Name:
Assessment task 1:
Case study
Students are to choose TWO case studies to identify issues, barriers to establishing effective partnerships, and possible strategies to strengthen relationships with all families using the service.
Equivalent 2,000 words
Weighting 50%
Instructions
The case studies may be obtained from your own experience, articles, or other sources.
Your decision to use or choose particular case studies will need to be based upon your ability to address the assessment requirements.
Please note at least ONE will need to address learning outcome d.
You will need to document and discuss each case study separately, ensuring you are able to discuss and comment on the following:
·Overview of each family situation, includingdiscussion on the current socio-cultural contextof the family
·Identification and discussion of anypotential issues, challenges, barriers or other considerationsthat may impact onyourability to develop positive and respectful relationships with the family
·Ideas and strategiesfor developing respectful relationships and partnerships with the family
·Discussion aboutyour own values, beliefs, and practices with families andhow they influenceyour relationships and partnerships with the case study family
**NOTE:
·At least ONE case study MUST be able to refer to the socio-historic perspectivesof Aboriginal and Torres Strait Islander culturalconsiderations.
·You will need to discuss how you will respond to the family and develop respectful partnerships.
·You will need to discuss aspects of your own cultural sensitivity, and competence with ATSIC families or communities to assist you in developing respectful partnerships
It is expected that the bulk of your documentation or discussion will be devoted to the learning outcomes assessed. The details about the case study family needs to be brief, and is OUTSIDE of the word count.
The case study details may be included before each written assessment response, or as an appendix at the end of your document.
Learning outcomes assessed:
b. Discuss the socio-cultural contexts of families and the impact for child rearing practices and participation in children’s services
c. Articulate own personal values and how they impact on the development of respectful partnerships with all families
d. Discuss the socio-historic perspectives of Aboriginal and Torres Strait Islander nations and the implications for establishing respectful partnerships
RCS201 Families and the Early Childhood Community
Assessment 1 Marking Rubric
Student Name:
Criteria
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Not Satisfactory
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Pass
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Credit
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Distinction
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High Distinction
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Discussion of case studies identifies the socio-cultural context of families. Ability to discuss potential areas of tension, barriers and strategies to strengthen relationships is demonstrated
/15
Learning outcome b.
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Fails to discuss case studies, and identify socio-cultural context of families. Fails to discuss potential areas of tension, barriers and strategies to strengthen relationships
(0-7)
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Ability to discuss and identify basic socio-cultural contexts of families.
Ability to discuss some basic potential areas of tension, barriers and strategies to strengthen relationships.
(7.5 – 8.5)
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Clear explanation and identification of the socio-cultural contexts of families, with detailed and relevant links to the potential areas of tension, barriers and strategies to strengthen relationships.
(9 - 10)
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Detailed identification of the socio-cultural contexts of families, with comprehensive and applicable links to how this also relates to potential areas of tension, barriers and strategies to strengthen relationships.Most arguments are supported with references.
(11)
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A sophisticated and academic discussion of the case study and analysis of the many socio-cultural contexts of families, succinctly yet comprehensively linking these to potential areas of tension, barriers and strategies to strengthen relationships. Peer-reviewed academic references have been used extensively to support all arguments.
(12 - 15)
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Document articulates own personal values and how they impact on the development of respectful partnerships with families
/15
Learning outcome c.
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Document fails to articulate own personal values and how they impact on the development of respectful partnerships with families
(0-7)
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Document demonstrates some ability to articulate basic personal values and how they impact on the development of respectful partnerships with families
(7.5 - 8.5)
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Document demonstratesclear and relevant articulation of own personal values with relevant links to how they impact on the development of respectful partnerships with families
(9 - 10)
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Document demonstrates detailed and well-articulated examples of own personal values, linked to practice and relationships with families. Clear and concise discussion onhow these examples impact on the development of respectful partnerships with families
(11)
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A comprehensive and insightful analysis of own personal values with consistent links to practice and relationships with families.
Detailed and analytical discussion on how these impact on the development of respectful partnerships with families.Peer-reviewed academic sources have been extensively referred to throughout discussion.
(12 - 15)
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Case Study 2: Monte
Monte is 2.5 years old and has been attending the centre for 2 days per week for the last 3 months. In the beginning I couldn’t believe how over protective Monte’s family was. He had to have his shirt on all the time. He couldn’t play with water. His mom was terrified of him being wet. She wanted him in to wear his jacket outside even when it was twenty five degrees. After I got to know Monte’s mother a little more, she told me that she had been to the emergency room with Monte when he was a baby with pneumonia and that she was worried that he would get sick again. She believed that keeping him warm and dry at all times was the best thing we could do to keep him healthy. In my family, children get wet and dirty all the time. We love to take walks in the rain, splashing in the puddles. I wanted to reassure her that playing with water was a wonderful sensory experience for Monte and it would not make him sick. But in talking with Monte’s mom, I could see that she had a different belief and her concerns were real and genuine.
Case Study 5: Coorah and Vincent
Coorah (4 years 3 months) is Aboriginal. She lives in the suburbs and attends child care with her younger brother Vincent (2 years 1 month) three days per week. Coorah and Vincent also have an older sister who attends the local primary school. Coorah and Vincent’s father is a teacher and their mother is a nurse. Coorah and Vincent’s family are proud of their Aboriginal heritage and participate in many significant cultural events. The family have an extensive network of friends, both Aboriginal and non- Aboriginal. They have a very large extended family and they regularly travel long distances to visit the family. At these times the family gets together and catches up on family news. Coorah enjoys sharing stories and has a vivid imagination which she uses to create elaborate dramatic play episodes with her peers.
Case Study 5: Coorah and Vincent
Coorah (4 years 3 months) is Aboriginal. She lives in the suburbs and attends child care with her younger brother Vincent (2 years 1 month) three days per week. Coorah and Vincent also have an older sister who attends the local primary school. Coorah and Vincent’s father is a teacher and their mother is a nurse. Coorah and Vincent’s family are proud of their Aboriginal heritage and participate in many significant cultural events. The family have an extensive network of friends, both Aboriginal and non- Aboriginal. They have a very large extended family and they regularly travel long distances to visit the family. At these times the family gets together and catches up on family news. Coorah enjoys sharing stories and has a vivid imagination which she uses to create elaborate dramatic play episodes with her peers.
Case Study 5: Coorah and Vincent
Coorah (4 years 3 months) is Aboriginal. She lives in the suburbs and attends child care with her younger brother Vincent (2 years 1 month) three days per week. Coorah and Vincent also have an older sister who attends the local primary school. Coorah and Vincent’s father is a teacher and their mother is a nurse. Coorah and Vincent’s family are proud of their Aboriginal heritage and participate in many significant cultural events. The family have an extensive network of friends, both Aboriginal and non- Aboriginal. They have a very large extended family and they regularly travel long distances to visit the family. At these times the family gets together and catches up on family news. Coorah enjoys sharing stories and has a vivid imagination which she uses to create elaborate dramatic play episodes with her peers.
Case Study 5: Coorah and Vincent
Coorah (4 years 3 months) is Aboriginal. She lives in the suburbs and attends child care with her younger brother Vincent (2 years 1 month) three days per week. Coorah and Vincent also have an older sister who attends the local primary school. Coorah and Vincent’s father is a teacher and their mother is a nurse. Coorah and Vincent’s family are proud of their Aboriginal heritage and participate in many significant cultural events. The family have an extensive network of friends, both Aboriginal and non- Aboriginal. They have a very large extended family and they regularly travel long distances to visit the family. At these times the family gets together and catches up on family news. Coorah enjoys sharing stories and has a vivid imagination which she uses to create elaborate dramatic play episodes with her peers.
Case Study 5: Coorah and Vincent
Coorah (4 years 3 months) is Aboriginal. She lives in the suburbs and attends child care with her younger brother Vincent (2 years 1 month) three days per week. Coorah and Vincent also have an older sister who attends the local primary school. Coorah and Vincent’s father is a teacher and their mother is a nurse. Coorah and Vincent’s family are proud of their Aboriginal heritage and participate in many significant cultural events. The family have an extensive network of friends, both Aboriginal and non- Aboriginal. They have a very large extended family and they regularly travel long distances to visit the family. At these times the family gets together and catches up on family news. Coorah enjoys sharing stories and has a vivid imagination which she uses to create elaborate dramatic play episodes with her peers.