ECE300 Play, Pedagogies and Philosophies in Early Childhood

ECE300 Play, Pedagogies and Philosophies in Early Childhood Education Assignment 2 Title PART A Group research project and presentation PART B Personal reflective learning journal Value PART A 30 % PART B 20 % Week Due Monday midnight Week 7 Length PART A 1500 words PART B 1000 words (max) Learning Outcomes Unit: 2,3,4,5 AITSL: 6.3; 7.1; 7.4; AQF 7 ACECQA History & philosophy of early childhood Early childhood professional practice Graduate Attributes: Application, Creativity, Knowledge base, Team work, Social responsibility, Flexibility, Leadership Task Description: Drawing from a list of different scenarios or dilemmas, select a topic of interest and as a group investigate and present an appropriate response based on an understanding of a range of perpsectives. Part B. Provide a summary of your personal reflective learning journal on the key successes and challenges of your participation in the group processes. Suggested scenarios: 1. Parents and family have a right to contribute directly to the curriculum in early childhood. But why and how do your teaching team make that a reality. 2. Your colleagues are committed to the belief that the Early Years Learning Framework is a pedagogical framework that should be applied to educational programs for children up to eight years of age. Your principal and parent council do not believe that play based pedagogy is appropriate for up to year three. What might you do? 3. A recent announcement by the government to heavily invest in a literacy program designed for primary aged remedial intervention across the board, including preschools. Your professional association has a position statement on public policy and programs having to transparently demonstrate the evidence base on which they are to be implemented and funded. What will be the association’s next steps. 4. Colleagues in the preschool program of your neighbourhood centre (incorporates a child care service and primary school) are making a stand and challenging the pending visit by regulators. They don’t believe that preschools as early childhood services should be subjected to regulatory and accreditation requirements. 5. The lead educator in any type of early childhood service or program should be assessed routinely on both the Australian Children’s Education and Care Quality Authority and Australian Institute for Teaching and School Leadership industry standards. 6. All early childhood educators regardless of qualification or stage of career are pedagogical and professional leaders. So anyone in any early childhood service should be expected to advocate on issues concerning the care and learning of children. Marking Criteria Assignment 2 Part A Marking Criteria Unsatisfactory Satisfactory Credit Distinction High Distinction Definition and overview of scenario or dilemma or current issue No demonstrated understanding of content Some understanding of content with references Thorough understanding of content with references Thorough understanding of breadth and depth of issues and development with references Outstanding presentation of breadth and depth of understanding of issues and development with references 5 Clear description of resolution or approach to moving forward No or poor understanding of the key issue or issues and concepts in selected material Some understanding of the key issue or issues and concepts in selected material There is an understanding of the key issue or issues and concepts raised in all the relevant material Depth of critical thinking applied to understanding of the key issue or issues and concepts raised in all the relevant material Outstanding level of critical thinking applied to understanding of the key issue or issues and concepts raised in all the relevant material 10 Reference to unit materials and readings No or poor understanding of the key issue or issues and concepts in selected material Some understanding of the key issue or issues and concepts in selected material There is an understanding of the key issue or issues and concepts raised in all the relevant material Depth of critical thinking applied to understanding of the key issue or issues and concepts raised in all the relevant material Outstanding level of critical thinking applied to understanding of the key issue or issues and concepts raised in all the relevant material 10 Appropriate academic standard of presentation Unacceptable standard for shared online communication Mostly consistent effort toward appropriately structured and presented Consistent and appropriate standard of presentation Above average standard of presentation Outstanding standard of presentation 5 Marking Criteria Assignment 2 Part B Marking Criteria Unsatisfactory Satisfactory Credit Distinction High Distinction Clear identification of key points of success and challenge in processes of working as a group No or poor understanding of the key issue or issues and concepts in selected material Some understanding of the key issue or issues and concepts in selected material There is an understanding of the key issue or issues and concepts raised in all the relevant material Depth of critical thinking applied to understanding of the key issue or issues and concepts raised in all the relevant material Outstanding level of critical thinking applied to understanding of the key issue or issues and concepts raised in all the relevant material 10 Clear articulation of personal professional learning about content, group processes and professional standards No or limited identification of personal learning Some points identified about the issue covered, group processes and personal development toward professional standards Clearly articulated learning and awareness of importance of group processes Depth of critical thinking applied to professional standards and group processes Outstanding level of critical thinking applied to professional standards and group processes 10