Posted: September 30th, 2023

TCHR5010 2000 words Portfolio of planning cycle

TCHR5010: Competency and capability of Preschoolers Assessment Two: Portfolio Information Booklet

Assessment name: Portfolio of planning cycle
Due Date: Monday 10th June 2024 @ 11:59pm
Weighting: 60%
Length: 2000 words

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

Task Description: This Portfolio is comprised of two tasks. You must submit your assessment as one document.

Task 1: Anecdotal record and learning experience (approximately 1000 words)
Demonstrate how you have engaged in the planning cycle during your professional experience. Choose and submit your best detailed anecdotal record of your focus child and a learning experience plan that you implemented to extend on your observation and analysis of the child.

Task 2: Reflective practice (approximately 1000 words)
During your professional experience, you were required to complete daily reflections and highlight any ethical considerations or dilemmas you encountered. Reflect on your daily entries and explain one ethical dilemma that you observed or experienced yourself.
• How did you or other educators respond to the issue?
• What did you do well?
• What could you have done better?
• Was consideration given to all stakeholders’ perspectives in the decision-making process for resolving the issue? How?
Make direct links to the unit’s readings, the EYLF and the NQS.

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Referencing APA 7th referencing format is required in Faculty of Education assessment tasks – link to SCU Libguide here: APA 7 Referencing.

Support Resources Academic Integrity – SCU guidelines.
Academic Integrity Module – mandatory module for first-year students.
Learning Zone – workshops, Quick Guides, student appointments.

Submission Submission of your assessment is via TURNITIN. The submission link can be found in the Assessment Tasks and Submission Tab in the TCHR5010 Blackboard site.
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.
• After you have followed the TurnItin submission process you must download the digital receipt.
• If you have any difficulty submitting your assignment, please contact Technology Services and make sure that you log a job with them so you have evidence of your attempted submission. To avoid any last-minute problems, make sure you submit well before 11:00pm on the due date.

Late Submission/Extension
If you need to apply for special consideration you may do so HERE. According to SCU Policy, late penalties apply. More information found HERE.

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Assessment 2: Portfolio MARKING RUBRIC

Criteria High Distinction Distinction Credit Pass Fail

Task 1: Anecdotal record and learning experience (50%)
Articulation of the planning cycle during professional experience. Anecdotal record shows evidence of understanding children’s learning and development with links to theory, the EYLF and NQS. Demonstrates planning for Preschoolers’ learning and development, interests and competencies with links to the EYLF, NQS, and theory. Demonstrated excellent articulation of the planning cycle including:
Excellent anecdotal record of Preschool child that shows evidence of understanding Preschoolers’ learning and development with links to theory, the EYLF, and NQS.
Excellent learning experience plan that extends on the Preschool child’s interests and competencies with links to the EYLF, NQS, and theory. Demonstrated very good articulation of the planning cycle including:
Insightful anecdotal record of Preschool child that shows evidence of understanding Preschoolers’ learning and development with links to theory, the EYLF, and NQS.
Insightful learning experience plan that extends on the Preschool child’s interests and competencies with links to the EYLF, NQS, and theory. Demonstrated good articulation of the planning cycle including:
Good anecdotal record of Preschool child that shows evidence of understanding Preschoolers’ learning and development with links to theory, the EYLF, and NQS.
Good learning experience plan that extends on the Preschool child’s interests and competencies with links to the EYLF, NQS, and theory. Demonstrated satisfactory articulation of the planning cycle including:
Satisfactory anecdotal record of Preschool child that shows evidence of understanding Preschoolers’ learning and development with links to theory, the EYLF, and NQS.
Satisfactory learning experience plan that extends on the Preschool child’s interests and competencies with links to the EYLF, NQS, and theory. Does not show evidence of understanding the planning cycle.
Unsatisfactory anecdotal record of Preschool child that shows evidence of understanding Preschoolers’ learning and development with links to theory, the EYLF, and NQS.
Unsatisfactory learning experience plan that extends on the Preschool child’s interests and competencies with links to the EYLF, NQS, and theory.

Task 2: Reflective practice (40%)
Reflection and response to one ethical dilemma encountered during professional experience with consideration to:
-What went well
-What could have been done better
-All involved stakeholders’ perspectives
-The unit’s readings, the EYLF, and the NQS, and scholarly sources.
Demonstrated outstanding reflective practice with consideration to:
-What went well
-What could have been done better
-All involved stakeholders’ perspectives
-The unit’s readings, the EYLF, and the NQS, and scholarly sources. Demonstrated insightful reflective practice with consideration to:
-What went well
-What could have been done better
-All involved stakeholders’ perspectives

The unit’s readings, the EYLF, and the NQS, and scholarly sources. Demonstrated solid reflective practice with consideration to:
-What went well
-What could have been done better
-All involved stakeholders’ perspectives
The unit’s readings, the EYLF, and the NQS, and scholarly sources. Demonstrated satisfactory reflective practice with consideration to:
-What went well
-What could have been done better
-All involved stakeholders’ perspectives
The unit’s readings, the EYLF, and the NQS, and scholarly sources. Demonstrated poor

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Sample Writing Guider:
Reflective Practice in Early Childhood Education: Navigating Ethical Dilemmas
Reflective practice is an integral part of early childhood education, enabling educators to critically analyze their professional experiences and enhance their pedagogical approaches. This process involves thoughtful consideration of what transpired, what went well, and what areas require improvement. Through reflective practice, educators can gain insights into their actions, decision-making processes, and the implications of their choices on children’s learning and development.
One of the significant challenges educators face in their practice is navigating ethical dilemmas. These situations often arise when conflicting values, beliefs, or stakeholder perspectives intersect, requiring thoughtful deliberation and resolution. Ethical dilemmas can encompass a wide range of issues, such as concerns about child safety, inclusion and equity, confidentiality, and professional boundaries (Cowell, 2021).
When encountering an ethical dilemma, educators must carefully consider all stakeholders’ perspectives, including children, families, colleagues, and the broader community. It is crucial to engage in open and respectful dialogue, acknowledging diverse viewpoints and seeking collaborative solutions that prioritize the best interests of the child (Nuttall & Nuttall, 2020).
Effective reflective practice involves critically examining one’s actions, decisions, and the underlying rationale. Educators should ask themselves questions such as: “What was the ethical issue at hand?” “What principles or values guided my response?” “How did my actions impact the child, family, or colleagues?” “Were there alternative approaches that could have been more effective or ethical?” (Dahlberg & Moss, 2022).
Linking reflective practice to theoretical frameworks, such as the Early Years Learning Framework (EYLF) and the National Quality Standard (NQS), can provide valuable insights and guidance. The EYLF emphasizes the importance of ethical practice, respect for diversity, and collaborative partnerships with families and communities (Department of Education, Skills and Employment, 2022). Similarly, the NQS highlights the need for ethical conduct, professional collaboration, and inclusive decision-making processes (Australian Children’s Education & Care Quality Authority, 2022).
Furthermore, engaging with scholarly sources and relevant literature can deepen educators’ understanding of ethical frameworks, decision-making models, and best practices for resolving ethical dilemmas. Recent research has explored topics such as ethical leadership in early childhood settings (Newberry, 2019), ethical decision-making frameworks (Nuttall & Nuttall, 2020), and the impact of ethical dilemmas on educator well-being (Colmer et al., 2018).
In conclusion, reflective practice is a critical component of early childhood education, enabling educators to navigate the complexities of their profession, including ethical dilemmas. By engaging in thoughtful reflection, considering diverse perspectives, and drawing upon theoretical frameworks and scholarly sources, educators can enhance their ethical decision-making abilities, foster inclusive and equitable practices, and ultimately create enriching learning environments for all children.
References:
Australian Children’s Education & Care Quality Authority. (2022). National Quality Standard. https://www.acecqa.gov.au/nqf/national-quality-standard
Colmer, K., Waniganayake, M., & Field, L. (2018). Managing ethics in the early childhood context: Conceptual struggles and documented practices of early childhood professionals. Journal of Early Childhood Research, 16(3), 273-288. https://doi.org/10.1177/1476718X18792514
Cowell, N. M. (2021). Ethical dilemmas in early childhood education: Exploring perspectives and resolving tensions. Early Education and Development, 32(3), 346-360. https://doi.org/10.1080/10409289.2020.1784631
Dahlberg, G., & Moss, P. (2022). The ethics of early childhood practice: Contesting early childhood. Routledge.
Department of Education, Skills and Employment. (2022). Belonging, Being & Becoming: The Early Years Learning Framework for Australia. https://www.education.gov.au/child-care-package/resources/belonging-being-becoming-early-years-learning-framework-australia
Newberry, M. (2019). Ethical leadership in early childhood education: Perspectives from Australia. Early Child Development and Care, 189(14), 2360-2372. https://doi.org/10.1080/03004430.2018.1446432
Nuttall, J., & Nuttall, J. (2020). Ethical decision-making in early childhood education: Towards an ethic of care. Journal of Early Childhood Research, 18(4), 383-397. https://doi.org/10.1177/1476718X20962167

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