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EEP422 Child, Family and Community: EC Contexts Assessment item 1 Strengths Approach Essay Value: 40% Due Date: 15-Aug-2018 Return Date: 05-Sep-2018 Length: 2000 words Submission method options: EASTS (online) Task Essay Question: Discuss the emergence of the Strengths Approach (McCashen, 2005) from social services. How can the approach provide a useful framework for guiding early childhood educator’s work with young children, families, and communities? Does the approach align with Bronfenbrenner's bioecological model (Bowes, Grace & Hodge, 2012) of child development? References Bowes, J., Grace, R., & Hodge, K. (Eds.). (2012). Children, Families & Communities (4th ed.). South Melbourne, Victoria: Oxford University Press McCashen, W. (2005). The Strengths Approach. Bendigo, Victoria: St. Luke's Innovative Resources. Details: Study the content and readings from Modules 1 and 2 (including the prescribed text chapters 1-2). Write an essay of 2000 words to answer the question, using relevant scholarly references and examples from practice to demonstrate your theoretical understanding. Fully reference (in-text and reference list) your essay using APA style (6th ed.). Discussion demonstrates: 1. Satisfactory discussion of the emergence of the Strengths Approach from social services (10%) 2. Satisfactory explanation of how the framework may be useful for working with children, families and communities in early childhood contexts (10%) 3. Satisfactory discussion of the relevance/alignment of the Strengths Approach to the biocological model of child development (10%) 4. Satisfactory Literacy standards (5%) 5. Satisfactory APA referencing (5%) For grade descriptors see the marking criteria rubric below: Marking Criteria High Distinction Distinction Credit Pass Fail Satisfactory discussion of the emergence of the Strengths Approach from social services 10% weighting LO 2 The essay demonstrates that you have read, critically interpreted, analysed and consistently connected and critiqued the literature about the history & development and implementation of strengths based approaches to working in early childhood education. Multiple scholarly sources are used effectively including, and moving beyond, the text and subject materials. For example, the detailed essay explores the translation of the approach outside of its social service origins or represents an exceptional addition to the body of knowledge about comparing or critiquing the emergence of strengths approaches in respect to other approaches - beyond the content covered in the subject The essay demonstrates that you have viewed, read, critically interpreted and analysed the information provided about the history & development and implementation of strengths based approaches to working in early childhood education. For example, the essay explores some key criticisms of the approach or distinguishes different interpretations of strengths approaches - outside of its social service origins. In-depth knowledge and articulation of the subject materials is demonstrated. Alternative perspectives of the emergence of strengths approaches or more detailed analysis of the origins of the approach could have been included. Scholarly sources are used effectively including the text, subject materials and additional sources. The essay clearly defines and explains the Strengths Approach as presented in the subject materials and other sources. The essay describes and reflects on key points of the history & development of the Strengths Approach with respect to early education contexts. The reflection includes critical analysis of the scholarly literature on strengths approaches, demonstrates clear understanding of the subject content and may draw on some sources other than the prescribed text or subject materials. For example, the essay may reflect on the advantages and disadvantages of the approach for implementing in educational contexts - though more support or detail may have been beneficial to support the arguments made. The essay broadly defines and explains the Strengths Approach as presented in the subject materials. The essay describes the key points of the history & development of the Strengths Approach though detail may be lacking. Essays should use effective and appropriate use of scholarly literature to illustrate learning and to demonstrate understanding of the subject content. The reflection may not fully analyse the literature on strengths approaches and/or may not draw on sources other than the prescribed text/key readings. While conceptual points are evident the flow and structure of the argument may have been improved. Sources may be relevant but could have been integrated more effectively to support the essay points. Essays that display little, incorrect or superficial understanding of the strengths approach studied will be deemed to have failed this criterion. For example, essays that do not/ or poorly define or explain the key development points and origins of strengths approaches will be deemed to have not achieved this criteria. The essay repeats (or partly repeats) subject content but does not interpret or analyse the conceptual points or put the information together in an essay format. For example the essay is more a report format or copies the module information without interpretation, reflection or analysis. The essay does not fully acknowledge the sources of information presented or only describes part of the strengths approach development without demonstrating study of the subject materials. Insufficient explanation is given of the history or implementation of the strengths approach in social service or educational contexts. Scholarly sources are not used. Satisfactory explanation of how the Strengths Approach may be a useful framework for working with children, families and communities in early childhood contexts 10% weighting LO 6 The essay demonstrates a highly detailed, integrative understanding of how strengths approaches may be effectively translated for use in early childhood contexts. Sophisticated and/or innovative connections are made between theory and practice in the multiple detailed early childhood examples are given and the essay thus demonstrates an integrative understanding and critical engagement with theory. The discussion demonstrates exceptional ability to understand, incorporate and to critique theory, that adds to the current body of knowledge. The discussion demonstrates evidence of wide reading with specific reference to defining the use of the framework for children, families and communities that moves beyond the prescribed text and subject materials. The essay demonstrates a detailed, integrative understanding of how strengths approaches may be effectively translated for use in early childhood contexts (though one element could have been more clearly examined). A distinction is awarded for a detailed understanding of the theories where recommendations are apparent but the depth of integration may be lacking. For example, while the families perspectives may be discussed to an exceptional level the community links may have scope for further exploration. The discussion, overall, demonstrates a complete understanding and engagement with theory. The discussion demonstrates evidence of wide reading with reference to, and connections between the prescribed text and subject materials. The essay demonstrates a clear understanding of how strengths approaches may be translated for use in early childhood contexts (though one area may lack detail) A credit is awarded where an understanding of the theories where recommendations are apparent but the depth of integration and detail may be lacking. For example, while the strengths approach may be discussed with broad links to educational contexts the perspective of the young child is not addressed specifically. The discussion demonstrates the ability to apply theory and evidence of reading the prescribed text and subject materials. The essay demonstrates a solid understanding of the Strengths Approach information presented during the subject and examines key points raised inthe modules. The description draws on the subject materials and prescribed text though more clarity may be needed in some parts of the discussion. Essays discuss overall how the Strengths Approach framework may be useful for working with children, families and communities and appropriate examples are given. Some examples may be relevant and are included but there could be more and/or more detail and/or could be better supported with literature. Essays that are lacking in critical insight or display little depth in terms of reflecting on the Strengths Approach studied and how this may be implemented in practice will be deemed to have failed this criterion. For example, the Strengths Approach is not mentioned or is not described effectively. The discussion incorrectly explains the application of the theory. Few or no examples are provided and/or these examples are not appropriate or poorly expressed/not detailed or relevant for early childhood contexts. Using the Strengths Approach when working with children, families and communities is not discussed. Satisfactory discussion of the alignment of the Strengths Approach to the biocological model of child development 10% weighting LO 3 The essay demonstrates a highly detailed, integrative understanding of both strengths approaches and the Bronfenbrenner's bioecological model studied and has effectively translated this understanding to discuss their alignment in early childhood contexts. Sophisticated connections are made between theory and practice and clear examples and scholarly sources support the arguments made. The essay thus demonstrates an integrative understanding and critical engagement with theory, that adds to the current body of knowledge. The discussion demonstrates evidence of wide reading with reference to, and innovative connections between bioecological theory and variations of strengths approaches moving beyond the prescribed text and subject materials. The essay demonstrates a detailed, integrative understanding of both strengths approaches and the Bronfenbrenner's bioecological model studied and has translated this understanding to discuss their alignment in early childhood contexts. A distinction is awarded for a detailed understanding of the theories is clear but the depth of integration may be improved. For example, while the bioecological model may be discussed to an exceptional level but the strengths approach alignment may have scope for further exploration. The discussion, overall, demonstrates a complete understanding and engagement with theory and practice.The discussion demonstrates evidence of wide reading with reference to, and connections between the prescribed text and subject materials and beyond. The essay demonstrates a clear understanding of the Bronfenbrenner's bioecological model studied (though discussion of the alignment with the Strengths Approach may lack detail). A credit is awarded where an understanding of the theories is apparent but more depth of integration may be needed. For example, the links to early childhood contexts may require more evidence. The discussion demonstrates the ability to apply theory and evidence of reading the prescribed text and subject materials. The essay demonstrates a solid understanding and explanation of the Bronfenbrenner's bioecological model information presented during the subject and examines key points that align with a Strengths Approach. The description draws on the subject materials and prescribed text though more clarity may be needed in some parts of the discussion. Some examples could be given to explain key points more efectively and/or more detail provided and/or discussion could be better supported with literature. Essays that display little, incorrect or superficial understanding of the Bronfenbrenner's bioecological model studied will be deemed to have failed this criterion.Essays will be deemed to fail this criteria where the bioecological model is not(or only briefly) mentioned and/or alignment with the bioecological model and strengths approach is not discussed. The essay repeats subject content but does not interpret or analyse the conceptual points or put the information together in an essay format. The essay does not fully acknowledge the sources of information and scholarly sources are not used. Satisfactory Literacy standards 5% weighting The essay demonstrates 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. For example, all paragraphs were well constructed and the whole essay well-structured and thought out demonstrating an exceptional competence in literacy