TCHR5003 Principles and Practices in Early Childhood Assignment Sample
Length: 1500 words (500 words per response)
Referencing: APA 7th
The scenarios are based on real life events in early childhood settings and relate to the early childhood principles and practices that have been explored over the first three weeks of the unit. Develop a professional response to each scenario to demonstrate your knowledge of relationships and the environment, by referring to the EYLF, the NQS and unit materials to support your points. The questions specify the minimum requirements for each response, and you may add additional points, however, ensure you remain within the word limit.
You are the educator in this toddler room. You want to allow the children to have more autonomy in the room, to make choices for themselves and take control of their
1. Describe what you might tell families about your improvement and why you are making these changes with justification using NQS Quality Areas.
2. What are one EYLF Learning outcome, Practice and Principle that align with your actions and why?
You are the educator responsible for a four-year-old room in a long day care centre. You are wanting to implement a healthier eating program within your room to achieve Exceeding status in the Assessment and rating process. You have diverse family groups from a wide variety of cultures and preferences (including families who are vegan).
1. What NQS Quality Area and Standard does this relate to and what one EYLF Practice and one Principle would you use to justify your changes?
2. What are two ways you could involve the children in implementing these changes?
Use literature to support your ideas.
You are the educator in the 18month old room. You have a number of new staff who do not understand why the children are so upset when their parents leave of a morning. You want to ensure they are aware that this is a normal stage of development.
1. Describe one theory you could refer to, to explain this separation anxiety?
2. Explain a strategy you could use to help the children build trust and settle each morning?
3. Outline to your staff an EYLF Principle and NQS Quality Area to justify why these actions are important for the child and family.
As an educator of toddlers, this is my responsibility to let them enjoy more autonomy in the environment that will help them expand their inner potential. I will follow the autonomy discussed in EYLF principles. I will let the child think, grow and prosper in his way. According to the National Quality Framework, some principles are set to develop early childhood and educational care. I will engage him in playful learning so that his interest will grow gradually towards learning.
I will focus on the holistic development of children in their early lives. The NQS quality area of physical health and safety has to be followed. Some changes are required to be brought into the life of the toddlers in terms of their safety and health. The environment must allow the child to grow in a safe and sound environment (Page, 2018). Only then, they can reach the stages of being, becoming and belonging. The toddler must be exposed to an environment of well-being, connectedness and moral values.
I must encourage the toddler so that he grows aware of their surroundings so that he will be interacting freely with each other. This is helpful for the entire development of the self and that triggers the innate drive for exploring different situations. The environment must be designed in such a way that they should be responsible for their physical, mental and emotional well-being.
Staffing arrangements require being good as that is also crucial to the responses and recreation of the children for assignment help.
I will try to foster the cordial relationship with the family too and try to maintain respect for diversity. The family has to be convinced of the changes that are to be brought onto the children too. The relationship must be respectful, reciprocal and based on sensibilities (Lu et al., 2020). They have to be encouraged so that they can get past the everyday challenges and stresses to cope with. I will undertake the role of proactive leadership in making development healthy, fruitful and sensible personality of the toddler.
I think EYLF principles have to be incorporated into the learning strategies of the toddler I would like to use the EYLF ideas that Toddler must be infused with a strong sense of rootedness and identity. They perform their best when they feel secure, safe and supported. They would feel free if they create a sense of interdependence, resilience and autonomy (Kirk $ Barblett, 2022). Confidence will be enhanced in the children as they are given proper training and motivation. Children will get to learn with empathy and care and in this way they develop themselves as responsible citizens of the world with contributions.
The practice of effective communication is necessary when they feel valued and worthy and are willing to be actively involved in a positive outcome. This is based on the relationship between security and reciprocity. The understanding of their feelings results in the mental development of the child when they learn how to interact with other people. Equity must be maintained so that they do not feel part of the discriminatory environment. At the same time, the children must learn diversity in the growth of their well-being (Siraj et al., 2019). Traditions, culture and languages must be incorporated into the curriculum. Learning through play and cultural competence must be the main focus of EYLF in enhancing the quality of toddlers' education.
I must conform to the EYLF principle that invites the families to collaborate. Diverse practices are incorporated where they can get the chance to fully expand their inner selves. Regressive barriers must be removed that inhibit the growth of the child. Knowledge is built upon and set so that the children can be exposed to continual improvements and lifelong learning.
The healthier eating programme must be introduced and in this case, NQS area 3 can be employed that concentrates on the development of the physical environment. I will incorporate the widely rich, diverse range of experiences can be presented to the 4-year-old child so that he feels entirely secure and free; concentrated towards what is being served. In this way, he can develop the habit of healthier eating. A safe physical environment can be built up that act as the catalyst that would improve the behaviour of the child. This is also an indicator of effective child education practice. Healthier eating programmes will lead to effective orientations of the development
The EYLF principle of respecting diversity can be instilled into the child. It has to be informed that diversity is something to be celebrated and therefore traditions and cultures of all communities have to be accepted and o must have the adaptability to get with the flow of every culture (Mohammed Osman & Elbashir, 2019). Once respect for diversity has been achieved, the child can feel the confidence to exchange thoughts, beliefs and feelings with others.
I would like to justify the change where the EYLF practice of cultural competence must be introduced to the child and he will learn the sense of self with full consciousness, rootedness and knowledge of other cultures. Intercultural communication must be exercised and children must be conscious of cultural fairness. An open attitude would help the learner to imbibe the aspects of different cultures. The acceptance of behaviour, culture and thoughts engender respect in the child so that he will entertain the cultural norms and beliefs of different religions and practices.
Children must be involved in the programmes and the effective ways that can develop the lifelong learning of children are
Collaborative teaching to the learner: The learners must be provided with sufficient care that has been based on mutual respect, care and lifelong learning. The learner can be shared with the cookbook, illustrative pictures so that he can be interested in the diverse practices of food taking. Cookbook can help them to identify different food items and develop their knowledge’s. The learner must feel belongingness and social connections to the family so that he can be prepared for any kind of venture in the future (Cumming, Wong & Logan, 2021). The collaborative techniques have been successful in imparting the right kind of education to the child. It is very important that the learners' needs have to be addressed correctly and the learning must follow the pattern in active ways.
Initiate the learning activities with a game: The learner will incorporate the active behaviours that will be advantageous to future growth. The children can be engaged in dynamic activities through jigsaw puzzles. This can help in the child’s cognitive development and psychological growth. The child must feel that he is part of the surroundings thus claiming his rootedness and belonging. The playful ways are interactive and developmental which can acquire learning fruitfully. The learner will be inspired to try out new things to learn and this is what attracts the learners to the next level of learning. Therefore, the strategy can be considered a pivotal one to draw positive responses.
Learning of a new theory: The separation theory can strategically explain the scenario as this highlights the emotional trauma that the child has to compensate for. The existential angst and the separation experience have filled the child with stress and flexibility issues. This might be the reason why the child is unable to form a mentally stable connection with the caretaker (Stroebe, 2021). The internalisation of the attitudes becomes negative and the caretaker also does not understand the dynamics of nature. As the parents go off early in the morning and the child is left with the caregiver facility, he might be experiencing suffering that he cannot express. The existential and psychoanalytic approach of the theory shows how the princess of interpersonal pain is involved in a scenario where constant anxiety and insecurity hampers the expected cognitive and intellectual growth. As human life is conceptualised as the sequences of successive experiences of separation, the limitations can be mounted and the child has to be ready for further crises and accidents.
The collaborative strategy: Through the process of collaboration, the staff can boost the confidence of the learner. The sense of stability has to be engendered in the mind so that he would be away from negative responses and unaccepted attitudes. The personalised approach is encouraged that prioritises interdependence, accountability and sharing nature. The sense of interdependence might help the learner in attaining the ultimate goals of education through individual development (Page, 2018). The learner must have the sense and knowledge that through active participation in the learning system, the assimilation of ideas must be perfect. Through an effective culture, the learner can be responsible for their performance. At the same time, the staffs have to be equally active to motivate the learner according to their needs. The collaborative techniques are likely to mitigate all the issues and this creates a flexible environment across the culture that would make the purpose authentic. This might decrease the level of disagreements and this is how students can feel more engaged towards the tasks.
Question 3: EYLF Principle and NQS Quality Area
EYLF principle has to be accommodated which can entail showing reverence to the learner who is to be imparted the lessons (Cleland et al., 2018). The staff must maintain positive interaction with the learner so that he cannot feel de-motivated and lonely. All the challenges that can impact learning have to be removed urgently. The learner must be allowed to make decisions on his own and this can be effective for the development of the child on the tender level. The child feels valued and automatically shows positive trends in behaviours.
NQS area 1 where the educational practices can be employed to maximise opportunities for the learners can be applied in this context. The practices and principles add to the development of the child that can embrace the different techniques in triggering positive results. Stressful attitudes might be warded off as the researcher is integrated into the development practices of education.
TCHR2002 Children, Families & Communities Assignment Sample
Length 1500 words including references
Working with, and supporting children and families within the context of their community can present challenges. Early childhood professionals should reflect on the diversity of issues that face children and families. The aim of this assessment task is for students to demonstrate their knowledge and understanding regarding contemporary and diverse issues facing children, families and communities.
You are required to answer each of the following three questions in approximately 500 words. All responses must be literature supported.
Part A: In your own words, write a short definition (2-3 sentences) for proximal processes.
Part B: Think about the aspects that influence children’s lives today and those that have influenced them in the past. Discuss how contemporary life may enhance or hinder proximal processes and outcomes compared to how life influenced them in the past. Frame your answer using the levels in Bronfenbrenner’s Ecological Model.
The extent to which victims of bullying suffer negative outcomes is partly determined by how they cope with being bullying. In your future practice, how can you ensure the children in your care have the skills and strategies to overcome bullying incidents. Make links to the Early Years Learning Framework (DET, 2019) where relevant.
You are working at a long day care centre where a new family has enrolled. You have planned a cooking experience with the children when the boy (aged 4) states, “cooking is the girl’s job, boys should not cook!” Discuss the following points:
• What language and actions would you use to handle this situation?
• How can you teach gender equality as part of the Australian culture with children aged 3-5?
• What are the strategies you could implement to work towards social justice and equity?
APA 7th referencing format is required in Faculty of Education assessment tasks – link to SCU Libguide here: APA 7 Referencing.
According to Bronfenbrenner, proximal processes can be considered as the driving forces of development in the children (Ashiabi & O’Neal, 2015). These include playing with children or reading activities, which help in displaying the relations between people and various objects and symbols that interact with the. These engines of development can determine the transmission of energy residing between the individuals and their environments through a bidirectional way (Bronfenbrenner & Evans, 2000).
There are various aspects that influencing lives of children and their development in today’s world while they have also impacted in the past. These mainly include genetics, gender, culture, environment, family, exercise, health and nutrition (Nolan & Raban, 2015). Heredity refers to the transmission of different physical characteristics from the parents to the children using genes that can affect their growth and development. Culture also influences the children’s emotional, social, physical and linguistic development. Factors like familial influence, socio-economic status and geographical influence further help in growth and development of children (Grace, et al., 2017). In addition, for assignment help exercise and nutrition displays how the child grows physically by remaining healthy and fit.
Fig : Bronfenbrenner’s Ecological Theory
(Source: McLinden, 2017)
Contemporary life can enhance or hinder proximal processes of the children throughout their lives while they participate in different reciprocal interactions taking place with people, symbols and objects present in their environments. This life consists of several environmental factors that help in supporting the wellbeing, healthy development and learning of the children (Nolan & Raban, 2015). This can be understood with the help of Bronfenbrenner's Ecological Systems Theory that enables one to control external influences, thereby enhancing the child development. It can be specifically applied for working mothers and their interaction with the children.
Microsystem of the children includes immediate family, school, doctor or place of worship that directly influence personality, belief systems and behaviour of children alongside their physical features (Nolan & Raban, 2015). Here, working mothers help in developing the personality of their children, thus, modifying their perceptions about social interactions.
Mesosystem refers to the degree of similarity existing between two immediate external environments of the children (Grace, et al., 2017). Here, a close match helps in smooth transition between the two external settings. The children here use their experience of interactions with working mothers for transitioning into the external system. They can face difficulties here as working mothers cannot provide all their time to enhance the children’s perceptions and feelings.
The exosystem includes local government, social networks and workplaces of the parents that might indirectly affect the child development. Here, the child is not involved in the setting of the mother’s working life but can be affected by the same (Grace, et al., 2017). This is because these interactions often change with the changes taking place in the in the mother’s work life, thereby affecting the child’s interactions as well in the environment.
Lastly, the macrosystem includes broader societal and cultural contexts that generate significant impact across all other systems. The values, principles and customs of the working mothers help in inculcating cultural belief systems and set of values of the society by passing onto the children. Here, the values are incorporated and passed down from the mother that might be subjected to change over a period (Grace, et al., 2017). Such changes again determine how children interact with their external environment and the ways such external factors influence their lives.
It is essential to undertake effective strategies and use skills for ensuring that children can overcome bullying incidents. Bullying incidents involve aggressive behaviours displayed intentionally by showing a power of strength. This is often a repetitive behaviour that can be physical, relational or verbal (Levine & Tamburrino, 2014). It has been further observed that young children having low self-esteem or loneliness feelings are more vulnerable to these bullying incidents resulting in different mental health issues like anxiety or depression. In this regard, it is required to provide support for enhancing social and emotional competence of the children through their wellbeing development. Here, wellbeing will encompass satisfaction, good physical health, successful social functioning and feelings of happiness for improving confidence and optimism amongst the children (Weare, 2015). This can further increase their learning potential, thereby enabling them to deal with bullying situations confidently.
According to the Early Years Learning Framework (EYLF), wellbeing can help in building resilience amongst children, thereby enhancing their capability in dealing with day-to-day challenges and stresses (DET, 2019). Such readiness to persevere uncomfortable or unfamiliar situations in learning can also help them to deal with bullying incidents. However, it is also essential for the educators to develop warm and trusting relationships, foster safe and predictable environments and provide affirmation and respect to the children (Mayr & Ulich, 2009). Furthermore, parents and educators should focus on acknowledging cultural and social identity of the children by responding to their different emotional states while they face any bullying experience (DET, 2019). This can help in enhancing their self-confidence, sense of wellbeing and willingness to engage in various learning activities. Another strategy would be to emphasize on developing their resilience and responsibility of self-help and basic health routines. This can promote their confidence and sense of independence, thus, making them more capable of handling unpleasant situations and bullying incidents (DET, 2019).
A whole-group intervention by involving teachers, students and peer groups along with all persons responsible can make antibullying strategies more effective. Both teachers and students need to be taught safe strategies for supporting and helping victims (Veenstra, et al., 2014). Classroom norms can also be changed for preventing bullying behaviour. Teachers can play a significant role in strengthening antibullying norms and their implementation in the classrooms. They should also become more efficacious by undertaking strict actions against individuals resorting to bullying their classmates and peers. It is expected that teachers would put in extra effort for decreasing bullying by keeping antibullying norms inside and outside classrooms (Veenstra, et al., 2014). Developing self-confidence and resilience of students can further enable them to undertake actions for reporting bullying incidents of their peers and classmates. This can help in reducing bullying in the classrooms. Here, students have to possess a strong perception about the teachers having higher efficacy and power in handling bullying situations (Veenstra, et al., 2014). It further motivates them to report such incidents from the perception that the situations will be dealt with. Thus, efforts from both students and teachers are required to reduce bullying incidents of children.
In this case, the situation can be handled by speaking in simple language and soft tone to the boy for making him understand his mistake. Here, it can be shown to the children how cooking can be a fun activity that any individual can perform. It also needs to be communicated to the children that cooking is a basic life skill that can help them while they grow up and start living alone for educational purposes.
A gender equality approach can be undertaken in schools and day care centres for breaking down gender stereotypes in Australia from young ages. In this regard, these educational and care places need to provide children with environments by including various non-gendered norms and expectations (Women’s Health East, 2017). This can make the children feel more celebrated and accepted by embracing their individuality. Both boys and girls can be encouraged for exploring, creating and developing diverse interests without labelling it as a girl or boy’s task. In this regard, children’s books should refrain from displaying cooking, driving, earning livelihood and other as gender-based roles (Women’s Health East, 2017). For example, they can show cooking as a basic skill that is required in life. Instead, these books should challenge gender stereotypes by embracing diversity.
Social justice involves the ideas of fairness, inclusion and equity. In educational institutions, social justice and equity can be ensured with the help of different strategies (Shaeffer, 2019). The schools need to redress the ways that help in reproducing and reinforcing inequality. Here, socio-economic disadvantage of students can be reduced through production of equitable outcomes from education. Both teachers and students need to get involved for identifying social injustices and become more aware about such issues (Shaeffer, 2019). Social justice pedagogy should also be undertaken for encouraging students to challenge unequal power relationships for transforming them. Thus, a social justice approach can be applied in the educational institutions for enabling all students to reach a high standard of education. Furthermore, adopting and resourcing a plan is required for ensuring social equity along with including clearly articulated goals (Boyd, et al., 2021). This helps participants in better understanding how they can enhance social justice and equity by achieving the stated objectives. Besides, inclusive engagement of children from various background can also be another strategy for promoting social justice and equity. Here, both formal and informal networks of different service providers and stakeholders should be established for ensuring such equity in the educational institutions (Boyd, et al., 2021). Children should also get equitable access to high-quality education alongside both boys and girls being encouraged to participate equally and actively in contemporary changing patterns of work. Thus, the active role played by these educational institutions for addressing social justice and equity at primary level should be addressed.