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Jack, a 4-year-old boy attends kindergarten for three days per week and likes to play outside with his friends. Jack’s mother spends sometime in the room when she comes to pick him up and constantly

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TCHR3001:EarlyChildhoodMatters

Rationale

As an early childhood teacher, your understanding of issues that the early childhood profession will influence your professional practice, which is based on your teaching philosophy. This is why it is fundamental for pre-service teachers to be able to articulate a personal teaching philosophy, linking it to established educational theories and current research and effective pedagogy. This assessment requires you to demonstrate critical reflection skills and promote the integration of theory and practice.

Task Description

Students will consider three of the contemporary issues explored in the unit in modules 1-3 and write a concise overview of three issues. These issues will help students to inform their personal philosophy statement that will be supported by current research and relevant to professional practice.

Task Instructions

Step 1: Critical analysis of issues in Modules 1 to 3: write a concise overview of the issue presented in each of the modules (250 – 300 words for each issue) – 40%

Step 2: Teaching philosophy statement: Write your personal teaching philosophical statement that describes your personal beliefs, theoretical perceptions to children’s learning and development, and teaching approaches within early childhood education, linking it to relevant literature and the three issues you have outlined in step 1 (250 – 300 words) – 20% 

Step 3: Linking philosophy and issues to practice: Describe what your teaching philosophy would look like in practice. Connect the issue to your teaching philosophy by reflecting on how it shapes your views on children’s learning, development, and teaching. Explain how understanding the three issues influences your approach and describe specific strategies you would use in your professional practice (500 – 600 words) – 20%

Module 1:

Jack, a 4-year-old boy attends kindergarten for three days per week and likes to play outside with his friends. Jack’s mother spends sometime in the room when she comes to pick him up and constantly asks him to be inside and read some books to develop his reading skills. One day, his mother shared  her concern with you by saying that she is very worried about Jack’s reading and writing skills as most of the time Jack is playing out side with friends and there are no teaching and learning sessions in this room. She thinks Jack will have lower academic results in primary school as most of the time, he is busy playing with friends.

Module 2:

Read through the very recent data out lined in the ACECQA snap shots for 2025 (High lighted in module 2).

Module 3:

Fatima, a 4-year-old child has recently moved from her country to Australia with her parents. The family informed the service that Fatima has been diagnosed with autism spectrum disorder (ASD) and as they are new in the area, they do not know about getting support from the community. They ask the educator of the room to provide some information about the available services in the community. The educator was in a rush to finish her shift and replied, “Sorry there is no service in the community for migrant people. You can ask your doctor”.

Please note:

  • This task can be written in first person (“I” statements) or third person, how ever you need to be consistent over the task in the tense and person you use for each section.
  • All areas of your responses to this task need to be supported by relevant and current scholarly literature. This means you need to cite relevant and established literature that supports what you are saying throughout your writing.

 

Formatting, style and referencing:

  • The APA 7th formatting is required for this task.
    • Include the TCHR3001A1 cover page that can be found in the assessment 1 folder.
    • Acknowledge how and if you have used AI in your assessment.
    • Give evidence of your Special Consideration application if you have applied for this.
    • Include clear headings /sub-headings.
    • In dent the first line of each new paragraph.
    • Usea 12-point font.
    • Usea 1.5-or double-line space for your writing and your reference list as this gives spaces for the markers to write feedback.
    • Include the Reference list on anew page at the end of your task and place the title References in bold in the centre at the top of this page.
    • At a minimum, your sources for this task will include the EYLF (AGDE , 2022), the NQS (ACECQA,2023), arange of unit literature, and broader current scholarly literature.
    • Broader literature may include text books, peer reviewed articles, and published news paper and/or media articles by reputable sources (for example, the ABC, The Conversation, Early Childhood Australia).
    • You need to include at least 5 current scholarly references in your response to this task per the rubric outline.

 

 

Resources

 

Referencing Style Resource:

Please refer to the APA 7th Referencing Guide for this task-https://libguides.scu.edu.au/apa

 

 

Writing and Analysing Resources:

 

 

Task Submission

  • Submission of your assessment is via TURN IT IN.The submission link can be found in the Assessment Tasks and Submission Tab in the TCHR3001 Blackboard site, in the Assessment 1 folder.

 

Please note:

  • It is your responsibility to ensure that you have submitted the correct file and the final version of your assessment for marking before the due date/time.
    • When you have submitted your assignment to Turn it in it is essential you download the Digital Receipt.
    • If you have any difficulty submitting your assignment, please contact Technology Services and make sure that you loga job with them, so you have evidence of your attempted submission. To avoid any last-minute problems, make sure you submit well before 11:59 pm on the due date.
    • Label the Word file with your surname and the assessment number, e.g.,Simpson_A1.docx
    • You are strongly advised to undertake your own similarity check via Turn it in, prior to the due date, to identify and resolve any academic integrity issues prior to submitting-see SCU Academic Integrity and Turn it in. You can submit up to three times and receive the similarity match report immediately – after three attempts, you will need to wait 24 hours.
    • If Turn it in does not generate an automatic email receipt. If you have successfully uploaded your assessment, a green bar will appear at the top of the screen that says: Submission uploaded successfully: Download digital receipt. Use the hyperlink to download your digital receipt and store this with your assignment file.

 

Resubmission

As per SCU Rules Relating to Awards – Rule 3 – Coursework Awards – Student Assessment and Examinations: Section 6 – Assessment Resubmission, there are NO resubmissionsavailableforeitherofthetasksinthisunit.Requestsforresubmissionofeithertask will be declined in line with the SCU Assessment, Teaching and Learning Procedure – https://policies.scu.edu.au/view.current.php?id=00255

 

 

Special Consideration

Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/view-current.php?id=140

 

Late Submissions & Penalties

Please refer to the Late Submission & Penalties section of Policy https://policies.scu.edu.au/view.current.php?id=00255

 

 

Academic Integrity

At Southern Cross University academic integrity means behaving with the values of honesty, fairness, trust worthiness,courage,responsibility, and respect in relation to academic work. Please check the first page of this booklet for what types of Gen Ai may be used.

The Southern Cross University Academic Integrity Frame work aims to develop a holistic, systematic, and consistent approach to addressing academic integrity across the entire University. For more information see the SCU Academic Integrity Framework

 

Note:  Academic Integrity breaches include poor referencing,not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating information.

 

Grades & Feedback

Assessments that have been submitted by the due date will receive an SCU grade. Grades and feedback will be posted to the ‘Grades and

Feedback’ section on the Black board unit site. Please allow 7 days for marks to be posted. Assessment Criteria

See the marking rubric for the marking criteria and grading standards.

 

 

 

Description of SCU Grades

 

High Distinction:

The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as outstanding in relation to the learning requirements specified.

Distinction:

The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as distinguished in relation to the learning requirements specified.

Credit:

The student’s performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying

relevant skills and concepts. The student’s performance could be described as competent in relation to the learning requirements specified.

Pass:

The student’s performances at is fies all of the basic learning requirements specified and provides a sound basis for proceeding to higher- level studies in the subject area.

The student’s performance could be described as satisfactory in relation to the learning requirements specified.

Fail:

The student’s performance fails to satisfy the learning requirements specified.

 

Jack, a 4-year-old boy attends kindergarten for three days per week and likes to play outside with his friends. Jack’s mother spends sometime in the room when she comes to pick him up and constantly
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