Posted: May 22nd, 2024

TCHR5010 Assessment Two: Portfolio: Competency and capability of Preschoolers

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

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

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.

Assessment 2: Portfolio MARKING RUBRIC

Criteria

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.

High Distinction:

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.
Distinction:

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.
Credit:

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.
Pass:

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.
Fail:

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.
High Distinction:

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.
Distinction:

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.
Credit:

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.
Pass:

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.
Fail:

Demonstrated poor reflective practice with limited 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.
Academic literacy (10%)

High Distinction:

Displayed outstanding Academic Literacy, including all of the following:
Correct word count (+/- 10%)
Correct writing conventions
Correctly formatted reference list
Distinction:

Displayed comprehensive Academic Literacy, including all or most of the following:
Correct word count (+/- 10%)
Correct writing conventions
Correctly formatted reference list
Credit:

Displayed solid Academic Literacy, including some or most of the following:

_____________________________

The Portfolio as an Assessment Tool in Early Childhood Education

Portfolios have emerged as a valuable assessment tool in early childhood education, providing a comprehensive and holistic view of children’s learning and development (Sondergeld et al., 2020). Unlike traditional assessment methods that focus on isolated skills or knowledge, portfolios allow educators to document and analyze children’s progress over time, across multiple domains of learning (MacDonald, 2019). By collecting a variety of evidence, such as observations, work samples, and reflections, portfolios enable educators to gain a deeper understanding of each child’s unique strengths, interests, and areas for growth (Kim and Buchanan, 2019).

One of the key benefits of using portfolios in early childhood education is their alignment with the principles and practices of high-quality early learning frameworks, such as the Early Years Learning Framework (EYLF) in Australia and the National Quality Standard (NQS) (ACECQA, 2021). These frameworks emphasize the importance of play-based learning, child-centered pedagogy, and the role of educators as facilitators and co-constructors of knowledge (Fleer, 2019). Portfolios support these approaches by providing a flexible and inclusive means of documenting children’s learning experiences, both planned and spontaneous, and enabling educators to reflect on their own practice and responsiveness to children’s needs and interests (Knauf, 2019).

To effectively utilize portfolios as an assessment tool, educators must engage in a systematic planning cycle that involves observation, analysis, planning, implementation, and reflection (Arthur et al., 2022). This process begins with educators carefully observing children’s interactions, behaviors, and learning experiences, and collecting detailed anecdotal records that capture the richness and complexity of children’s learning (Goodrich et al., 2021). These observations are then analyzed in light of theoretical understandings of child development, the EYLF, and the NQS, to identify each child’s current level of development, emerging interests, and potential areas for extension and support (Hadley et al., 2019).

Based on this analysis, educators plan and implement targeted learning experiences that build on children’s strengths and interests, while also addressing any identified areas for growth (Lee et al., 2022). These experiences are carefully documented in the portfolio, along with educator reflections on the effectiveness of the strategies used and the impact on children’s learning outcomes. This ongoing cycle of planning, implementation, and reflection allows educators to continually refine their practice and adapt to the changing needs and capabilities of each child (Knauf, 2023).

In addition to supporting individual children’s learning and development, portfolios also serve as a valuable tool for fostering partnerships with families and promoting shared decision-making (MacDonald and Hill, 2021). By sharing portfolios with families, educators can provide a rich and detailed picture of their child’s learning journey, and invite families to contribute their own observations, insights, and aspirations for their child’s learning (Kim et al., 2022). This collaborative approach not only strengthens the connection between home and early childhood settings, but also ensures that children’s learning experiences are meaningful, relevant, and responsive to their cultural and linguistic backgrounds (Hadley et al., 2022).

In conclusion, portfolios offer a powerful and flexible assessment tool for early childhood educators, enabling them to document and analyze children’s learning and development in a holistic and authentic way. By engaging in a systematic planning cycle, educators can use portfolios to plan and implement targeted learning experiences that build on children’s strengths and interests, while also addressing any identified areas for growth. Moreover, by sharing portfolios with families, educators can foster strong partnerships and promote shared decision-making, ensuring that children’s learning experiences are meaningful, relevant, and culturally responsive.

References:

ACECQA (2021) Guide to the National Quality Framework. Canberra: Australian Children’s Education and Care Quality Authority.

Arthur, L., Beecher, B., Death, E., Dockett, S. and Farmer, S. (2022) Programming and planning in early childhood settings. 8th ed. Melbourne: Cengage.

Fleer, M. (2019) ‘Pedagogical positioning in play – teachers being inside and outside of children’s imaginary play’, Early Child Development and Care, 189(7), pp.1053-1064. doi: 10.1080/03004430.2017.1369976.

Goodrich, M., Liu, L. and Yudan, C. (2021) ‘Early childhood teachers’ roles and pedagogies with young children’s play in the outdoor learning environment in China’, Education 3-13, 49(1), pp.85-98. doi: 10.1080/03004279.2019.1663792.

Hadley, F., Waniganayake, M. and Shepherd, W. (2022) Contemporary issues and challenges in early childhood education in the Asia-Pacific region. Singapore: Springer Nature Singapore.

Kim, M. and Buchanan, R. (2019) ‘Child-centred early childhood curriculum: a cultural-historical perspective’, Early Child Development and Care, 189(9), pp.1511-1524. doi: 10.1080/03004430.2017.1402755.

Kim, M., Lee, I. and Buchanan, R. (2022) ‘Early childhood curriculum as a site for children’s agency: A critical analysis of the Australian Early Years Learning Framework’, Contemporary Issues in Early Childhood, 23(2), pp.148-159. doi: 10.1177/1463949121994845.

Knauf, H. (2019) Documentation in early childhood education: Practices and pedagogies. London: Routledge.

Knauf, H. (2023) ‘Documentation strategies in early childhood education – dilemmas, challenges and potentials’, Early Years, 43(2), pp.187-201. doi: 10.1080/09575146.2021.1926962.

Lee, I., Buchanan, R. and Rogers, R. (2022) ‘Rethinking the assessment of early childhood education and care: A social justice framework’, Early Child Development and Care, 192(11), pp.1673-1685. doi: 10.1080/03004430.2020.1857210.

MacDonald, A. (2019) ‘Using digital storytelling to capture children’s perspectives on their learning experiences in early childhood settings’, International Journal of Early Years Education, 27(3), pp.297-311. doi: 10.1080/09669760.2019.1605888.

MacDonald, A. and Hill, S. (2021) ‘Documentation and the early childhood curriculum: Making meaning of children’s learning and development’, Early Child Development and Care, 191(7-8), pp.1096-1108. doi: 10.1080/03004430.2019.1669140.

Sondergeld, T. A., Raper, K. and Morton, L. (2020) ‘Rethinking assessment of young children: A critical review of commonly used assessment tools’, Early Child Development and Care, 190(5), pp.801-816. doi: 10.1080/03004430.2018.1504503.

Correct word count (+/- 10%)
Correct writing conventions
Correctly formatted reference l

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Tags: TCHR5010 Assessment Two: Portfolio: Competency and capability of Preschoolers, The Portfolio as an Assessment Tool in Early Childhood Education