What does quality in ECEC mean to you? What do you do to ensure that your practices are high...

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What does quality in ECEC mean to you? What do you do to ensure that your practices are high quality?11 should show evidence that you have read wic { i i 10 I ii ba big 30 fee         ECTPPI02A       ~ | REFLECTIVE AND PROFESSIONAL PRACTICE [ Subject code ‘Assessment Event 1 — Research Tasks % Weighting 60% Fail : EEE i lit               Date Due                                       Cohesive organisation,                                                         Adequate organisation, Effective organisation, Comprehensive organisation,                                                                                                                                                                                               presentation, structure presentation, structure and presentation, structure and | presentation, structure and presentation, structure and following of style | following of style guidelines. following of style | following of style guidelines. | and following of style guidelines. guidelines. guidelines. Inadequate use of current Adequate use of current Effective use of current Comprehensive use of Coheslve use of current subject and peer reviewed | subject and peer reviewed subject and peer reviewed current subject and peer subject and peer reviewed literature and/or credible literature and/or credible literature and/or credible reviewed literature and/or literature and/or credible sourced reports and sourced reports and sourced reports and credible sourced reports and | sourced reports and documents and/or | documents and/or research. documents and/or documents and/or research. documents and/or research. research. research. In text citation / In text citation / referencing In text citation / In text citation / referencing In text citation / referencing and reference and reference list is correct in | referencing and reference and reference list is referencing and reference list is incorrect. some instances. list is generally correct. consistently correct. list Is completely correct.                                  Academic writing is Academic writing is coherent | Academic writing is incoherent with numerous with mostly correct grammar, | effective with correct grammatical, spelling, word | spelling, word choice and grammar, spelling, word choice and syntax errors. syntax. choice and syntax. Academic writing structure Is cohesive with fluency, correct grammar, spelling, word choice and syntax. Academic writing structure Is comprehensive with correct grammar, spelling, word choice and syntax.                                                                                               Inadequate engagement in Adequate engagement in Effective engagement In Comprehensive engagement Cohesive engagement in reflective and professional | reflective and professional reflective and professional | in reflective and professional | reflective and professional practice on the chosen practice on the chosen practice on the chosen | practice on the chosen practice on the chosen research question in cluster | research question in cluster research question in cluster | research question in cluster research question in topic one (1). topic one (1). topic one (1). topic one (1). cluster topic one (1). Inadequate engagement in Adequate engagement in Effective engagementin ||| | C hensive engagement reflective and professional reflective and professional reflective and professiona | flective and professional practice on the chosen practice on the chosen practice on the chosen | ‘pract ice on the chosen research question in cluster | research question in cluster research question in cluster | r ch question in cluster topic two (2). topic two (2). | topic two (2). Cohesive engagement in reflective and professional practice on the chosen research question in cluster topic two (2).                                                        © TAFE NSW - Higher Education Page [30 Subject Guide: ECTPP302A REFLECTIVE AND PROFESSIONAL PRACTICE  Inadequate engagement in | Adequate engagement in Effective engagement in Comprehensive engagement | Cohesive engagement in reflective and professional reflective and professional reflective and professional in reflective and professional | reflective and professional practice on the chosen practice on the chosen practice on the chosen practice on the chosen practice on the chosen  research question in cluster | research question in cluster research question In cluster | research question in cluster research question In topic three (3). topic three (3). | topic three (3). topic three (3). cluster topic three (3).  3:47 al 56 EB 10f 2 Academic Skills Office ini Writing-essays; reviews and reports EE]   Writing a literature review A literature review is usually written as part of a postgraduate thesis proposal or at the beginning of a dissertation or thesis. A literature review gives an overview of the area of study: what has already been said on the topic; who the key writers are; what the prevailing theories and hypotheses are; what questions are being asked; and what methodologies are appropriate and useful. In a literature review, you demonstrate that you have read and understood previous and current research in the area. 1. Format for a literature review 2. Steps for writing a literature review 1. Format for a literature review A literature review follows an essay format (Introduction, Body, Conclusion), but it the literature itself is the topic of the essay i.e. your essay will need to consider the literature in terms of the key topics/themes you are examining. DO NOT confuse your essay format with an annotated bibliography which describes and evaluates individual texts. Example plan   Introduction Topic sentence that states the broad topic of your thesis Following sentences that state what is included/excluded (parameters) Final sentence/s that signals list of key topics that will be used to discuss the selected sources   Body Divide your up your text into sections/topics as indicated in the last sentence of your introduction. Each paragraph will be a synthesis of the many texts that you have chosen for your literature review.   Conclusion  NOTE: Do not confuse a literature review with an annotated bibliography 2. Steps for writing a literature review 1. Do a literature search Find out what has been written about your topic. A good starting point is the list of references or bibliography of a recent article or book on the topic. Then use other bibliographical sources including abstracts, electronic data bases and the Internet. If you decide that a text is relevant, write down the bibliographical details in full—as the item would appear in your list of references or bibliography. If you use systems cards and write one item at the top of each card, you will save time later on. Personal bibliographic software such as EndNote, is an extremely useful tool for tracking reading, organising references and automatically generating reference lists. 2. Find the literature First check whether the material is held at UNE. If it is not, your supervisor might be able to assist with some of the material, you may be able to spend some time working in a library which has more comprehensive holdings, or you might be able to use inter-library loans. Teaching and Learning Support (TaLS) — Fact Sheets http://www.une.edu.au/current-students/resources/academic-skills/fact-sheets 8 courses.highered.tafensw.edu.au C

Parul · Accepted Answer

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The first aspect of this assignment would comprise of what quality in ECEC means to me. Well, quality is fundamental to the success of the program and means a lot to me. I found the entire course of ECEC which stands for Early Childhood, Education, and care extremely insightful and interesting. The lecture slides exhaustively covered all the important standards for teachers along with the Australian National Professional. Although the quality of ECEC is not a universal norm, hence can mean different things depending on the individual. However, in order to get deeper into the context of ECEC, I can reflect more on the components of positive upbringing and environment provided to the child during his/ her early childhood years to generate positive outcomes in the physical, social and academic domains (Australian Institute for Teaching and School Leadership. (AITSL)., 2017). Furthermore, two broad areas that are particularly focused on in the ECEC are the depth of the content which also brings out the quality of the program along with strong practical infrastructure which can help in implementing the conceptual knowledge gauged in the process (Australian Institute for Teaching and School Leadership. (AITSL), 2018).
In this fast-paced VUCA world (VUCA stands for Volatile, Uncertainty, Complex and Ambiguous) there has been tremendous focus offered in order to integrate the development goals of the child with objectives of early childhood education in order to offer benefits to the child, families at micro-level and economies at macro-level. I would define the standards with reference to the overall objective which is further laid down for the ECEC program. It also relates to every objective such that standards become guiding principles that can stimulate a cohesive atmosphere. The second aspect that I would focus on in order to evaluate the quality is the regulations. While dealing with the development of young children it is crucial to ensure the expectation of quality is met at the ground level. Legislations are required to shield from poor quality and breaches of the ethical code of conduct. Various strategies can be leveraged to build a stronger partnership between the private, government, and voluntary sectors (HAMMOND, J. 2014).

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