.
Content Descriptor Code: AC9AVAP01 – “Create artworks using ideas and observations from imagination and experiences”
Pedagogical Approaches:
The early childhood educator in this environment appears to be using several key pedagogical approaches:
Literacy-Rich Environment: The intentional setup of a print-rich environment with diverse literacy materials reflects the EYLF Practice of “Providing for different ways of knowing and learning” (ACECQA, 2023).
Scaffolding: The arrangement of materials at child-height and the presence of supportive displays suggest a scaffolded approach to literacy learning, aligning with the EYLF Principle of “High expectations and equity” (ACECQA, 2023).
Holistic Approach: The integration of literacy with art and play demonstrates a holistic approach to learning, reflecting the EYLF Practice of “Holistic approaches” (ACECQA, 2023).
These approaches link to the EYLF Principles of “Secure, respectful and reciprocal relationships” and “Ongoing learning and reflective practice,” as they create a supportive environment for literacy exploration while encouraging educators to reflect on and adapt their practices.
Conclusion:
The analysis of these two early childhood learning environments demonstrates the power of thoughtfully designed spaces in promoting children’s holistic development. Both the outdoor nature play space and the indoor literacy-rich environment offer unique opportunities for children to engage in meaningful learning experiences across various domains.
These environments reflect key principles and practices of the Early Years Learning Framework, align with the National Quality Standard, and support learning across multiple areas of the Australian Curriculum Foundation Year. They showcase how everyday objects and intentional design can be leveraged to create rich learning experiences that cater to diverse needs and interests.
The pedagogical approaches evident in these spaces emphasize the importance of child-led learning, intentional teaching, and the creation of environments that invite exploration and discovery. By integrating these approaches with a deep understanding of early childhood development and learning theories, educators can create powerful learning environments that support each child’s growth and development.
As we continue to evolve our understanding of early childhood education, it is crucial that we recognize the environment as a “third teacher” – a powerful tool that can stimulate curiosity, encourage exploration, and foster a lifelong love of learning. By creating spaces that are responsive to children’s needs and interests, we can ensure that every child has the opportunity to thrive and reach their full potential.
References:
Australian Children’s Education & Care Quality Authority (ACECQA). (2023). Early Years Learning Framework (EYLF) (Version 2.0). https://www.acecqa.gov.au/nqf/national-law-regulations/approved-learning-frameworks
Australian Children’s Education & Care Quality Authority (ACECQA). (2022). National Quality Standard (NQS) Quality Area (QA). https://www.acecqa.gov.au/nqf/national-quality-standard
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2022). Australian Curriculum. https://v9.australiancurriculum.edu.au/
Beckett, S., & Woodhead, C. (2021). Learning through play: The vital role of play in early childhood education. Early Childhood Education Journal, 49(2), 117-124.
Davis, J., & Elliott, S. (Eds.). (2023). Young children and the environment: Early education for sustainability. Cambridge University Press.
Fleer, M. (2020). The cultural construction of child development: Creating institutional and cultural intersubjectivity. In The Routledge reader in early childhood education (pp. 37-52). Routledge.
Flint, A.S., Vicars, M., Muscat, A., Bennet, M., Ewing, R., Shaw, K., Kervin, L., Mantei, J., Iorio, J., Hamm, C., & Parker, M. (2024). Literacy in Australia: Pedagogies for engagement. John Wiley & Sons.
Gibson, R., & Ewing, R. (2020). Transforming the curriculum through the arts. Springer International Publishing.
Kennedy, E., Dunphy, E., Dwyer, B., Hayes, G., McPhillips, T., Marsh, J., O’Connor, M., & Shiel, G. (2012). Literacy in early childhood and primary education (3-8 years). National Council for Curriculum and Assessment.
Moats, L. C. (2019). Rethinking reading comprehension instruction: The critical role of phonemic awareness and fluency. Educational Psychologist, 54(2), 92-108.
Nation, P. S. (2021). Vocabulary learning in a digital age. Language Learning, 71(3), 825-852.
