INSTRUCTIONS:
|
Workbook 1
Learners must demonstrate;
·
the ability to identify a research topic and question,
·
background statement, link the NQS to topic,
·
create
a literature review,
·
a method, compose survey questions
·
throughout use of appropriate grammar and spelling must be evident .
Workbook 1 must
be completed and deemed satisfactory before
beginning workbook 2.
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TASK:
|
You must complete Workbook 1 and have it deemed Satisfactory, before you can proceed to workbook 2
Choose 1 from the following early childhood
topics and questions for
your research
project
Children’s Play
1. Parents perspective on the value of risky play
2. Parents perspective on the value of Nature/bush play
Early childhood and the creative arts
1.
Parents perspective on the Value of music programs in early childhood settings
Pedagogical documentation
1.
Parents perspective on the value of and engagement with documentation
Early childhood curriculum
1.
Parents perspective on the difference between a formal academic curriculum for learning verse play based and emergent curriculum for learning
2.
Parents perspective on what their expectations are of a school readiness program
1.
Identify
and explain
how your topic
links to an area of the
NQS – National Quality Standards and the EYLF
2.
Annotated bibliography:
Review of relevant literature -
Find 5
sources of information about your chosen research topic.
These
sources
must be current
,
relevant
(Australian) and from
reputable sources.
e.g. Government websites ( Dept of Education, health), academic
papers and journals ( Early Childhood Australia…Journal of Child Development ), published works ( books on the topic ) and peak organisations (ACECQA) .
Each literature review is required to be on a separate page
For each source of information document;
·
Author
·
Title
·
Publication details
·
Summary
;
of what is in the article (approximately
2 paragraphs)
·
How might this support your topic
Approximately
1 paragraph… this should help you formulate your survey questions… and therefore help when you come to the discussion in workbook 2
3.
Stakeholders ;
Identify
the target group
that you can survey about
the topic.
Your target group
will need to be at least 20 people
Also identify other stakeholders ; children , teachers, directors, management , policy writers
4.
Research methodology
:
Provide a brief explanation about how you will conduct your research and the resources
needed.
5.
Survey
Based on the NQF and your literature
review, you need to create
a survey
containing questions about your research topic.
Questions will assist you to identify your target group’s needs, beliefs, practices and outcomes in relation
to the topic.
You will need to ensure
the survey contains :
·
an introduction
to the survey introducing
yourself your questions and
explaining the purpose of the survey
·
There is a
combination of questions
- quantitative
questions (number questions) and qualitative questions (more in depth, opinion questions).
·
Your introduction and questions contain correct spelling
and grammar.
*Be sure to maintain confidentiality throughout this process and in your written documentation.. you will be asked to explain how you accomplished this.
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HOW TO SUBMIT YOUR ASSESSMENT:
|
Learners will present the assessment in a single attachment via Studespace in a MICROSOFT WORD document
·
Naming protocol
for attachment: CHCPOL403C
- Assessment 1- Jo Smith
Submit a paper copy of assessment task, if required by class teacher.
As we all know active play has a vital role in child’s holistic development[PS1]. But parents, educators, scholars in early childhood they hold different perspective about this topic. As families are important aspect in children’s life, I choose my topic “PARENT’S PERSPECTIVE OF RISKY PLAY.” My target group is pre-schooler’s parents.
LINK WITH EYLF:
“All children have the best start in life to create a better future for the nation.” This is the vision of the Council of Australian Government and[RA2] early years learning framework[PS3] help us to understand that vision.
Framework[RA4] highlights on play-based learning. According to the framework play is the best context of children’s learning. through the play children can express themselves, enhance their curiosity and creativity, stimulates their sense of wellbeing, assist children to develop relationship and concepts, overall it has impact on their holistic development. EYLF outcome 1.1 says, children’s autonomy, Interdependence, resilience and sense of agency. Educator can see this evidence when children engage in different types of challenging play. In risky play they have opportunity to make decisions, working together to face challenges, keep persist in their attempts to be successful. Apart
of[RA5] that they are more aware of their own health and wellbeing which reflects on outcome3 (children have strong sense of wellbeing) . They use previous knowledge to face their challenges while children taking risk in their play (EYLF 4 .3 children transfer and adapt what they have learned from one context to another). Trough risky play children are using verbal and non-verbal language to achieve the goal which cover outcome 5 as well (children are effective communicator). Children feel more connected to their world through exploring, investigating, facing challenges and contribute to fair decision making. All those will happen when children challenge themselves through taking appropriate risk in their play and reflects EYLF outcome 2 (Children are connected with and contribute to their world).
REFERENCE:
1.
“The Early Years Learning Framework for Australia”
– Commonwealth of Australia 2009[RA6]
NQS and Risky Play
In the National Quality Standard quality area 2 and 3 highlights about active supervision and physical environment including indoor and outdoor. In the education and care setting when educator wants to facilitate the opportunity for children to take risk in their play. Two thing they need to keep in their mind are physical environment and adequate supervision. National Quality Standard shows them the guide line. To maximize children’s engagement children’s learning. though we are encouraging children to take risk in their play, still we need to make sure that environment is safe and secure. NQS quality area 3 will give us the picture about expected physical environment in education and care setting. NQS 3.1 focus on the location, spaces, furniture, equipment, facilities which we are using for education and care service. By following their guidelines, educator will able to minimize the hazard and can maximize children’s quality play opportunity. On the other hand, quality area 2 focus on active supervision to ensure children’s health and safety. Standard 2.2, element 1 says,’ “at all times, reasonable precautions and adequate supervision ensure children are protected from harm and hazard.” Taking[RA7] risk in the play is always appreciated for children but to achieve successful outcome from their play, educators needs to have risk assessment. They need to prepare active supervision plan according to that. Active supervision doesn’t mean over shadowing children or minimizing opportunity to play. It highlights that educators need to hold high expectation children’s ability and being available themselves if they need any help. Children’s play experience should be uninterrupted and safe.
REFERENCE:
1.
“Guide to the National Quality Standard”
- Australian Children’s Education and Care Quality Authority 2013[RA8]
Author: ACECQA Newsletter Issue 4 2016
Title: Risk – Testing Boundaries
Publication details: Friday, 1 April 2016
This newsletter shows us the beneficial sides of risky play in early childhood. The writer was explaining how does risk taking opportunity in children’s play help them in real world to deal with risk as an adult. Writer was asking readers to reflect on their childhood about their experience in regards to risk taking tendency in play. Writer shared few thoughts from Early childhood experts such as Kate Stone and Christina Lipitkas (From Gowrie SA), Tim Gill (UK’s leading thinker on childhood) by highlighting their articles “Benefit risk assessment process” and “Risk and resilience”. In the newsletter writer also talked about Tim Gill’s believes that “Most children are capable of assessing managing risk, and this can be seen in their competence and confidence when they attempting risk activity.
(
https://rethinkingchildhood.com/2016/02/08/returning-antipodes-adelaide-aucland-cairns-brisbane/#more-4973)
The writer emphasis on educator role to provide opportunity for risky play. According to the writer educators need to reflect on risk and benefit before they facilitate opportunity in education and care. Practice service will help educator with ideas about risky play in education[RA9] and care. To unpack the whole concept about risky play, parent’s perspective is important as well. Because parents are very important aspect in children’s life. To see parent’s perspective more deeply writer, share some other links to read. E.g. “should I let my child take more risks?”
This reading encouraged me to think about parent’s and educator’s perspective of risky play. I choose my research topic to see parents view more deeply. Because in children’s early life parents plays a vital role for decision making. From this newsletter I get some links to further reading which provide more thoughts how might educator empower families to get more benefits for children from risky play.
REFERENCE:
2.
ACECQA Newsletter Issue 4 - 2016
3.
“The Early Years Learning Framework for Australia”
– Commonwealth of Australia 2009
4.
“Guide to the National Quality Standard”
- Australian Children’s Education and Care Quality Authority 2013
Readings:
·
Should I let my child take more risk?
(
https://www.theguardian.com.au/lifeandstyle/2015/jun14/should-i-let-my-child-take-morerisks
)
·
Sample risk assessment templet
(
https://server05.calyx.net.au:8080/pscads/bitstream/handle/123456789/168/risk-assessment-tool.pdf?sequence=1
)
AUTHOR:
SHIRLEY WYVER (Institute Of Early Childhood, Macqurie University, NSW, Australia), PAUL TRANTER (School of Physical, Environmental and Mathematical Sciences, University of NSW, Australian Defence Force Academy, Canberra, Australia) , GERALDINE NAUGHTON (Centre of Physical Activity Across the Lifespan, Australian Catholic University, Victoria, Australia), HELEN LITTLE (Institute of Early Childhood, Macquarie University, NSW, Australia), ELLEN BEATE HANSEN SANDSETER (Department of Physical Education, Queen Maud University Collage For Early Childhood Education, Trondheim, Norway), ANITA BUNDY(Occupational Therapy, Faculty of Health Science, University of Sydney, NSW, Australia)
TITLE: TEN WAYS TO RESTRICT CHILDREN’S FREEDOM TO PLAY: THE PROBLEM OF SURPLUS SAFETY
PUBLICATION DATES: November[RA10]
3, 2010
This article is expressing thoughts about excessive safety concern from parents and educators is leading to the reduction of children’s freedom to play. Now a day’s parents are pull out their children from the spot rather than managing the risk. As a result, left impact on children’s health and wellbeing. They are more likely to become over weight or obese and develop different ranges of health issues. This journal has admitted that taking risk in their play might have adverse outcome but they said it is a part of their development. They used the term “SURPLUS SAFETY” to described excessive risk management tendency by adults which curtail children’s freedom to play. Not only this but also sometimes policies are playing dominant role in risk management situations. Cultural difference is another component which plays an important role as well.
Writers listed ten ways, thus adult restricted children’s play. The first way is by assuming that they are the best person to manage the risk. From this attitude they put restriction on children’s learning. Because they learn through the process of trial and error which occur through play. Secondly, by focusing on safety of the play ground instead of ensuring children’s safety on other area, they are limiting their learning. from developmental perspective, they will miss out many valuable learning experiences relating to locomotion, physical and aesthetics. Thirdly they argued about the regularity role of Australian Government which might have negative impact on children’s playing. Fourthly, journal raised the questions on states role. By putting restrictions on children’s play in relation to height, using different tools on education and care; is it a state’s duty of care or an example of surplus safety? Fifthly, some assumptions highlighted on special group of children who are having injury more often. So, there is normal trend to avoid any kind of risk-taking activities for them. Writers throw the questions to readers that is that ok or not. Sixthly, another assumption is that long walking is too tiering for toddlers but physical activity is highly recommended. Seventhly, unintentional death of children is more occur in child’s home rather than in playground. Even though some hazards from playground can be controlled instead of limiting the children’s play opportunity. Eighthly, parents are often feeling guilty to let their child to experiences that may perceived as risky. Ninthly, new how housing growth and housing style in Australia limit the children’s access to participating in risky play. Lastly, children are more engaged in planned activity which minimize the opportunity of children’s free play.
This journal will give different reason of limited opportunity of risky play; including parent’s view as well. Some factors might have direct impact on parent’s thinking, some might not. Still those have significant influence on parents’ thoughts. It will bring more thoughts to my mind when I’ll prepare survey questioner for parents.
REFERENCE
[RA11]
:
1.
SHIRLEY WYVER (Institute Of Early Childhood, Macqurie University, NSW, Australia), PAUL TRANTER (School of Physical, Environmental and Mathematical Sciences, University of NSW, Australian Defence Force Academy, Canberra, Australia) , GERALDINE NAUGHTON (Centre of Physical Activity Across the Lifespan, Australian Catholic University, Victoria, Australia), HELEN LITTLE (Institute of Early Childhood, Macquarie University, NSW, Australia), ELLEN BEATE HANSEN SANDSETER (Department of Physical Education, Queen Maud University Collage For Early Childhood Education, Trondheim, Norway), ANITA BUNDY(Occupational Therapy, Faculty of Health Science, University of Sydney, NSW, Australia) November 3, 2010 - TEN WAYS TO RESTRICT CHILDREN’S FREEDOM TO PLAY: THE PROBLEM OF SURPLUS SAFETY, Contemporary Issues in Early Childhood, Volume 11
2.
“The Early Years Learning Framework for Australia”
– Commonwealth of Australia 2009
AUTHOR: Early Childhood Australia “Every
Child
[RA12]
”
TITLE: Engaging in safe risks: A way to proper children for bigger challenges
PUBLICATION DATE: November 1st, 2015
[RA13]
In this feature an educator from Altona North Children centre (Vic) has shared her experience and perspective about children’s risky play in education and care settings. According to the writer, educator’s personal fear and preconceived idea about safety might have impact on their pedagogy practices. But it is proven by research that minimisation of risk-taking play in childhood can lead to underdeveloped motor skills and can increased to chances of chronic illness later on in life. United Nations Conventions on the Rights of the Child (UN 1989) and Early Years Learning Framework (DEEWR 2009) both documents highlight the importance of own space for children learning on the based of their interest and making sure that they need to make their optimal development.
She described herself as quite safe person but when she observed the benefits of risky play, she has changed her approach. For setting up the environment to facilitate children’s risk-taking opportunity in play she took few steps. She has documented over the period about children’s risk-taking behaviour and invited input from other educators as well. She invited family feedback through daily conversations. She set up the environment where children got more opportunity to take risk in their play. She asked the feedback from the children about their experience. And had reflective discussion with other educators. At the end of the journey they came out with some agreements. E.g. Every individual child has their own idea of taking risks in their own play. Children’s risk-taking behaviour can be affected by families and educators view.
Though my research topic is parent’s perspective on risky play, this feature will guide me to the direction for approaching to the parents as an educator. It will help to reflect myself before I approach to the parent to get to know about their views. While I’m going to prepare survey questioner for parents, implementation steps and agreements in feature will be very useful information for me.
REFERENCE:
v
http://www.earlychildhoodaustralia.org.au/
Engaging in safe risks: A way of prepare children for bigger challenges, November 2015
Every child Volume
21
[RA14]
v
“The Early Years Learning Framework for Australia”
– Commonwealth of Australia 2009
TITLE: Parent’s and Early Childhood Educator’s Attitude and Practices in Relation to Children’s Outdoor Risky Play
PUBLICATION DATE: 8TH
April 2017
[RA15]
Now a days in modern society fear of risk limit the opportunities for children to play with excitement, exhilaration, a desire to overcome fear and feeling out of control. In one-word chances of taking risk in their play. Though it has chances of injury, still it has long time benefit on children’s holistic development. In this research journal they talked about different factors which are the determinates of children’s decision making in risky situations.
Opportunity for risky play occur both indoor and outdoor and adults are in this context act as a filter for children’s available opportunities. So, this research journal paid attention of adult’s perspective in relation to risky play for children. Here as an adult they mentioned about parents and early childhood educators. Researcher were conducting one survey among parents and educators who were attending early childhood education and care settings to get to know about their thoughts regarding risky play. For this they chose some educators from rural and metropolitan area of Australia and United States. They invited parents from same centres to participate in the survey.
From the survey report some common findings came out. Almost 40% educators and parents believe that taking risk in the play is important and it is beneficial for children’s development. Although response from rural and metropolitan are the same. Another find out from the survey is fear is the main reason from parent’s side to limit the opportunity of risky play. Interestingly, from educator’s perspective cultural differences influence their thoughts. Australian educators are much more in outdoor risky play than USA educators.
In this research journal has shown cultural differences between two countries educators. I’m really keen to see how does it impact on parents thinking as well. This journal gives me a brief idea how to conduct survey and discuss with the result. That’s inspired me to conduct survey in my work place. My workplace is work based centre where I can get opportunity to see different culture’s people view.
ü
REFERENCE:
v
Laura Mcfarland, Shelby Gull Laird – 18th
April
2017
Parent’s and Early Childhood Educator’s Attitude and Practices in Relation to Children’s Outdoor Risky Play,
Early childhood education Journal Volume 46
v
“The Early Years Learning Framework for Australia”
– Commonwealth of Australia 2009
AUTHOR: Helen Little (Institute of early childhood, Macquarie University),
Naomi Sweller (Department of Psychology, Macquarie University)
TITLE: Affordance for Risk-Taking and Physical Activity in Australian Early Childhood Education Settings
PUBLICATION DATE: 28th
August 2014
In this research journal author were talking about Gibson’s (1979) theory of affordance proposes. They were relating this theory in our education and care settings. According to that theory the physical environment affords different actions and behaviours. Children will perceive what they can do in the environment in relation to their individual characteristics. Hence the same feature of environment will afford different behaviour for different children. While they are explaining these, they were highlighted the importance of physical activity in the education and care settings. Children can be more benefitted from unpredictable nature of outdoor environment where they can have opportunity to take certain amount of risk to challenge themselves (Little and Wyver 2008). As in Australia 72% children are attending education and care service (Australian Government Department of Education 2014), they run a study to see potential links between outdoor play provision and the affordances in the outdoor environment and children’s opportunity for taking risk in their play in education and care settings
Based on the study report author said, most of the centre well resourced, maintained all the regularity requirements but doesn’t mean that children are actually engaged in
recommended[RA16]
level of physical activity or opportunity of risky play. The reason behind this less engagement is adult’s thoughts. They made some suggestions for those centres who need a little improvement.
This research provides insight how outdoor environment in early childhood settings support children for risk taking in their play. And although some centres have enough resource, children are not engaging in correct amount of play. One of the reasons is educator’s thoughts about risky play. Another determinate factor could be parent’s role. As educator’s and[RA17]
families working in partnership to achieve maximum outcome, it’s really needs to know parent’s thought as well. Otherwise all the initiative would not be successful if parents wouldn’t be in the same page with educators.
REFERENCE:
v
Helen Little (Institute of early childhood, Macquarie University), 28th August 2014 - Affordance for Risk-Taking and Physical Activity in Australian Early Childhood Education Settings
Early childhood education Journal Volume 43
v
Australian Bureau of Statistics – 2008
v
Australian Government Department of Education – 2014
v
“The Early Years Learning Framework for Australia”
– Commonwealth of Australia 2009
SURVEY QUESTIONS
HI, I’m Suzana Aleem currently taking Diploma in Early Childhood Education and Care with Meadow Bank TAFE. For my study purpose I would like to conduct one survey. My topic[RA18]
is Parent’s Perspective on Risky Play. Your opinions are valuable and need to be heard.
Question 1 and 2 is optional. So, if you don’t feel comfortable, you can skip those two questions.
1. What is your gender?
· Male
· Female
2. A) What is your age?
· 25 to 34
· 35 to 44
· 45 to 54
· 55 or above
B) Your cultural background -------------------------
3. How many children do you have and their age?
4.What kind of play activity do you think might be safety issue for your child?
5.Do you consider any of the following activity for you child to participate in?
· Climbing trees
· Swing or sliding very fast
· Play rough and tumble
· Playing in high obstacle course
· Using knife or hammer to play
· Building blocks very high
· Playing in the rain
· None of the above
Please
stipulate[RA19]
6. Did you participate any of those in your childhood?
· Yes
· No
Please
stipulate[RA20]
7. Rate high to low the impact of the risky play
· Critical
thinking[RA21]
· Imagination and creativity
· Problem solving
· Self confidence
· Social interaction
· Physical strength
· Cognitive and emotional strength
· Resilience
· Risk negotiation spatial awareness
8. How would you react if your child has small injury during risky
play[RA22]?
9. Young children need challenge and risk within the framework of security and
safety[RA23].
Agree disagree
Please
stipulate[RA24]
10. Do you agree that the risk taking is as important for girls as boys? Please stipulate
11. Rate your
response[RA25]
In our education care and setting we are providing too much risky play or right amount of risky play or not at all
12. If you want change anything in our play environment (indoor and outdoor) what it would be? And why? Give us some
suggestions[RA26]
13. In your view what would be educator’s role in education and care environment relation to children’s risky play?
14. Which statement do you agree and why?
Risky play is ok with very little supervision.
Risky play is ok very close supervision.
I don’t prefer my child to take risk in their play at all[RA27].
Thanks for participation
|
evidence guide
Workbook 1 RESEARCH PLAN
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Units:
|
CHCPOL403C Undertake research activities (Release:1)
CHCPOL003 Research and apply evidence to practice (Release:2)
BSBRES401 Analyse and present research information (Release: 1)
|
Course:
|
CHC50113 Diploma of Early Childhood Education and Care
CHC50213 Diploma of School Age Education and Care
|
Grade: SATISFACTORY / NOT YET SATISFACTORY
|
Student Name
|
Suzana Aleem
|
Student number 376497003
|
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Essential skills and knowledge
|
ü
Tick if evident
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Learner has selected
1 topic from the list or has had the selected research topic
approved
|
ü
|
Learner states and explains how the topic is linked to key Early Childhood documents from the NQS and EYLF
|
ü
|
Learner has created a literature review of at least 5 which are current, relevant and reputable
|
ü
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Learner has referenced sources correctly
|
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Learner has summarised and discussed the findings of the literature review
|
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Learner has identified appropriate stakeholders and resources needed
|
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Learner has created a survey with 10 questions
|
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Learner has provided an introduction to the survey
|
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Learner has created
survey questions that are clear and gather relevant information
|
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Learner has maintained confidentially
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Learner has used correct spelling, grammar & sentence structure
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Assessor comments
|
You need to ensure that you are referencing all sources correctly both the reference list at the end of your document in alphabetical order and your in text referencing. You must put the correct details at the beginning of each of your 5 sources as this is also incorrect or incomplete.
You would benefit form attending the learning support centre in the library to ensure that you are using academic language. It is sometimes difficult to understand your meaning as your sentence structure or word choice does not make sense. Please revisit your work and make adjustments to you literature review.
It has been outlined in webinars and mentoring session that you need between 8-10 questions in your survey, this has been exceeded. You need to revise your survey s many of the questions do not make sense and are structured poorly. You have not given the participant any instruction as to how to fill out or what to do with the survey. You also haven’t included any instruction around confidentiality.
It is important to read through the assessment criteria carefully as you have missed parts that are required. You need to identify stakeholder and outline your methodology.
You have not demonstrated an understanding of the assessment criteria and would benefit from competing this subject again next semester.
This( part A ) needs a significant review and reworking …. Grammar and referencing need attention as do the questions in the survey, as they may not provide the responses that will assist you in the second part of the assessment … Sue Payne
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Learner comments
|
|
Grade
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□ SATISFACTORY □ NOT YET
SATISFACTORY □ RESUBMISSION REQUIRED
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Assessor name and signature:
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Rachael Antcliffe
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Date
|
14/10/2019
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Student name and signature:
|
|
Date
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[PS1]You need to write with academic tone and back up statements such as this
[RA2]Date?
[PS3]Reference ?
[RA4]Do you mean the EYLF?
[RA5]Ensure you are using academic writing throughout
[RA6]This is not the correct way to reference
[RA7]You must have a page number when directly quoting form the source
[RA8]This is not the correct way to reference
[RA9]It’s important that you have someone red over your work to ensure that it makes sense.
[RA10]The publication details needs to include the name of the journal/book/website etc
[RA11]
[RA12]Who is the author?
[RA13]Volume number?
[RA14]Not referenced correctly
[RA15]Publication details?
[RA16]This paragraph does not make sense
[RA17]How does this relate to your research?
[RA18]You have not mentioned confidentiality or instructions for parents?
[RA19]What would you like them to stipulate?
[RA20]What would you like them to stipulate here?
[RA21]Is this in number order? Perhaps a multiple choice might be better here
[RA22]Is a small injury a graze? Needs a Band-Aid? Bumps their head?
[RA23]I’m not sure parents would understand this question, what do you mean by framework?
[RA24]Stipulate why they agree or disagree?
[RA25]This question does not make sense. Rate with numbers? Choose one?
[RA26]Please read over this question and ensure you have used clear sentence structure
[RA27]Revise for correct grammar
RESEARCH
workbook 1
CHCPOL403C Undertake research activities
CHCPOL003 Research and apply evidence to practice
BSBRES401 Analyse and present research information
Facilitator:
|
Rachael Anticliffe
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Contact details:
|
|
Student name:
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Suzana Aleem
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Student number:
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376497003
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Workbook 1 – DUE DATE
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30/9/19
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Workbook 2– DUE DATE
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assessment cover sheet
Faculty of Childhood Education
This cover sheet must be completed and attached to all assessment submissions. Submitting this form by typing your name in the box below and submitting digitally through Studespace will be accepted as a digital signature.
Learner name
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Learner Number
|
Date due
|
Date submitted
|
Suzana Aleem
|
376497003
|
30/9/19
|
30/9/19
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Unit/s of competency
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Assessment Name
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Facilitator name
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CHCPOL403C, CHCPOLOO3, BSBRES401
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Research workbook 1
|
Rachael Anticliffe
|
Assessment rules:
All assessments for each unit of competency
MUST achieve a satisfactory result in order to gain competency for that unit
Assessment
MUST be submitted as per assessment outline
Any assessments received after the due date may incur a
late penalty.
It is the
responsibility of the student to keep a copy
of each assessment. If any further copies of the assessment are required, the learner must be able to present these.
Resubmission of assessments
are based on the following:
1.
The learner demonstrates an understanding of the assessment task and the assessment requires only a small amount of work to achieve a satisfactory result. Assessments that require moderate to significant changes will not be eligible for resubmission.
2.
The assessment must have been submitted on or before the due date
This assignment is my
original work
and no part of it has been copied from any other source except where due acknowledgement is made.
No part of this assignment has been written for me by any other person except where such collaboration has been authorised by the assessor concerned.
I understand that
plagiarism
in the presentation of the work, idea or creation of another person as though it is your own. Plagiarism occurs when the origin of the material used is not appropriately cited. No part of this assignment is plagiarised.
I understand that TAFE NSW is required to
retain copies
of all my completed assessments, where practical, for a period of 3 years (or longer in accordance with regulatory/licencing requirements) after the completion of my studies
|
I declare that I understand and agree to the assessment rules stated above. I declare that I am ready to undertake this assessment. If you are submitting this online, your digital submission will be deemed an agreement to these terms.
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Signature
|
Suzana Aleem
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Date
|
30/9/19
workbook 1 –PART1
INSTRUCTIONS:
|
Workbook 1
Learners must demonstrate;
·
the ability to identify a research topic and question,
·
background statement, link the NQS to topic,
·
create
a literature review,
·
a method, compose survey questions
·
throughout use of appropriate grammar and spelling must be evident .
Workbook 1 must
be completed and deemed satisfactory before
beginning workbook 2.
|
TASK:
|
You must complete Workbook 1 and have it deemed Satisfactory, before you can proceed to workbook 2
Choose 1 from the following early childhood
topics and questions for
your research
project
Children’s Play
1. Parents perspective on the value of risky play
2. Parents perspective on the value of Nature/bush play
Early childhood and the creative arts
1.
Parents perspective on the Value of music programs in early childhood settings
Pedagogical documentation
1.
Parents perspective on the value of and engagement with documentation
Early childhood curriculum
1.
Parents perspective on the difference between a formal academic curriculum for learning verse play based and emergent curriculum for learning
2.
Parents perspective on what their expectations are of a school readiness program
1.
Identify
and explain
how your topic
links to an area of the
NQS – National Quality Standards and the EYLF
2.
Annotated bibliography:
Review of relevant literature -
Find 5
sources of information about your chosen research topic.
These
sources
must be current
,
relevant
(Australian) and from
reputable sources.
e.g. Government websites ( Dept of Education, health), academic
papers and journals ( Early Childhood Australia…Journal of Child Development ), published works ( books on the topic ) and peak organisations (ACECQA) .
Each literature review is required to be on a separate page
For each source of information document;
·
Author
·
Title
·
Publication details
·
Summary
;
of what is in the article (approximately
2 paragraphs)
·
How might this support your topic
Approximately
1 paragraph… this should help you formulate your survey questions… and therefore help when you come to the discussion in workbook 2
3.
Stakeholders ;
Identify
the target group
that you can survey about
the topic.
Your target group
will need to be at least 20 people
Also identify other stakeholders ; children , teachers, directors, management , policy writers
4.
Research methodology
:
Provide a brief explanation about how you will conduct your research and the resources
needed.
5.
Survey
Based on the NQF and your literature
review, you need to create
a survey
containing questions about your research topic.
Questions will assist you to identify your target group’s needs, beliefs, practices and outcomes in relation
to the topic.
You will need to ensure
the survey contains :
·
an introduction
to the survey introducing
yourself your questions and
explaining the purpose of the survey
·
There is a
combination of questions
- quantitative
questions (number questions) and qualitative questions (more in depth, opinion questions).
·
Your introduction and questions contain correct spelling
and grammar.
*Be sure to maintain confidentiality throughout this process and in your written documentation.. you will be asked to explain how you accomplished this.
|
HOW TO SUBMIT YOUR ASSESSMENT:
|
Learners will present the assessment in a single attachment via Studespace in a MICROSOFT WORD document
·
Naming protocol
for attachment: CHCPOL403C
- Assessment 1- Jo Smith
Submit a paper copy of assessment task, if required by class teacher.
As we all know active play has a vital role in child’s holistic development[PS1]. But parents, educators, scholars in early childhood they hold different perspective about this topic. As families are important aspect in children’s life, I choose my topic “PARENT’S PERSPECTIVE OF RISKY PLAY.” My target group is pre-schooler’s parents.
LINK WITH EYLF:
“All children have the best start in life to create a better future for the nation.” This is the vision of the Council of Australian Government and[RA2] early years learning framework[PS3] help us to understand that vision.
Framework[RA4] highlights on play-based learning. According to the framework play is the best context of children’s learning. through the play children can express themselves, enhance their curiosity and creativity, stimulates their sense of wellbeing, assist children to develop relationship and concepts, overall it has impact on their holistic development. EYLF outcome 1.1 says, children’s autonomy, Interdependence, resilience and sense of agency. Educator can see this evidence when children engage in different types of challenging play. In risky play they have opportunity to make decisions, working together to face challenges, keep persist in their attempts to be successful. Apart
of[RA5] that they are more aware of their own health and wellbeing which reflects on outcome3 (children have strong sense of wellbeing) . They use previous knowledge to face their challenges while children taking risk in their play (EYLF 4 .3 children transfer and adapt what they have learned from one context to another). Trough risky play children are using verbal and non-verbal language to achieve the goal which cover outcome 5 as well (children are effective communicator). Children feel more connected to their world through exploring, investigating, facing challenges and contribute to fair decision making. All those will happen when children challenge themselves through taking appropriate risk in their play and reflects EYLF outcome 2 (Children are connected with and contribute to their world).
REFERENCE:
1.
“The Early Years Learning Framework for Australia”
– Commonwealth of Australia 2009[RA6]
In the National Quality Standard quality area 2 and 3 highlights about active supervision and physical environment including indoor and outdoor. In the education and care setting when educator wants to facilitate the opportunity for children to take risk in their play. Two thing they need to keep in their mind are physical environment and adequate supervision. National Quality Standard shows them the guide line. To maximize children’s engagement children’s learning. though we are encouraging children to take risk in their play, still we need to make sure that environment is safe and secure. NQS quality area 3 will give us the picture about expected physical environment in education and care setting. NQS 3.1 focus on the location, spaces, furniture, equipment, facilities which we are using for education and care service. By following their guidelines, educator will able to minimize the hazard and can maximize children’s quality play opportunity. On the other hand, quality area 2 focus on active supervision to ensure children’s health and safety. Standard 2.2, element 1 says,’ “at all times, reasonable precautions and adequate supervision ensure children are protected from harm and hazard.” Taking[RA7] risk in the play is always appreciated for children but to achieve successful outcome from their play, educators needs to have risk assessment. They need to prepare active supervision plan according to that. Active supervision doesn’t mean over shadowing children or minimizing opportunity to play. It highlights that educators need to hold high expectation children’s ability and being available themselves if they need any help. Children’s play experience should be uninterrupted and safe.
REFERENCE:
1.
“Guide to the National Quality Standard”
- Australian Children’s Education and Care Quality Authority 2013[RA8]
This newsletter shows us the beneficial sides of risky play in early childhood. The writer was explaining how does risk taking opportunity in children’s play help them in real world to deal with risk as an adult. Writer was asking readers to reflect on their childhood about their experience in regards to risk taking tendency in play. Writer shared few thoughts from Early childhood experts such as Kate Stone and Christina Lipitkas (From Gowrie SA), Tim Gill (UK’s leading thinker on childhood) by highlighting their articles “Benefit risk assessment process” and “Risk and resilience”. In the newsletter writer also talked about Tim Gill’s believes that “Most children are capable of assessing managing risk, and this can be seen in their competence and confidence when they attempting risk activity.
(
https://rethinkingchildhood.com/2016/02/08/returning-antipodes-adelaide-aucland-cairns-brisbane/#more-4973)
The writer emphasis on educator role to provide opportunity for risky play. According to the writer educators need to reflect on risk and benefit before they facilitate opportunity in education and care. Practice service will help educator with ideas about risky play in education[RA9] and care. To unpack the whole concept about risky play, parent’s perspective is important as well. Because parents are very important aspect in children’s life. To see parent’s perspective more deeply writer, share some other links to read. E.g. “should I let my child take more risks?”
This reading encouraged me to think about parent’s and educator’s perspective of risky play. I choose my research topic to see parents view more deeply. Because in children’s early life parents plays a vital role for decision making. From this newsletter I get some links to further reading which provide more thoughts how might educator empower families to get more benefits for children from risky play.
REFERENCE:
2.
ACECQA Newsletter Issue 4 - 2016
3.
“The Early Years Learning Framework for Australia”
– Commonwealth of Australia 2009
4.
“Guide to the National Quality Standard”
- Australian Children’s Education and Care Quality Authority 2013
Readings:
·
Should I let my child take more risk?
(
https://www.theguardian.com.au/lifeandstyle/2015/jun14/should-i-let-my-child-take-morerisks
)
·
Sample risk assessment templet
(
https://server05.calyx.net.au:8080/pscads/bitstream/handle/123456789/168/risk-assessment-tool.pdf?sequence=1
)
AUTHOR:
SHIRLEY WYVER (Institute Of Early Childhood, Macqurie University, NSW, Australia), PAUL TRANTER (School of Physical, Environmental and Mathematical Sciences, University of NSW, Australian Defence Force Academy, Canberra, Australia) , GERALDINE NAUGHTON (Centre of Physical Activity Across the Lifespan, Australian Catholic University, Victoria, Australia), HELEN LITTLE (Institute of Early Childhood, Macquarie University, NSW, Australia), ELLEN BEATE HANSEN SANDSETER (Department of Physical Education, Queen Maud University Collage For Early Childhood Education, Trondheim, Norway), ANITA BUNDY(Occupational Therapy, Faculty of Health Science, University of Sydney, NSW, Australia)
TITLE: TEN WAYS TO RESTRICT CHILDREN’S FREEDOM TO PLAY: THE PROBLEM OF SURPLUS SAFETY
PUBLICATION DATES: November[RA10]
3, 2010
This article is expressing thoughts about excessive safety concern from parents and educators is leading to the reduction of children’s freedom to play. Now a day’s parents are pull out their children from the spot rather than managing the risk. As a result, left impact on children’s health and wellbeing. They are more likely to become over weight or obese and develop different ranges of health issues. This journal has admitted that taking risk in their play might have adverse outcome but they said it is a part of their development. They used the term “SURPLUS SAFETY” to described excessive risk management tendency by adults which curtail children’s freedom to play. Not only this but also sometimes policies are playing dominant role in risk management situations. Cultural difference is another component which plays an important role as well.
Writers listed ten ways, thus adult restricted children’s play. The first way is by assuming that they are the best person to manage the risk. From this attitude they put restriction on children’s learning. Because they learn through the process of trial and error which occur through play. Secondly, by focusing on safety of the play ground instead of ensuring children’s safety on other area, they are limiting their learning. from developmental perspective, they will miss out many valuable learning experiences relating to locomotion, physical and aesthetics. Thirdly they argued about the regularity role of Australian Government which might have negative impact on children’s playing. Fourthly, journal raised the questions on states role. By putting restrictions on children’s play in relation to height, using different tools on education and care; is it a state’s duty of care or an example of surplus safety? Fifthly, some assumptions highlighted on special group of children who are having injury more often. So, there is normal trend to avoid any kind of risk-taking activities for them. Writers throw the questions to readers that is that ok or not. Sixthly, another assumption is that long walking is too tiering for toddlers but physical activity is highly recommended. Seventhly, unintentional death of children is more occur in child’s home rather than in playground. Even though some hazards from playground can be controlled instead of limiting the children’s play opportunity. Eighthly, parents are often feeling guilty to let their child to experiences that may perceived as risky. Ninthly, new how housing growth and housing style in Australia limit the children’s access to participating in risky play. Lastly, children are more engaged in planned activity which minimize the opportunity of children’s free play.
This journal will give different reason of limited opportunity of risky play; including parent’s view as well. Some factors might have direct impact on parent’s thinking, some might not. Still those have significant influence on parents’ thoughts. It will bring more thoughts to my mind when I’ll prepare survey questioner for parents.
REFERENCE
[RA11]
:
1.
SHIRLEY WYVER (Institute Of Early Childhood, Macqurie University, NSW, Australia), PAUL TRANTER (School of Physical, Environmental and Mathematical Sciences, University of NSW, Australian Defence Force Academy, Canberra, Australia) , GERALDINE NAUGHTON (Centre of Physical Activity Across the Lifespan, Australian Catholic University, Victoria, Australia), HELEN LITTLE (Institute of Early Childhood, Macquarie University, NSW, Australia), ELLEN BEATE HANSEN SANDSETER (Department of Physical Education, Queen Maud University Collage For Early Childhood Education, Trondheim, Norway), ANITA BUNDY(Occupational Therapy, Faculty of Health Science, University of Sydney, NSW, Australia) November 3, 2010 - TEN WAYS TO RESTRICT CHILDREN’S FREEDOM TO PLAY: THE PROBLEM OF SURPLUS SAFETY, Contemporary Issues in Early Childhood, Volume 11
2.
“The Early Years Learning Framework for Australia”
– Commonwealth of Australia 2009
AUTHOR: Early Childhood Australia “Every
Child
[RA12]
”
TITLE: Engaging in safe risks: A way to proper children for bigger challenges
PUBLICATION DATE: November 1st, 2015
[RA13]
In this feature an educator from Altona North Children centre (Vic) has shared her experience and perspective about children’s risky play in education and care settings. According to the writer, educator’s personal fear and preconceived idea about safety might have impact on their pedagogy practices. But it is proven by research that minimisation of risk-taking play in childhood can lead to underdeveloped motor skills and can increased to chances of chronic illness later on in life. United Nations Conventions on the Rights of the Child (UN 1989) and Early Years Learning Framework (DEEWR 2009) both documents highlight the importance of own space for children learning on the based of their interest and making sure that they need to make their optimal development.
She described herself as quite safe person but when she observed the benefits of risky play, she has changed her approach. For setting up the environment to facilitate children’s risk-taking opportunity in play she took few steps. She has documented over the period about children’s risk-taking behaviour and invited input from other educators as well. She invited family feedback through daily conversations. She set up the environment where children got more opportunity to take risk in their play. She asked the feedback from the children about their experience. And had reflective discussion with other educators. At the end of the journey they came out with some agreements. E.g. Every individual child has their own idea of taking risks in their own play. Children’s risk-taking behaviour can be affected by families and educators view.
Though my research topic is parent’s perspective on risky play, this feature will guide me to the direction for approaching to the parents as an educator. It will help to reflect myself before I approach to the parent to get to know about their views. While I’m going to prepare survey questioner for parents, implementation steps and agreements in feature will be very useful information for me.
REFERENCE:
v
http://www.earlychildhoodaustralia.org.au/
Engaging in safe risks: A way of prepare children for bigger challenges, November 2015
Every child Volume
21
[RA14]
v
“The Early Years Learning Framework for Australia”
– Commonwealth of Australia 2009
TITLE: Parent’s and Early Childhood Educator’s Attitude and Practices in Relation to Children’s Outdoor Risky Play
PUBLICATION DATE: 8TH
April 2017
[RA15]
Now a days in modern society fear of risk limit the opportunities for children to play with excitement, exhilaration, a desire to overcome fear and feeling out of control. In one-word chances of taking risk in their play. Though it has chances of injury, still it has long time benefit on children’s holistic development. In this research journal they talked about different factors which are the determinates of children’s decision making in risky situations.
Opportunity for risky play occur both indoor and outdoor and adults are in this context act as a filter for children’s available opportunities. So, this research journal paid attention of adult’s perspective in relation to risky play for children. Here as an adult they mentioned about parents and early childhood educators. Researcher were conducting one survey among parents and educators who were attending early childhood education and care settings to get to know about their thoughts regarding risky play. For this they chose some educators from rural and metropolitan area of Australia and United States. They invited parents from same centres to participate in the survey.
From the survey report some common findings came out. Almost 40% educators and parents believe that taking risk in the play is important and it is beneficial for children’s development. Although response from rural and metropolitan are the same. Another find out from the survey is fear is the main reason from parent’s side to limit the opportunity of risky play. Interestingly, from educator’s perspective cultural differences influence their thoughts. Australian educators are much more in outdoor risky play than USA educators.
In this research journal has shown cultural differences between two countries educators. I’m really keen to see how does it impact on parents thinking as well. This journal gives me a brief idea how to conduct survey and discuss with the result. That’s inspired me to conduct survey in my work place. My workplace is work based centre where I can get opportunity to see different culture’s people view.
ü
REFERENCE:
v
Laura Mcfarland, Shelby Gull Laird – 18th
April
2017
Parent’s and Early Childhood Educator’s Attitude and Practices in Relation to Children’s Outdoor Risky Play,
Early childhood education Journal Volume 46
v
“The Early Years Learning Framework for Australia”
– Commonwealth of Australia 2009
AUTHOR: Helen Little (Institute of early childhood, Macquarie University),
Naomi Sweller (Department of Psychology, Macquarie University)
TITLE: Affordance for Risk-Taking and Physical Activity in Australian Early Childhood Education Settings
PUBLICATION DATE: 28th
August 2014
In this research journal author were talking about Gibson’s (1979) theory of affordance proposes. They were relating this theory in our education and care settings. According to that theory the physical environment affords different actions and behaviours. Children will perceive what they can do in the environment in relation to their individual characteristics. Hence the same feature of environment will afford different behaviour for different children. While they are explaining these, they were highlighted the importance of physical activity in the education and care settings. Children can be more benefitted from unpredictable nature of outdoor environment where they can have opportunity to take certain amount of risk to challenge themselves (Little and Wyver 2008). As in Australia 72% children are attending education and care service (Australian Government Department of Education 2014), they run a study to see potential links between outdoor play provision and the affordances in the outdoor environment and children’s opportunity for taking risk in their play in education and care settings
Based on the study report author said, most of the centre well resourced, maintained all the regularity requirements but doesn’t mean that children are actually engaged in
recommended[RA16]
level of physical activity or opportunity of risky play. The reason behind this less engagement is adult’s thoughts. They made some suggestions for those centres who need a little improvement.
This research provides insight how outdoor environment in early childhood settings support children for risk taking in their play. And although some centres have enough resource, children are not engaging in correct amount of play. One of the reasons is educator’s thoughts about risky play. Another determinate factor could be parent’s role. As educator’s and[RA17]
families working in partnership to achieve maximum outcome, it’s really needs to know parent’s thought as well. Otherwise all the initiative would not be successful if parents wouldn’t be in the same page with educators.
REFERENCE:
v
Helen Little (Institute of early childhood, Macquarie University), 28th August 2014 - Affordance for Risk-Taking and Physical Activity in Australian Early Childhood Education Settings
Early childhood education Journal Volume 43
v
Australian Bureau of Statistics – 2008
v
Australian Government Department of Education – 2014
v
“The Early Years Learning Framework for Australia”
– Commonwealth of Australia 2009
HI, I’m Suzana Aleem currently taking Diploma in Early Childhood Education and Care with Meadow Bank TAFE. For my study purpose I would like to conduct one survey. My topic[RA18]
is Parent’s Perspective on Risky Play. Your opinions are valuable and need to be heard.
Question 1 and 2 is optional. So, if you don’t feel comfortable, you can skip those two questions.
1. What is your gender?
· Male
· Female
2. A) What is your age?
· 25 to 34
· 35 to 44
· 45 to 54
· 55 or above
B) Your cultural background -------------------------
3. How many children do you have and their age?
4.What kind of play activity do you think might be safety issue for your child?
5.Do you consider any of the following activity for you child to participate in?
· Climbing trees
· Swing or sliding very fast
· Play rough and tumble
· Playing in high obstacle course
· Using knife or hammer to play
· Building blocks very high
· Playing in the rain
· None of the above
Please
stipulate[RA19]
6. Did you participate any of those in your childhood?
· Yes
· No
Please
stipulate[RA20]
7. Rate high to low the impact of the risky play
· Critical
thinking[RA21]
· Imagination and creativity
· Problem solving
· Self confidence
· Social interaction
· Physical strength
· Cognitive and emotional strength
· Resilience
· Risk negotiation spatial awareness
8. How would you react if your child has small injury during risky
play[RA22]?
9. Young children need challenge and risk within the framework of security and
safety[RA23].
Agree disagree
Please
stipulate[RA24]
10. Do you agree that the risk taking is as important for girls as boys? Please stipulate
11. Rate your
response[RA25]
In our education care and setting we are providing too much risky play or right amount of risky play or not at all
12. If you want change anything in our play environment (indoor and outdoor) what it would be? And why? Give us some
suggestions[RA26]
13. In your view what would be educator’s role in education and care environment relation to children’s risky play?
14. Which statement do you agree and why?
Risky play is ok with very little supervision.
Risky play is ok very close supervision.
I don’t prefer my child to take risk in their play at all[RA27].
Thanks for participation
|
evidence guide
Workbook 1 RESEARCH PLAN
|
Units:
|
CHCPOL403C Undertake research activities (Release:1)
CHCPOL003 Research and apply evidence to practice (Release:2)
BSBRES401 Analyse and present research information (Release: 1)
|
Course:
|
CHC50113 Diploma of Early Childhood Education and Care
CHC50213 Diploma of School Age Education and Care
|
Grade: SATISFACTORY / NOT YET SATISFACTORY
|
Student Name
|
Suzana Aleem
|
Student number 376497003
|
|
Essential skills and knowledge
|
ü
Tick if evident
|
Learner has selected
1 topic from the list or has had the selected research topic
approved
|
ü
|
Learner states and explains how the topic is linked to key Early Childhood documents from the NQS and EYLF
|
ü
|
Learner has created a literature review of at least 5 which are current, relevant and reputable
|
ü
|
Learner has referenced sources correctly
|
|
Learner has summarised and discussed the findings of the literature review
|
|
Learner has identified appropriate stakeholders and resources needed
|
|
Learner has created a survey with 10 questions
|
|
Learner has provided an introduction to the survey
|
|
Learner has created
survey questions that are clear and gather relevant information
|
|
Learner has maintained confidentially
|
|
Learner has used correct spelling, grammar & sentence structure
|
|
Assessor comments
|
You need to ensure that you are referencing all sources correctly both the reference list at the end of your document in alphabetical order and your in text referencing. You must put the correct details at the beginning of each of your 5 sources as this is also incorrect or incomplete.
You would benefit form attending the learning support centre in the library to ensure that you are using academic language. It is sometimes difficult to understand your meaning as your sentence structure or word choice does not make sense. Please revisit your work and make adjustments to you literature review.
It has been outlined in webinars and mentoring session that you need between 8-10 questions in your survey, this has been exceeded. You need to revise your survey s many of the questions do not make sense and are structured poorly. You have not given the participant any instruction as to how to fill out or what to do with the survey. You also haven’t included any instruction around confidentiality.
It is important to read through the assessment criteria carefully as you have missed parts that are required. You need to identify stakeholder and outline your methodology.
You have not demonstrated an understanding of the assessment criteria and would benefit from competing this subject again next semester.
This( part A ) needs a significant review and reworking …. Grammar and referencing need attention as do the questions in the survey, as they may not provide the responses that will assist you in the second part of the assessment … Sue Payne
|
Learner comments
|
|
Grade
|
□ SATISFACTORY □ NOT YET
SATISFACTORY □ RESUBMISSION REQUIRED
|
Assessor name and signature:
|
Rachael Antcliffe
|
Date
|
14/10/2019
|
Student name and signature:
|
|
Date
|
[PS1]You need to write with academic tone and back up statements such as this
[RA2]Date?
[PS3]Reference ?
[RA4]Do you mean the EYLF?
[RA5]Ensure you are using academic writing throughout
[RA6]This is not the correct way to reference
[RA7]You must have a page number when directly quoting form the source
[RA8]This is not the correct way to reference
[RA9]It’s important that you have someone red over your work to ensure that it makes sense.
[RA10]The publication details needs to include the name of the journal/book/website etc
[RA11]
[RA12]Who is the author?
[RA13]Volume number?
[RA14]Not referenced correctly
[RA15]Publication details?
[RA16]This paragraph does not make sense
[RA17]How does this relate to your research?
[RA18]You have not mentioned confidentiality or instructions for parents?
[RA19]What would you like them to stipulate?
[RA20]What would you like them to stipulate here?
[RA21]Is this in number order? Perhaps a multiple choice might be better here
[RA22]Is a small injury a graze? Needs a Band-Aid? Bumps their head?
[RA23]I’m not sure parents would understand this question, what do you mean by framework?
[RA24]Stipulate why they agree or disagree?
[RA25]This question does not make sense. Rate with numbers? Choose one?
[RA26]Please read over this question and ensure you have used clear sentence structure
[RA27]Revise for correct grammar
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