TCHR5001 Play and Pedagogies in Early Childhood Education – Assignment Help

TCHR5001 Assessment Brief 2

Assessment Details

Assignment Rationale

As an early childhood teacher, developing learning environments that are inclusive of different viewpoints, sensitive to the interests and needs of children, and offering play experiences that promote everyone's learning, development, and wellbeing—regardless of their circumstances—is an essential component of your job. Relevant early childhood philosophy, research, and policy materials should serve as the foundation for your choices and actions. This assessment task provides a chance to make well-informed decisions.

The following Unit Learning Outcomes (ULOs) are in line with this assignment:

• ULO1: Determine and evaluate how play contributes to learning, as well as the difficulties associated with play and pedagogy.
• ULO2: Talk about the many pedagogical approaches used in early childhood education and care, as well as how they affect the positions of parents/caregivers, teachers, and children.
• ULO3: Examine how pedagogy, philosophy, and theory relate to the learning environment for all young children (birth to age five).
• ULO4: As an early childhood professional, critically examine your own play and pedagogy philosophy for teaching and learning.

Task Description

Students must develop a learning environment, a play-based learning experience, and a play-based resource for kids ages 0–5 while also reflecting on the main ideas covered in Modules 1-6. A formal statement will be provided in support of each design.  There will be a template available.

Instructions

Part A: Play Space Design

You are required to create a whole indoor or outdoor play area for a specific age group (0–1 years, 1-2 years, 2-3 years, or 3-5 years) or just a portion of the indoor or outdoor area. Think about things like the design and the resources that are available, their functions, and how they are used. You can either hand-draw the design or use any computer application. You need to insert your design into the Blackboard site's template and identify it appropriately. Write a 250-word statement outlining how your design for this age group has been influenced by your personal concept of play-based education.

Part B: Learning Experience Plan

Plan a small group play-based learning activity for your selected age group (0–1 years, 1-2 years, 2-3 years, or 3-5 years) using the learning experience plan template that is given. The activity should take place in the play area that you have created. Make sure the goals of your learning process are derived from the Early Years Learning Framework Learning Outcomes. After that, compose a 250-word statement outlining the theoretical stances that support your learning experience.

Part C: Play-Based Resource Design

Creating a resource that encourages play-based learning in the selected age range of children (0–1 years, 1-2 years, 2-3 years, or 3-5 years). The material, which could be an interactive digital resource, game, activity kit, or toy, should promote learning via play. It can be your own work or an expansion of an already-existing resource (please make sure you properly credit, reference, and acknowledge the source you used). After that, compose a 250-word statement outlining the resource's intended application and how it promotes kids' learning, growth, and well-being. 

Your assignment must be supported by: 

• A variety of theoretical viewpoints presented in Module 2 
• Academic sources (readings, journal articles, book chapters, etc.) 
• Professional sources and ECEC policies (Early Years Learning Framework, National Quality Standard, United Nations Convention on the Rights of the Child, Code of Ethics, Developmental Milestones, etc.)

Formatting

• You should use the APA 7 formatting as it is required for this task. 
• The Southern Cross University cover page is already included in the Assessment 2 Template, but it is your duty to specify if and how you used GenAI in the assessment and to submit a screenshot or copy of your special consideration approval. 
• Please use an easy-to-read font for the written statements (e.g., Arial 12, Times New Roman 12) and a 1.5-space  

Referencing

It’s a requirement to use APA 7 formatting style. You can refer to the APA 7th edition referencing guide for this task: https://libguides.scu.edu.au/apa.

You must:

• On the final page of the Assessment 2 Template, make a reference list containing at least six references, though you are free to use more. The total word count does not include references.
• The unit textbook must be included in the literature, along with book chapters, peer-reviewed papers, and other reliable sources. Your sources for this assignment will at the very least include the EYLF (AGDE, 2022), the unit readings, the necessary material, and other literature.
• It is necessary to mention the usage of artificial intelligence (AI) tools and technologies if you used them to complete your assessment (e.g., for brainstorming, comprehending concepts, creating examples, or summarizing readings).
• This acknowledgment can be made by including a declaration at the conclusion of your list of references. For instance, before writing my evaluation, I recognize using ChatGPT to generate ideas for this assessment to start my preliminary study.

Submissions

Follow the steps to complete the task: 

• Get the Assessment 2 Template by downloading it from the Blackboard website.
• Save the document with the assessment title, your initials, and your last name. For example, KamenaracO_TCHR5001designtask.
• Add three (3) written statements, your learning experience, resource, and the design of your play area to the template.
• At the end of the template, include a list of references. Make sure your reference list follows APA7th Referencing Guidelines and is arranged alphabetically.
• After finishing, submit the Word document using the Turnitin link located in the Blackboard site's Assessment and Submission area.

Generative AI (Artificial Intelligence) use Policy

You are allowed to finish parts of this assignment using generative AI (Gen AI) techniques ethically and responsibly.

Please refrain from entering private, sensitive, or private information onto Gen AI products. You must be conscious of these tools' biases, limits, and fabrication tendencies if you use them.

The specifics of the allowed and forbidden use of Gen AI for this task are shown below:

Permitted use

Students are allowed to use Gen (AI) to:  

• Get clarity on concepts, theories, ideas, etc., that are discussed in class 
• generate initial ideas to start writing 
• Edit and revise an already written assessment 
• read and summarise research and supporting evidence for the assessment

Prohibited use

Students are strictly prohibited from using Gen AI to:  

• Produce the writing or definitions that will be utilized in their final submission. 
•  Create arguments or refine their ideas for their final submission.

Any of these behaviors will be considered a violation of academic integrity and dealt with accordingly.

Gen AI Acknowledgement

The SCU Academic Integrity Framework, which includes maintaining honesty, ethics, professionalism, and academic integrity, must be followed when using AI tools. You should recognize and clearly state every use of Gen AI. According to Section 3 of the Student Academic and Non-Academic Misconduct Rules, using generative AI tools without acknowledgment could lead to a breach of academic integrity against you. You can refer to your unit's referring style using the library's referencing guides to learn how to cite generative AI in your work.

Referencing 

For reference lists and in-text citations, you must use the APA citation style. To provide credit for their contributions to your work, don't forget to cite all of your sources, including generative AI tools. The word limit does not apply to the reference list. For comprehensive guidance on APA formatting, consult the SCU (Southern Cross University) Library Guides. Additionally, consult the SCU Library Guides to make sure your referencing is correct.

Refer to your unit's referring style using the library's referencing guides to learn how to cite generative AI in your work. According to Section 3 of the Student Academic and Non-Academic Misconduct Rules, using generative AI tools without acknowledgment could lead to a breach of academic integrity against you. 

Student Academic and Non-Academic Misconduct Rules, Section 3. 

Academic Integrity

It is essential to follow SCU's policies regarding academic integrity. Serious consequences for violations could include failing the unit or the evaluation. Plagiarism, collaboration, and the use of unauthorized resources are a few instances of academic misconduct. For comprehensive details on what constitutes a breach and the repercussions, consult SCU’s academic integrity policies and guides.

Special Considerations 

In order to request special consideration, students must fill out a Request for Special Consideration form on their "MyEnrollment" website as soon as possible, before the assessment task's original due date, and include any supporting documentation, such as medical certifications. 

Late Submissions & Penalties   

Late submission of assessment tasks will automatically result in a penalty unless special consideration is granted. As soon as the deadline is passed, penalties will be applied. One minute beyond the time specified in the due date, a penalty equal to five percent of the available marks will be subtracted from the actual mark. A further penalty of 5% of the allotted mark will be deducted from the actual mark attained on each successive calendar day until the mark hits zero.  

Grades & Feedback

An SCU Letter Grade, a Turnitin originality report, an assessment rubric that compares performance to predetermined standards and criteria, and written feedback from the assignment marker will all be given to assignments turned in by the deadline. The learning site's "Grades & Feedback" section will be updated with grades and comments. The posting of marks may take up to seven business days.

Grading Criteria & Standards

Work turned in by the deadline will be assessed using the standards and grading criteria listed below, with a summary provided in the "Assessment Rubric." To learn more about SCU standards and grades, go to Final Grades.
 

Assessment Rubric

DESCRIPTION OF SCU GRADES

High Distinction:

In addition to meeting all of the fundamental learning requirements, the student's performance indicates unique insight and talent in investigating, analyzing, and applying pertinent skills and concepts. It also demonstrates an excellent capacity to synthesize, integrate, and evaluate knowledge. With respect to the stated learning requirements, the student's performance could be characterized as exceptional.

Distinction:

Along with meeting all of the fundamental learning requirements, the student's performance indicates unique insight and talent in investigating, analyzing, and applying pertinent skills and concepts. It also demonstrates a well-developed ability to synthesize, integrate, and evaluate knowledge. In respect to the stated learning needs, the student's performance could be characterized as unique.

Credit:

In addition to meeting all of the fundamental learning requirements, the student's performance shows insight and aptitude in investigating, evaluating, and applying pertinent knowledge and ideas. Given the stated learning criteria, the student's performance could be characterized as competent.

Pass: 

All of the fundamental learning requirements are met by the student's performance, which also offers a solid foundation for moving on to more advanced coursework on the topic. Given the stated learning requirements, the student's performance could be characterized as satisfactory.

Fail:

The student's performance fails to meet the established learning objectives.