I only need 1 assignment, for 1 person, 1 word document 2000 words with reference list. Reference style APA7th.This assessment task maps to the following ULOs:ULO1: identify and analyse the role of...

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I only need 1 assignment, for 1 person, 1 word document 2000 words with reference list. Reference style APA7th.



This assessment task maps to the following ULOs:



ULO1: identify and analyse the role of play in learning and examine the challenges pertaining to play and pedagogies



ULO2: discuss the diversity of approaches to pedagogies utilised in early childhood education and care, and how they position children,



teachers and parents/carers



ULO3: analyse the relationships between the philosophy, theory and pedagogy to learning environment for all young children (birth – 5



years)



ULO4: critically reflect on personal philosophy to play and pedagogies for learning and teaching as an early childhood professional



1 TCHR5001 PLAY AND PEDAGOGIES IN EARLY CHILDHOOD EDUCATION Summary Title Assessment 2: Design Task Type Design Task Due Date Monday, 9th October 11:59 pm AEST (start of Week 7) Length 2000 words Weighting 50% Academic Integrity GenAI May Not be Used Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may not be used for this Assessment Task. You are required to demonstrate if you have developed the unit’s skills and knowledge without the support of GenAI. If you use GenAI tools in your assessment task, it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3. Submission 1 word document with reference list uploaded to the Assessment Tasks and Submission area of the unit site. Unit Learning Outcomes This assessment task maps to the following ULOs: ULO1: identify and analyse the role of play in learning and examine the challenges pertaining to play and pedagogies ULO2: discuss the diversity of approaches to pedagogies utilised in early childhood education and care, and how they position children, teachers and parents/carers ULO3: analyse the relationships between the philosophy, theory and pedagogy to learning environment for all young children (birth – 5 years) ULO4: critically reflect on personal philosophy to play and pedagogies for learning and teaching as an early childhood professional https://policies.scu.edu.au/document/view-current.php?id=141#section3 https://policies.scu.edu.au/document/view-current.php?id=141#section3 2 Rationale Part of your role as an Early Childhood Teacher is to plan and implement learning environments and experiences that support children’s learning and development through play. These decisions must be underpinned by relevant early childhood research, theory and policy documents. Task Description This task requires students to reflect upon key issues presented in Modules 1-6 and design a play space and learning experience for children 0-5 years, supported by a written statement. Task Instructions 1. You are to design an indoor and/or outdoor play space for an age group of your choice. You can choose from birth-2 years, 2-3 years or 3-5 years. Your design may be created using any computer program you wish, or it can be hand drawn. Consider the layout of and resources in your play space. Your design must be inserted into the template (word document) provided and it must be clearly labelled. Your play space design will need to demonstrate the knowledge and understanding you have gained throughout the unit. Your design choices must be supported by the theories, curriculum and policy documents, and unit content we have explored. 2. Using the learning experience template provided, you are to plan a small group play-based learning experience for your chosen age group that could take place in your designed play space (approximately. 500 words). Your learning experience will need to demonstrate the knowledge and understanding you have gained throughout the unit. It must be underpinned by the theories, curriculum and policy documents, and unit content we have explored. 3. Your play space design and your play-based learning experience must be supported by a written statement (1500 words), justifying your choices for the design and learning experience. You must make clear links to the Early Years Learning Framework (AGDE, 2022) and relevant early childhood theories, research and literature, including the unit textbook. 3 Follow the steps to complete the task: • Open the Design Task Template on the unit site and save it with your surname and initials and the assessment task’s name. E.g: MillsA_assessment2_designtask • Edit the cover page with the following details: o Student name and Student ID o Unit code and name o Unit Assessor and Tutor names o Date submitted • Insert your play space design, learning experience and written statement into the template. • Complete one reference list on word document • Once complete, submit task via the Turnitin link in the Assessment and Submission section of the unit site. Referencing APA7th 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. • Robinson, C., Treasure, T.,O'Connor, D., Neylon, G., Harrison, C., Wynne, S. (2018). Learning through play. Oxford University 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. 4 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. GenAI May Not be Used Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may not be used for this Assessment Task. You are required to demonstrate if you have developed the unit’s skills and knowledge without the support of GenAI. If you use GenAI tools in your assessment task, it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3. Special Consideration Students wishing to request special consideration to extend the due date of an assessment task must submit a Request for Special Consideration form via their MyEnrolment page as early as possible and prior to the original due date for that assessment task, along with any accompanying documents, such as medical certificates. Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/view-current.php?id=140 Late Submissions & Penalties Except when special consideration is awarded, late submission of assessment tasks will lead automatically to the imposition of a penalty. Penalties will be incurred as soon as the deadline is reached. • a penalty of 5% of the available marks will be deducted from the actual mark at one minute after the time listed in the due date • a further penalty of 5% of the available mark will be deducted from the actual mark achieved on each subsequent calendar day until the mark reaches zero.” 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. https://www.scu.edu.au/about/academic-portfolio-office-apo/academic-integrity-framework/ https://policies.scu.edu.au/document/view-current.php?id=141#section3 https://policies.scu.edu.au/document/view-current.php?id=140 https://policies.scu.edu.au/view.current.php?id=00255 5 Assessment Rubric Marking Criteria and % allocation High Distinction + 100% High Distinction (85–99%) Distinction (75–84%) Credit (65–74%) Pass (50–64%) Marginal Fail (35-49%) Fail (1-34%) Not Addresse d (0%) Knowledge and understanding of theoretical perspectives of play-based pedagogy. 20% Achieves all criteria for High Distinction with no errors. Shows an outstanding understanding of the theoretical underpinnings of a play-based pedagogy, drawing on a range of theoretical perspectives. Includes an element of critical reflection when discussing theoretical perspectives. Shows an insightful understanding of the theoretical underpinnings of a play-based pedagogy, drawing on a range of theoretical perspectives. Shows a competent understanding of the theoretical underpinnings of a play-based pedagogy, drawing on a minimum of two theoretical perspectives. Shows an adequate understanding of the theoretical underpinnings of play-based pedagogy, drawing at least one theoretical perspective. Limited understanding of the theoretical underpinnings of play-based pedagogy. No understanding demonstrated of the theoretical underpinnings of play-based pedagogy. Knowledge and understanding of the role of play in children’s learning and development. 20% Achieves all criteria for High Distinction with no errors. Shows an outstanding knowledge and understanding of the role of play in children’s learning and development in a number of developmental domains. E.g. physical, social and emotional, cognitive etc. Shows an insightful knowledge and understanding of the role of play in children’s learning and development with reference to number of developmental domains. E.g. physical, social and emotional, cognitive etc. Shows a competent knowledge and understanding of the role of play in children’s learning and development with reference to developmental domains. E.g physical, social and emotional, cognitive etc. Shows an adequate knowledge and understanding of the role of play in children’s learning and development with reference to developmental domains. Little knowledge and understanding of the role of play in children’s learning and development. No developmental domains are discussed. No knowledge and understanding of the role of play in children’s learning and development. No developmental domains are discussed. Knowledge and understanding of the link between the EYLF (AGDE, 2022) and play. 20% Achieves all criteria for High Distinction with no errors. Outstanding knowledge and understanding of the links between the EYLF and play. Insightful links made throughout pitch. Very good knowledge and understanding of the links between the EYLF and play. Insightful links made throughout pitch Competent knowledge and understanding of the links between the EYLF and play. Links made between the EYLF and play. Inconsistent links made between the EYLF and play No links made between the EYLF and play. Supporting evidence includes a range of relevant early childhood policy, research and literature. 20% Achieves all criteria for High Distinction with no errors. Outstanding use of sources as supporting evidence. Includes outstanding use of readings from the unit and academic sources beyond those provided in the unit. Insightful use of sources as supporting evidence. Includes use of readings from the unit and academic sources beyond those provided in the unit. A competent use of sources as supporting evidence. Minimum: reference to relevant unit readings and some evidence of wider academic reading. An adequate use of sources as supporting evidence. Minimum: reference to relevant unit readings. Sources from wider reading are not relevant/ suitable. Supporting sources are inappropriate/ non-academic. No academic sources used as supporting evidence. Design of play space. 10% Achieves all criteria for High Distinction with no errors. Design is of a professional standard. It is clear, organized and labelled effectively. Includes title and key. Design is of a professional standard. It is clear, organized and labelled effectively. Design is neat, clear to read and labelled. Design is somewhat neat, clear to read and labelled. Design is not clear, some labels added. Design is not clear, no labels added. Academic writing conventions, including APA 7th referencing. 10% Achieves all criteria for High Distinction with no errors. An outstanding level of academic writing is present. No errors noted with referencing, spelling, punctuation or grammar. Academic writing is cohesive and shows clarity. No suggestions to improve academic writing have been made. A high level of academic writing is present. No errors noted with referencing, spelling, punctuation or grammar. Academic writing is cohesive and shows clarity. A good level of academic writing is present. A few minor errors are noted with referencing, spelling, punctuation or grammar. Academic writing is cohesive and shows clarity. A basic level of academic writing is present. A few errors noted
Answered 4 days AfterSep 28, 2023Southern Cross University

Answer To: I only need 1 assignment, for 1 person, 1 word document 2000 words with reference list. Reference...

Dipali answered on Oct 03 2023
39 Votes
SOUTHERN CROSS UNIVERSITY - SECOND YEAR LESSON PLAN TEMPLATE (REVISED 2006)
TCHRXXXX Play and Pedagogies in Early Childhood Education
Student Name:
Student ID:
Unit Assessor: Amy Mills
Tutor:
Date Submitted:
    Part 1 – PLAY SPACE DESIGN
    
[2-3 Years Old]
|
[Active Play Area]
/ | \
[Cushioned Flooring] [Climbing Structures]
(Prevent Injuries) (Gross Motor Skills)
| |
[Ball Pit] [Soft Foam Blocks]
(Sensory Stimulation) (Developmental)

[Sensory Exploration Zone]
|
[Sensory Bins] [Sensory Boards]
(Sand, Rice, Pasta) (Textures, Mirrors, Sounds)
| |
[Reading Nook] [Age-Appropriate Books]
(Cozy & Educational) (Stuffed Animals)
[Art and Creativity Corner]
|
[Child-Sized Tables] [Art Supplies]
(Craft Activities) (Crayons, Markers, Paints)
| |
[Children's Artwork] [Display Space]
[Social Play Area]
|
[Play Kitchen] [Dolls & Action Figures]
(Imaginative Play) (Pretend Play Scenarios)
| |
[Collaborative Tables] [Puzzles & Blocks]
    Part2 –LEARNING EXPERIENCE PLAN
    Aim/objective
With the help of purposeful play and discovery in the planned play area, this learning experience plan seeks to promote the holistic development of children between the ages of two and three.
    Rationale
Toddlers' cognitive, physical, and social development is reportedly aided by regulated play situations. This strategy promotes the fundamentals of early childhood education and is in line with the developmental milestones for this age range.
    Setting and timing
Environment: The educational activity will take place in the Interactive Toddler Play Space shown in the flowchart.
Timing: The play session will take place every day in the morning and afternoon, lasting approximately 1.5 to 2 hours.
    Timing
    Procedure- how you will implement this Plan
    Considerations- space, time, supervision
    Environment:
Resources/materials required
    
Teaching strategies/ Pedagogical Approaches
    
    Active Play Area: Children may explore the ball pit, climbing frames, and cushioned flooring in the active play area during their free time. In order to ensure everyone's security, caregivers will keep an eye out and offer support as necessary.
Zone of Sensory Exploration: Toddlers will be encouraged to interact with the sensory bins, sensory boards, and the quaint reading nook. To promote language development, storytimes with books suitable for the target age group will be planned.
Art and Creativity Corner: Structured art and craft activities will be set up at kid-sized tables in the "Art and Creativity Corner." Children will be given freedom to express themselves creatively while receiving supervision from caregivers. The specified wall area will house the finished art.
Social Play Area: Play scenarios including dolls, action figures, and the pretend kitchen will be encouraged. At low tables, cooperative games like puzzles and block construction will be introduced.
    Assure a suitable child-to-caregiver ratio for supervision to uphold safety and offer assistance.
Ample room should be provided for each activity area to avoid crowding and guarantee comfort.
Planned pauses for refreshments and bathroom usage should be included.
    toys, climbing frames, sensory items, painting tools, novels, and play kitchen equipment that are age-appropriate.
Safety gear as well as soft, machine-washable carpets.
Sanitation supplies to keep the environment clean.
There are comfortable chairs in each play area for the parents.
    Child-centered approach: Encourage independence by letting kids explore and decide for themselves in the play area.
Encourage active engagement in learning-enhancing activities to promote hands-on learning.
Use play as a means of accomplishing developmental objectives, such as the development of cognitive, physical, and social abilities.
Caregivers will observe children’s interests and developmental stages, and activities will be adapted as necessary.
    Suggest possible further learning ideas:
    Part 3 - WRITTEN STATEMENT
    Introduction
This study describes the Interactive Toddler Play Space's design and lesson plan, which is intended for toddlers between the ages of two and three. The Early Years Learning Framework (EYLF, 2022) has been carefully considered in the design decisions and learning activities, which also make use of pertinent early childhood theories and research.
Design Rationale
The developmental, safety, and educational needs of kids between the ages of 2-3 are carefully considered in the design of the Interactive Toddler Play Space. Since toddlers are still developing their balance and coordination, the Active Play Area's decision to have soft, cushioned surface is based on safety. This flooring promotes mobility and exploration while lowering the danger of damage from falls. According to developmental theories, including climbing apparatus like foam blocks and low, cushioned ramps would help children improve their gross motor abilities...
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