Assessment item 1 - Strengths Approach Essay back to top Value: 40% Due Date: 23-Dec-2019 Return Date: 17-Jan-2020 Length: 2000 words Submission method options: EASTS (online) TASK back to top Essay...

Assessment item 1 - Strengths Approach Essay

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Value:40%Due Date:23-Dec-2019Return Date:17-Jan-2020Length:2000 wordsSubmission method options:EASTS (online)

TASK

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Essay Question: How can the Strengths Approach and Bronfenbrenner’s bioecological model be utilised by early childhood educators in addressing complex issues faced by children, families and communities?

Details:

Study the content and readings from Modules 1, 2 and 3. Write an essay of 2000 words to answer the question using relevant scholarly references. Examples developed from engaging with Module 3 should be integrated to demonstrate a practical and theoretical understanding. Fully reference (in-text and reference list) your essayusing APA style (6th ed.).

RATIONALE

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This assessment task will assess the following learning outcome/s:

• understand the development and implementation of strengths based approaches to working in early childhood education.


• understand and critically analyse the use of a strengths approach and an ecological theoretical perspective when working in early childhood contexts.


• focus on the application of strengths approaches to the educational workplaces and to the community settings in which they are working.

This task provides students with the opportunity to gain a thorough understanding of the history and development of the Strengths Approach and to discuss how this aligns with an ecological model when working with children, families, and communities in early childhood contexts. Students will be able to critically reflect on strengths-based practice and ecological perspectives.

MARKING CRITERIA AND STANDARDS

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Breakdown of the 40% available for this assessment

Discussion demonstrates:

1. Satisfactory understanding of the Strengths Approach and its relevance in early childhood contexts (10%)


2. Satisfactoryexplanation of the Strengths Approach and Bronfenbrenner’s bio-ecological model and how these align to work with children, families and communities in early childhood contexts (15%)


3. Satisfactory use of practical examples to demonstrate the use of the Strengths Approach with children, families and communities in early childhood contexts (10%)


4. Satisfactory Literacy and APA referencing standards (5%)

Forgrade descriptors see the marking criteria rubric below:

Marking Criteria	High Distinction	Distinction	Credit	Pass	Fail
Satisfactory understanding of the Strengths Approach and its relevance in Early Childhood 10% weighting LO 2	The essay demonstrates an insightful, extensive understanding of the Strengths Approach through critically analysing the content and readings. A critical, insightful discussion is provided that integrates many components to rationalise the relevance of the Strengths Approach in early childhood. A wide range of scholarly references are utilised effectively to support the discussion	The essay demonstrates a deep understanding of the Strengths Approach through addressing content and readings through an analytical or critically reflective lens. A strong discussion is provided that integrates curriculum/policy documents and criticisms of the approach to critically reflect upon the relevance of the Strengths Approach in early childhood. A range of scholarly references are used thoughtfully to support the discussion	The essay demonstrates a solid understanding and critical understanding of the Strengths Approach as outlined by the content and readings in the Module with some analysis or critical reflection evident A solid discussion is provided for how the Strengths Approach is relevant for use in early childhood which utilises either curriculum/policy documents or integrates the criticisms of the approach Referencing moves beyond compulsory readings	The essay demonstrates a reasonable understanding and critical analysis of the Strengths Approach as outlined by the content and readings in the Module though there may be limited analysis or critical reflection A reasonable discussion is provided for how the Strengths Approach is relevant for use in early childhood Referencing may be limited to compulsory readings	The essay demonstrates a limited or incorrect understanding of the Strengths Approach as outlined by the content and readings in the Module. The discussion on how the Strengths Approach is relevant for use in early childhood is missing or superficial or incorrect. Referencing is missing or information is copied from the modules or incorrect
Satisfactory explanation of the Strengths Approach and Bronfenbrenner’s bioecological model and how they align to work with children, families and communities in early childhood contexts 15% weighting LO 3	An insightful understanding and critical analysis of Bronfenbrenner’s bio-ecological model is demonstrated An insightful critique of the application of the Strengths Approach with children, families and communities within an early childhood context is demonstrated More than three different complex issues are examined with an understanding of the interplay of issues evident A wide range of scholarly references are utilised effectively to support the discussion	A strong understanding and critical analysis of Bronfenbrenner’s bio-ecological model is demonstrated A strong, critical understanding of the application of the Strengths Approach with children, families and communities within an early childhood context is demonstrated More than three different complex issues are examined A range of scholarly references are used thoughtfully to support the discussion	A solid understanding and critical analysis of Bronfenbrenner’s bio- ecological model is demonstrated A solid and correct understanding of the application of the Strengths Approach with children, families and communities within an early childhood context is demonstrated More than two different complex issues are examined Referencing moves beyond subject readings	A reasonable understanding and critical analysis of Bronfenbrenner’s bio-ecological model is demonstrated though aspects may be missing A reasonable understanding of the application of the Strengths Approach with children, families and communities within an early childhood context is demonstrated At least two different complex issues are examined Referencing may be limited to compulsory readings	A superficial or incorrect or incomplete or missing understanding of Bronfenbrenner’s bio-ecological model is demonstrated The discussion does not discuss the use of the Strengths Approach within an early childhood context The discussion does not address children, families or communities. Less than two different complex issues are examined Referencing is missing or information is copied from the modules or incorrect
Satisfactory use of practical examples to demonstrate the use of the Strengths Approach with children, families and communities in early childhood contexts10% weighting LO 1, 4, 5, 6	Insightful, deep practical examples are provided that demonstrate an extensive understanding of the Strengths Approach in practice with all values clearly demonstrated Examples are used insightfully to support and extend key points	Strong practical examples are provided that demonstrate a thoughtful understanding of the Strengths Approach in practice with all values demonstrated Examples are used thoughtfully to support and extend key points	Solid practical examples are provided that demonstrate a comprehensive understanding of the Strengths Approach in practice Examples mostly support the wider discussion	Reasonable practical examples are provided that demonstrate some understanding of the Strengths Approach in practice Examples could have been better integrated into the discussion or supported key points more explicitly	Practical examples are not included for children and/or families and/or communities Practical examples do not reflect a sufficient understanding of the Strengths Approach in practice
Satisfactory Literacy and APA referencing standards5% weighting	The essaydemonstrates that you have read, critically interpreted, evaluated and connected the information provided about the essay topic in an insightful manner. A formal academic writing style used – excellent clarity. No grammatical, spelling or punctuation errors. Evidence of thorough proof-reading and editing The discussion includes many scholarly sources with clear and correct paraphrasing, direct quoting and compiling of an appropriate reference list according to APA 6th style.	The essay demonstrates that you have read, critically interpreted and evaluated the information provided about the essay topic. The essay is organised with a clear structure to support your arguments. Clear and fluent written language throughout is in a formal academic style. Your essay consistently demonstrates appropriate, spelling, grammar, sentence structure, professional use of voice - with minimal errors. The discussion includes many scholarly sources with clear and correct paraphrasing, direct quoting and compiling of an appropriate reference list according to APA 6thstyle.	The essay demonstrates that you have read and concisely summarised information provided about the essay topic. The essay is organised although further structuring of your arguments could be applied. The essay demonstrates appropriate word choice, spelling, grammar, sentence structure, fluency and use of voice with a few errors in these areas. The discussion includes scholarly sources with clear and correct paraphrasing, direct quoting and compiling of an appropriate reference list according to APA 6thstyle.	The essay demonstrates that you have read and effectively conveyed information provided about the essay topic. The essay is organised although further structuring of your arguments is needed. There may be errors across some areas of professional word choice, spelling, grammar, sentence structure, fluency and use of voice. All sources (information and graphics) are documented, but some are not fully in the desired APA 6thformat.	The essay is significantly under or over the word count. The essay is written in an informal manner without the use of professional expressions and terms. There are multiple errors across the areas of professional word choice, spelling, grammar, sentence structure, paragraph structure, fluency and use of voice. The essay relies heavily on dot points or quotes or uses an incorrect format. The discussion includes no or few scholarly sources. Paraphrasing and direct quoting is inaccurate and/or an appropriate reference list is not included according to APA 6thstyle. Many sources are not accurately documented.

The attainment of the following CSU Graduate Learning Outcomes for Academic Literacy, Learning and Numeracy are embedded in the marking criteria for this assessment:

• Read independently to critically evaluate, analyse and organise information:


• Select a writing style appropriate for purpose including discrimination between formal and informal writing, audience, word choice, grammar, sentence fluency and use of voice


• Analyse and interpret a wide range of oral and written mathematical language and representations including graphs, charts, tables and statistics

PRESENTATION

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This assessment, an academic essay, should be written in third person as a Word document, saved as either a .doc or .docx file, and submitted via EASTS. Please use Times New Roman font size 12 with 1.5 line spacing.

The following CSU Student Services web page contains information on essay writing:

http://www.csu.edu.au/division/studserv/my-studies/learning/pdfs/essay.pdf

The important skills of presenting a clear essay using complete sentences and paragraphs, and referencing correctly, are essential to gain satisfactory marks in this assignment.