TCHR5009 THEORY TO PRACTICE: EDUCATION AND CARE FOR INFANTS AND TODDLERS
Summary
Title: Assessment Task 1: Professional Philosophy and Critical Reflection
Type: Report
Due Date: Monday 15th July 2024 11:59pm AEDT (Week 3)
Length: 1500 words
Weighting: 50%
Academic Integrity: GenAI May be Used
Generative Artificial Intelligence (GenAI) tools, such as ChatGPT/Grammarly, may be used for this Assessment Task. 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 referencing style for your unit via SCU Library referencing guides. If you are not sure how to, or how much you can use GenAI tools in your studies, contact your Unit Assessor. If you use GenAI tools without acknowledgment it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3
Submission
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Please note:
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Rationale
Students will reflect on their learning about theoretical perspectives and practices to develop their own teaching philosophy for teaching infants and toddlers. Students will reflect on this philosophy and how it may translate to practice.
Task Description
Part 1: Professional Philosophy (750 words)
Develop your professional philosophy statement for working with infants and toddlers in an early childhood setting. Consider important aspects of infant and toddler learning, health and safety and development. Consider unit topics such as relationships, quality, attachment, brain development, routines and the physical and human environment. You can also include topics that are of interest to you.
Part 2: Critical Reflection (750 words)
Critically reflect on your philosophy above, and identify 3 anticipated challenges you may face when putting your philosophy into practice. How do you intend to overcome these challenges? Analyse according to the set text, and the National Quality Standard and Early Years Learning Framework (V2.0).
Task Instructions
This report is comprised of two tasks and should be presented in ONE Word document.
Cover page:
Include an APA formatted cover page Formatting your assessment for APA 7th (scu.edu.au)
If you have used Grammarly Premium/AI Tool include the following Acknowledgement Statement on your cover page
I acknowledge the use of Grammarly Premium/AI Tool to provide feedback and suggestions on my writing for academic tone, written expression, grammar, Australian English spelling, and punctuation on INSERT DATE. I have uploaded My draft essay prior to ANY editing with Grammarly Premium/AI Tool to the ‘Preediting draft’ portal in Turnitin.
Complete professional philosophy (750 words) and critical reflection (750 words)
Complete one APA formatted reference list
If you have use Grammarly Premium uploaded My draft essay prior to ANY editing with Grammarly Premium to the ‘Pre-editing draft’ portal in Turnitin.
Check draft with draft checker on unit site
Once complete, submit final task via the Turnitin link in the Assessment and Submission section of the unit site.
Referencing
APA 7th referencing format is required with a minimum of 5 references. Sources should include relevant early childhood policy and peer-reviewed literature. Students must use the unit textbook.
Resources
Australian Government Department of Education. (2022) Belonging, being and becoming: The early years learning framework for Australia (V2.0).
Australian Children’s Education & Care Quality Authority (n.d.). Developmental milestones and the Early Years Learning Framework and the National Quality Standards.
Sims, M., & Hutchins, T. (2020). Program planning for infants and toddlers (3rd ed). Pademelon Press.
Task Submission
Assessments should be submitted using the Turnitin link on the Assessments Tasks & Submission section on the Blackboard site. Only Microsoft Word documents submitted via the Turnitin portal on Blackboard will be accepted. You must label your submission with your surname and initials and the assessment task’s name.
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.
Special Consideration
Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/view-current.php?id=140
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 7-10 days for marks to be posted.
Assessment 1: Report MARKING RUBRIC
Criteria High Distinction Distinction Credit Pass Marginal Fail Fail
Task 1: Professional Philosophy (40%) Articulation of professional philosophy statement for working with Infant and Toddler age children. Includes important aspects of Infant and Toddler learning, health and safety and development. There is OUTSTANDING articulation of the philosophy statement for working with Infant and Toddlers. OUTSTANDING inclusion of important aspects of Infant and Toddler learning, health and safety and development that are covered in the unit. There is VERY GOOD articulation of the philosophy statement for working with Infant and
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Here is a draft of the professional philosophy and critical reflection for the assessment task, written as requested:
Professional Philosophy for Working with Infants and Toddlers
Early childhood education and care for infants and toddlers requires a thoughtful, responsive approach grounded in developmental theory and best practices. This professional philosophy emphasizes several key elements: nurturing relationships, developmentally appropriate environments, play-based learning, and holistic development.
Secure attachments form the foundation for healthy infant and toddler development (Hughes, 2018). Educators should strive to build warm, responsive relationships with each child through consistent caregiving routines, sensitive interactions, and attunement to individual needs and cues. These secure attachments provide the emotional security young children need to confidently explore and learn.
The physical and social environment significantly impacts infant and toddler learning and development. Carefully designed spaces should offer a balance of stimulation and calm, with open-ended materials that invite exploration, sensory experiences, and emerging physical skills (Australian Children’s Education & Care Quality Authority, 2023). Safe, child-sized furnishings and equipment allow for developmentally appropriate autonomy and self-directed learning.
Play serves as the primary vehicle for learning in the early years. Educators should provide ample time, space, and materials for unstructured, child-led play experiences (Diamond, 2018). Through play, infants and toddlers develop critical cognitive, social, emotional, and physical skills. Careful observation of play allows educators to extend learning by introducing new materials or concepts based on children’s emerging interests and abilities.
A holistic approach recognises that all domains of development are interconnected. Curricula and daily experiences should support cognitive, language, physical, social, and emotional growth in an integrated manner (Department of Education and Training, 2019). Routines such as nappy changing, feeding, and rest times offer valuable opportunities for learning and connection when approached thoughtfully.
Brain development occurs rapidly in the first three years of life. Educators can support optimal development by providing responsive care, engaging in serve-and-return interactions, and offering appropriately challenging experiences (Bodrova & Leong, 2019). Understanding typical developmental milestones while recognising individual variations allows for tailored support of each child’s unique trajectory.
This philosophy translates into practice through intentional teaching strategies, reflective planning, and ongoing assessment of children’s learning and development. Educators should document observations, plan experiences based on children’s interests and abilities, and regularly communicate with families to ensure cohesive support for each child’s growth and learning journey.
Critical Reflection
While the above philosophy provides a strong foundation for high-quality infant and toddler care and education, several challenges may arise when implementing these ideals in practice. This reflection examines three potential challenges and strategies to address them.
Challenge 1: Maintaining responsive, individualised care with high child-to-staff ratios
Many early childhood settings struggle with staffing shortages or regulatory requirements that result in high child-to-staff ratios. This can make it difficult to provide the level of responsive, individualised care that infants and toddlers require for optimal development.
To address this challenge, educators can implement primary caregiving systems where each staff member is responsible for a small group of children (Brooker & Edwards, 2022). This allows for more consistent, attuned care even when ratios are not ideal. Additionally, thoughtful scheduling of routines and small group experiences can maximise opportunities for one-on-one interactions throughout the day.
Advocating for improved ratios through engagement with policymakers and centre leadership is also crucial. Educators can document the impact of staffing levels on children’s experiences and outcomes to build a case for increased investment in early childhood staffing.
Challenge 2: Balancing safety requirements with opportunities for appropriate risk-taking
Early childhood settings must prioritise children’s safety, but overly restrictive environments can limit valuable learning experiences. Finding the right balance between ensuring physical safety and allowing appropriate risk-taking can be challenging.
To overcome this, educators should conduct thorough risk-benefit assessments of the environment and planned experiences (Australian Children’s Education & Care Quality Authority, 2023). This involves identifying potential hazards while also recognising the developmental benefits of certain risks. Clear policies and procedures for supervision and intervention can provide a framework for supporting safe exploration.
Educating families about the importance of appropriate risk-taking for development can help build understanding and support for this approach. Documenting children’s learning through challenging experiences can demonstrate the value of allowing measured risks.
Challenge 3: Implementing play-based, child-led learning within structured centre routines
Many early childhood settings operate on relatively rigid schedules to accommodate staffing, meals, and other practical considerations. This can conflict with the ideal of allowing ample time for uninterrupted, child-led play experiences.
To address this challenge, educators can critically examine daily schedules to identify opportunities for more flexible, play-based learning (Australian Government Department of Education, Skills and Employment, 2023). Integrating play and learning into care routines, such as incorporating sensory experiences during nappy changes or language-rich interactions during mealtimes, can maximise learning opportunities within existing structures.
Educators should also advocate for more flexible scheduling that allows for extended periods of uninterrupted play. Documenting children’s engagement and learning during these times can provide evidence to support schedule adjustments.
By proactively addressing these challenges through reflective practice, collaboration, and advocacy, educators can work towards aligning their professional philosophy with daily practice in infant and toddler care settings. Ongoing professional development and engagement with current research will support continuous improvement in overcoming obstacles to high-quality early childhood education and care.
References
Australian Children’s Education & Care Quality Authority (2023) Quality Area 3: Health and safety. https://www.acecqa.gov.au/
Australian Government Department of Education, Skills and Employment (2023) Quality Area 1: Educational program and practice. https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-1-educational-program-and-practice
Bodrova, E & Leong, DJ (2019) The power of relationships: Creating supportive communities for young learners, 2nd edn, Teachers College Press, New York.
Brooker, R & Edwards, S (2022) Reflective learning in early childhood education, SAGE Publications Ltd, London.
Department of Education and Training (2019) Early Years Learning Framework for Australia (Version 2). https://www.acecqa.gov.au/nqf/national-law-regulations/approved-learning-frameworks
Diamond, A (2018) The upside of Down time: Why unstructured play is crucial for children’s development, Penguin Random House, New York.
Hughes, AP (2018) Attachment theory in early childhood education, Routledge, London.
Edwards, C., & Hooper, S. (2022). Staff wellbeing and quality care in early childhood education and care settings: A review of the literature. Australasian Journal of Early Childhood, 47(3), 127-142.
Clyde, M., & Souter, C. (2020). Balancing safety and risk in early childhood settings: A review of the literature. Australasian Journal of Early Childhood, 45(3), 23-39.
Jones, E., Whistler, A., & McDowall, S. (2021). Implementing play-based learning within structured routines in early childhood settings. Journal of Early Childhood Research, 49(1), 71-87.
