This assignment is related to a bachelor in early childhood education and care it should be related to children and child care centers.
Early Childhood Documents: • PRESENTED and created BY: NATALIE ELIAS • SEM. 2 2021 – 27/07/21 ECTPP202A: Week one Tutorial Documentation, Planning and Assessment 2 Bachelor of early childhood education and care (birth-5) Group B Class teacher Teacher: Natalie Elias Class: Group B Lecturer and Tutor for Semester 2, 2021. Email: natalie.elias5@tafensw.edu.au mailto:natalie.elias5@tafensw.edu.au Online Class Etiquette: • Be respectful and mindful of one another • Please sign in to class on time as this is very important. • Please have your microphone on mute when you are not using it (this avoids any background noise making it hard for others to hear) . • If you are absent from class – you must email me to advise you are not going to be attending. It is very important you do so. • If you are absent – all content is uploaded onto Moodle so you will need to review and read all content you have missed • Please make sure you are focusing on class content and not watching tv or online shopping as we will be working on assessment content and you do not want to miss out. Attendance and class Participation • Each week we will meet on teams until further notice • Your attendance is very important • In order to be marked off the roll as participating you will need to complete the task allocated for each session. • Time is given to during tutorial times to work on assessments (tutorials are not recorded) • You will need to be prepared for class. • Please use your microphones / cameras if you wish Subject Assessments: 1: Essay (30%) - Length: 2000 words • Due Date: Week 6 (Sunday 5th of September 2021 before 11:59pm) 2: Professional Philosophical Statement (30%) – Length: 2000 words • Due Date: Week 8 (Sunday 19th of September 2021 before 11:59pm) 3: Program Design (40%) – Length: 2500 words • Due Date: Week 11 (Sunday 24th of October 2021 before 11:59pm) Important Assessment Submission Information: ❑Your assessments are to be submitted by the due date and time. Any late submissions will be penalised 5% per day it has been submitted late. ❑No extension request will be approved unless there is an extenuating circumstance in which requires you to attain an extension and evidence must be provided for an extension to be approved. ❑If you require an extension, you must complete an extension request form and it needs to be emailed to your class teacher – without one it will not be approved and evidence must be provided. ❑A re-submission of assessments will also not be granted unless there is an extenuating circumstance and evidence must be provided for an assessment resubmission to be granted (this will be done through Melinda and Julie) Therefore, it is important you are organised and time-managing your work and assessment requirements and using time allocated in class and at home effectively to avoid late submissions. Assessment 1 Breakdown Title: Education and care program design in early childhood settings Weighting: 30% Length: 2000 words Due: Week 6 Learning outcomes: 1, 2 3, and 4. For this assessment you will need to: Provide an explanation of your understanding of the EYLF planning cycle, description of the theoretical underpinnings and curriculum approaches that are influencing your approach to the program design. Identify and discuss the planning cycle and its importance within curriculum design. Your assessment should show evidence that you have read widely on the topic beyond the supplied readings and texts. Your assessment must use correct referencing, in APA style. All submissions must comply with the requirements listed in the Student Handbook for this course. Marking criteria for assessment 1: Assessment 1: How to write an Essay? Source: https://tafensw.libguides.com/research/writing https://tafensw.libguides.com/research/writing Assessment 1 Breakdown - For this assessment you will need to: • Provide an explanation of your understanding of the EYLF planning cycle • Identify and discuss the planning cycle and its importance within curriculum design. • Provide an explanation of the theoretical underpinnings that are influencing your approach to the program design. • Provide an explanation of the curriculum approaches that are influencing your approach to the program design . Provide an explanation of your understanding of the EYLF planning cycle o Explain your understanding of the Early Years Learning Frameworks planning cycle. o Do not use visual diagrams as it is a formal essay. Identify and discuss the planning cycle and its importance within curriculum design. ➢ Observation (Collecting information) ➢ Analysing Learning ➢ Planning ➢ Implementing ➢ Reflecting / Evaluating Identify and Discuss the processes of the planning cycle and why each stage is important when you are creating a curriculum for children in an Early Childhood Setting. Source: https://www.acecqa.gov.au/sites/default/files/2021-01/Unpacking-the-planning-cycle.pdf https://www.acecqa.gov.au/sites/default/files/2021-01/Unpacking-the-planning-cycle.pdf Explanation of the theoretical underpinnings that are influencing your approach to A program design. For example, you might personally a big advocator for inclusion. Then you might explain the theoretical underpinnings that support inclusive practices, how it is related to EYLF, NQS, and theories, and how it will affect your program designing. For instance, you might be a big supporter of Bronfenbrenner's ecological system theory. You might explain the importance of the family and community involvement in the educational program, and you explain how you will reflect this in your program design. Suggestion: It might be helpful for you to brainstorm all the theories and theoretical concepts that you remember and choose a few that are especially influential to you which we will begin doing in our tutorial. Explanation of the curriculum approaches that are influencing your approach to A program design • Explain your curriculum approaches that are influencing your approach to a program design You will find chapter 7 in your textbook “Programming and planning in the early childhood settings” helpful for this assignment. This chapter explains the major curriculum approaches you might be applying in early childhood settings. Your assessment should show evidence that you have read widely on the topic beyond the supplied readings and texts. Your assessment must use correct referencing, in APA style. Source: https://tafensw.libguides.com/ld.php?content_id=41117567 https://tafensw.libguides.com/ld.php?content_id=41117567 Break time: Let’s Begin Brainstorming… • I want you to begin brainstorming and researching theoretical underpinnings that you use within your program / curriculum and practices. • I would like you to share your findings in the chat pod or you may share using your microphone… Useful resource might be: http://www.earlychildhoodaustralia.org.au/shop/wp- content/uploads/2015/06/SUND606_sample.pdf http://www.earlychildhoodaustralia.org.au/shop/wp-content/uploads/2015/06/SUND606_sample.pdf Understanding the theories: • All professionals develop a set of beliefs (which shape practice) that are passed down from generation to generation through training programs of all types. • Theories do not simply arise and replace one another. Theories overlap, merging in places. Sometimes they give way in popularity to one another or fall out of favour, but they are rarely completely displaced. • This can be seen with the 19th-century theorists and thinkers who continue to have an impact on 20th-century progressive educational theorists. What is acknowledged is that theories can be complex and intricate. (Early Childhood Australia, 2015) The EYLF (p.11) suggests that different theories ‘inform approaches to children’s learning and development’ and can be categorised in: • Developmental theories • Socio-Cultural theories • Socio-Behaviourist theories • Post Modern / Critical theories • Post-Structuralist theories (Arthur, Beecher, Death, Dockett & Farmer, 2018) Outcome 1: children have a strong sense of identity: Areas of Development = Social, emotional & Cognitive Link to theorists (Brief Summary): Piaget – Jean Piaget, a Swiss theorist, believed that children’s thinking passed through four separate stages and changed in each of these stages. He emphasised the importance of maturation and the provision of a stimulating environment for children to explore. He believed children were active learners. Erikson – Erik Erikson built upon Sigmund Freud’s work. He identified eight separate stages across the lifespan. He believed that in each stage we face a crisis that needs to be resolved in order for us to develop socially and emotionally. Each stage has a positive or negative outcome, though we tend not to be at either end of the spectrum. The outcome of the stage is determined by our environment, and the care giving strategies or experiences to which we are exposed. Outcome 2: Children are connected with and contribute to their world. Areas of Development = Social, emotional & Cognitive Link to theorists (Brief Summary): Piaget Rousseau – Rousseau’s philosophy of education is not concerned with particular techniques of imparting information and concepts, but rather with developing the pupil’s character and moral sense, so that he may learn to practice self- mastery and remain virtuous even in the unnatural and imperfect society in which he will have to live. Outcome 3: Children have a strong sense of wellbeing Areas of Development = Fine motor, gross Motor, Cognitive development Link to theorists (Brief Summary): Froebel – Froebel’s philosophy of education was based on four major principles: free self expression, creativity, social participation and motor expression. He believed that play is the highest expression of human development in childhood for it alone is the free expression of what is in the child’s soul. According to Froebel, in play children construct their understanding of the world through direct experience with it Outcome 4: Children are confident and involved learners Areas of Development = Fine motor, Cognitive development Link to theorists (Brief Summary): Montessori – Maria Montessori developed the five principals of the Montessori concept. Those principles are: Independence, Observation, Following the Child, Correcting the Child, Prepared Environment and Absorbent Mind. It is within these concepts we find the reasoning behind why things are such in a Montessori environment. These are goals and beliefs that Maria Montessori held with regards to the education of children. Outcome 5: Children are effective communicators Areas of Development = language, literacy, numeracy Link to theorists (Brief Summary): Froebel Vygotsky – Vygotsky emphasised the importance of relationships and interactions between children and more knowledgeable peers and adults. He believed that children’s cognitive understandings were enriched and deepened when they were ‘scaffolded’ by parents, teachers or peers. He believed that the environment plays an important role in