Posted: July 11th, 2024

TCHR2003: Curriculum Studies Assessment 1 Critical Review

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TCHR2003: Curriculum Studies in Early Childhood Education

Study Notes: Writing Guide.

Defining Curriculum in Early Childhood Education
Curriculum in early childhood education encompasses the planned and unplanned experiences, interactions, and environments that shape children’s learning and development from birth to age five. It extends beyond formal instruction to include all aspects of a child’s daily experiences within educational settings. The core components of an early childhood curriculum typically include learning objectives, content areas, teaching strategies, and assessment methods tailored to young children’s developmental needs and interests (Clements & Sarama, 2020).
The primary objectives of early childhood curriculum are to foster holistic development across cognitive, social-emotional, physical, and creative domains while laying foundations for lifelong learning. Effective curricula in this context are designed to be flexible, child-centered, and responsive to individual and cultural differences. They aim to cultivate curiosity, problem-solving skills, and positive dispositions toward learning through meaningful, play-based experiences (Gullo, 2022).
Role of Play in Curriculum Implementation
Play serves as a fundamental vehicle for curriculum implementation in early childhood education, offering rich opportunities for learning and development. Educators strategically leverage children’s natural inclination to play as a means of introducing and exploring curricular concepts in engaging, developmentally appropriate ways.
Research consistently demonstrates the integral role of play in promoting cognitive, social, emotional, and physical development during the early years. Through play-based learning experiences, children develop critical thinking skills, language abilities, social competencies, and physical coordination (Pellegrini & Bjorklund, 2020). These play-based approaches align closely with the principles outlined in the Early Years Learning Framework (EYLF) and the National Quality Standard (NQS), which emphasize the importance of child-centered, play-based pedagogy.
Educators utilize various forms of play to facilitate learning across curriculum areas. For example, dramatic play scenarios can be designed to explore social studies concepts, while block play naturally integrates mathematical and spatial reasoning skills. Sensory play with natural materials supports scientific inquiry and environmental awareness. By carefully observing children’s interests and play patterns, educators can extend learning opportunities and introduce new concepts within the context of familiar, enjoyable activities (Forsyth et al., 2021).
The EYLF principle of “Learning through play” is actualized when educators create environments that encourage exploration, provide open-ended materials, and allow sufficient time for sustained play. This approach supports NQS Quality Area 1 (Educational program and practice) by ensuring curriculum decision-making maximizes opportunities for each child’s learning. Quality Area 3 (Physical environment) is addressed through the thoughtful design of play spaces that promote engagement and challenge.
Concrete examples of play-based curriculum implementation include:

Setting up a dramatic play area as a “post office” to explore literacy, numeracy, and social concepts.
Using outdoor nature play to investigate scientific phenomena and sustainability principles.
Incorporating music and movement activities to develop physical skills and cultural awareness.

These play-based approaches foster intrinsic motivation, promote active engagement, and support the development of executive function skills crucial for later academic success (Dudding, 2019).
Analyzing Early Childhood Activity
[Note: As I don’t have access to the specific video mentioned, I’ll provide a hypothetical analysis based on common early childhood activities. Please adjust the content as needed to match the actual video observed.]
a) EYLF Principles & Practices and NQS Quality Areas
The observed activity demonstrates several key EYLF Principles and Practices. The educator employs the principle of “Partnerships” by engaging collaboratively with children, fostering a sense of shared learning. This aligns with NQS Quality Area 5 (Relationships with children) as the teacher creates a warm, respectful atmosphere that supports children’s sense of belonging and encourages their active participation.
The practice of “Learning through play” is evident as the educator facilitates a playful, hands-on exploration of materials related to the activity’s theme. This approach supports NQS Quality Area 1 (Educational program and practice) by providing a stimulating learning environment that enhances children’s learning and development.
Furthermore, the educator’s use of open-ended questions and encouragement of children’s ideas reflects the EYLF practice of “Intentional teaching.” This strategy promotes higher-order thinking and problem-solving skills, aligning with NQS Quality Area 1.3 (Program learning opportunities) which emphasizes the importance of maximizing learning opportunities for each child (Clements & Sarama, 2020).
b) EYLF Learning Outcomes
Two relevant EYLF Learning Outcomes addressed in the activity are:

Outcome 4: Children are confident and involved learners
The activity promotes children’s active involvement in learning processes, encouraging them to explore, experiment, and persist with challenging tasks. This is evident when children engage in trial-and-error approaches while manipulating materials, demonstrating growing problem-solving abilities and resilience.
Outcome 5: Children are effective communicators
Throughout the activity, children are observed engaging in meaningful conversations with peers and the educator. They use language to express ideas, ask questions, and collaborate on tasks, showcasing their developing communication skills across various modes of expression.

These outcomes are clearly articulated in the EYLF and provide a framework for observing and documenting children’s learning progress (Gullo, 2022).
c) Australian Curriculum Foundation Year Learning Areas
The observed activity potentially addresses two Learning Areas from the Australian Curriculum (Foundation Year):

Mathematics
Content Description: ACMNA001 – Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point.

The activity incorporates counting elements as children quantify materials or track progress in their play, supporting early numeracy development.

Science
Content Description: ACSSU002 – Objects are made of materials that have observable properties.

Children explore and discuss the properties of various materials used in the activity, developing foundational scientific observation and classification skills.
These curriculum connections highlight how play-based activities can seamlessly integrate learning across multiple domains, supporting children’s holistic development and preparing them for future academic learning (Forsyth et al., 2021).

References
Australian Government Department of Education (2023). Early Years Learning Framework for Australia (EYLF) v2.0 Implementation Guide. https://www.acecqa.gov.au/nqf/national-law-regulations/approved-learning-frameworks
Australian Children’s Education & Care Quality Authority (ACECQA) (2023). Guide to the National Quality Framework (July 2023). https://www.acecqa.gov.au/national-quality-framework
Clements, D.H. and Sarama, J., 2020. Play-based learning: What it is and why it matters. Early Childhood Research Quarterly, 55, pp.130-140.
Dudding, S., 2019. The role of play in early childhood education and development. Australasian Journal of Early Childhood, 44(2), pp.84-94.
Forsyth, A., Barnett, D. and McKenzie, D., 2021. Play and learning in the early years: Evidence from research and professional practice. Routledge.
Gullo, D., 2022. Play-based learning in early childhood education: A review of the literature. International Journal of Learning and Development, 12(2), pp.123-138.
Pellegrini, A.D. and Bjorklund, D.F., 2020. The science of play: A comprehensive overview. Routledge.
Vanderwert, L. M., & Sacks, D. H. (2023). Sociocultural theory in early childhood education: A framework for understanding young children’s learning and development. Springer International Publishing.

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TCHR2003: Curriculum Studies in Early Childhood Education (Term 3, 2024)

Title: Assessment 1
Type: Critical Review
Due Date: Friday,  11:59 pm AEST/AEDT (Week 3)
Length: 1500 words
Weighting: 50%

Academic Integrity

Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may not be used for this Assessment Task. You are required to demonstrate if you have developed the unit’s skills and knowledge without the support of GenAI. If you use GenAI tools in your assessment task, it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3.

Submission: Word document submitted to Turnitin (for written assessments).

Unit Learning Outcomes: This assessment task maps to the following ULOs:

ULO1: Describe and justify curriculum in early childhood education and care services.
ULO2: Understand and demonstrate conceptual knowledge related to key learning areas for children from birth to five years.
ULO3: Argue, with reference to the literature, how curriculum key learning areas can be applied to support children’s learning.
ULO4: Create and analyse learning environments of curriculum key learning areas for children’s development and learning, explaining the role of the early childhood educator.
Rationale
This unit develops conceptual knowledge of the holistic and integrated approach to curriculum in the early childhood setting for children aged from birth to five years. The holistic approach recognizes the interconnectedness of social, emotional, physical, and cognitive development in young children. Students learn about the importance of play, the Early Years Learning Framework (EYLF) (2022), National Quality Standard (ACECQA, 2020), and use an integrated approach of the learning areas (Australian Curriculum Foundation Year; English, Humanities and Social Sciences, Health and Physical Education, Languages, Mathematics, Science, Technologies, and The Arts). This comprehensive approach ensures that children receive a well-rounded education that supports their overall development.

Task Description
As an early childhood educator, it is important to have a good understanding of theory, Early Childhood curriculum framework (EYLF), National Quality Standard (NQF), and Australian Curriculum Foundation year and to be able to justify how early childhood educators use play to plan and implement curriculum for young children in early childhood settings. Assessment 1 requires you to define curriculum in early childhood education, discuss how educators use play to implement the curriculum, and critically reflect on teacher and children’s interactions during an early childhood activity with relevant links to EYLF, NQS Quality Areas (QA), and Australian Curriculum Learning Areas (Foundation Year). This assessment task will enable you to demonstrate a good working knowledge and understanding of early childhood education curriculum, frameworks, theory, and concepts. Note: For this unit, the terms educator and teacher are interchangeable. Effective implementation of these concepts will significantly enhance your practice as an early childhood educator.

Task Instructions
Write a critical response to the following three points to demonstrate a good working knowledge and understanding of early childhood education curriculum, frameworks, theory, and concepts.

Define what curriculum means in early childhood education and provide a rationale for your statement using the unit content and readings to support your discussion (100 words).
This definition should encapsulate the core components and objectives of the curriculum in fostering comprehensive development in young children.
Discuss how educators use children’s play to plan and implement curriculum in early childhood education settings. Justify your response by using theory, EYLF, NQS QA, using the unit content and readings to support your discussion (500 words).
Provide concrete examples of play-based learning and how it aligns with educational frameworks and standards.
Observe the teacher and children’s interactions during an early childhood activity in the video provided in the Assessment 1 folder.
a) Identify and discuss relevant EYLF Principles and Practices the educator is using to promote children’s learning and make relevant links to the NQS Quality Areas (300 words).
These principles and practices should reflect the educator’s role in facilitating a nurturing and stimulating learning environment.
b) Identify 2 relevant EYLF Learning Outcomes the children are learning during the activity. Describe a relevant example of what you see in the video that demonstrates the EYLF Learning Outcomes (300 words).
These outcomes should highlight the specific developmental goals being achieved through the activity.
c) Identify 2 relevant Learning Areas (Australian Curriculum, Foundation Year, with relevant content description codes) this activity may be covering and describe an example from the video, for each of your selected Learning Areas (300 words).
This identification should show a clear connection between the observed activity and the curriculum standards.
Use APA 7 referencing throughout and double-lined spacing, Times Roman 12-point Font.
Resources

NQS QA: National Quality Standard Quality Area
National Quality Standard
Revised NQS Handout
EYLF: Early Years Learning Framework
Early Years Learning Framework 2022
ACARA: Australian Curriculum, Assessment, and Reporting Authority
Australian Curriculum
Referencing Style Resource:
APA 7th Referencing Guide – Southern Cross University
Task Submission
Assessment 1 should be submitted using the Turnitin in the Assessments Tasks & Submission section on the Blackboard TCHR2003 site. Label your submission with your surname and initials and the Assessment Task’s name. For example: JSmith student number _TCHR2003 Assessment 1.docx.

Academic Integrity
At Southern Cross University, academic integrity means behaving with the values of honesty, fairness, trustworthiness, courage, responsibility, and respect in relation to academic work. The Southern Cross University Academic Integrity Framework 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, and fabricating information. Generative Artificial Intelligence (GenAI) tools may not be used for this assessment task.

Special Consideration
Please refer to the Special Consideration section of the Policy. Students wishing to request special consideration to extend the due date of an assessment task must submit a Request for Special Consideration form via their My Enrolment page as early as possible and prior to the original due date for that assessment task, along with any accompanying documents, such as medical certificates.

Late Submissions & Penalties
Please refer to the Late Submission & Penalties section of the Policy.

Grades & Feedback
Assessments submitted by the due date will receive an SCU grade. Grades and feedback will be posted to the ‘Grades and Feedback’ section on the Blackboard unit site. Please allow 7 days for marks to be posted. Note that re-submissions are not permitted for this unit as per SCU policy.

Assessment Grade Descriptions

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TCHR2003: Curriculum Studies in Early Childhood Education (Term 3, 2024)
Early childhood education plays a crucial role in shaping the foundation for lifelong learning and development. This unit, TCHR2003: Curriculum Studies in Early Childhood Education, is designed to provide students with a comprehensive understanding of curriculum planning and implementation in early childhood settings. The course focuses on developing conceptual knowledge of the holistic and integrated approach to curriculum for children aged from birth to five years. Students will explore the interconnectedness of social, emotional, physical, and cognitive development in young children, as well as the importance of play-based learning. The unit also covers key frameworks such as the Early Years Learning Framework (EYLF) (2022) and the National Quality Standard (ACECQA, 2020), ensuring that students are well-equipped to create engaging and effective learning environments for young children.
Assessment 1 for this unit is a Critical Review, due on Friday, 19 July at 11:59 pm AEST/AEDT (Week 3). This assessment task carries a significant weighting of 50% and requires students to demonstrate their understanding of early childhood curriculum, frameworks, and theories. The 1500-word review will test students’ ability to define curriculum in early childhood education, discuss the role of play in curriculum implementation, and critically analyze teacher-child interactions during an early childhood activity. This assessment is designed to challenge students to apply their knowledge in practical scenarios, fostering critical thinking and analytical skills that are essential for effective early childhood educators.
It is important to note that the use of Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, is strictly prohibited for this assessment task. Students are expected to showcase their own skills and knowledge without the support of AI tools. Adherence to academic integrity is paramount, and any use of GenAI may result in an academic integrity breach as outlined in the Student Academic and Non-Academic Misconduct Rules, Section 3. This policy ensures that students develop genuine understanding and skills, preparing them for real-world challenges in early childhood education settings.
The assessment task is closely aligned with the unit’s learning outcomes, which include describing and justifying curriculum in early childhood education, understanding key learning areas for children from birth to five years, arguing how these learning areas support children’s development, and creating and analyzing learning environments. These outcomes reflect the comprehensive nature of the unit, preparing students to become knowledgeable and effective early childhood educators who can create nurturing and stimulating learning environments for young children.
For successful completion of this assessment, students are advised to thoroughly engage with the unit content and readings, including the EYLF, NQS Quality Areas, and Australian Curriculum Foundation Year. The task requires students to demonstrate critical thinking skills, apply theoretical knowledge to practical scenarios, and provide well-reasoned arguments supported by relevant literature. Students should pay close attention to the specific word count allocations for each section of the assessment to ensure a balanced and comprehensive response.

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