Le Tran Xuan Ha Peppi_TCHR5003_Assessment1_Criticalreview.docx

TCHR5003: PRINCIPLES AND PRACTICES IN EARLY CHILDHOOD EDUCATION ASSESSMENT 1: Critical Review Student Name : Le Tran Xuan Ha (PEPPI) Student ID : 24471444 Unit Code : TCHR5003-2023-T5 Due Date : November 20, 2023 Tutor : Amy Mills, Kelli Anne, Nicole Thomas Faculty : Faculty of Education, Southern Cross University 1

Table of contents : Scenario 1: You are the early childhood teacher in the toddler room. Some of your staff believe toddlers need help making choices and completing routines. (Copy from the task) Part A : What do you tell the staff about why children’s agency is essential in the toddler room, and how will you communicate this to staff? (Copy from the task) Part B : Provide staff with one way to allow the children more agency in the room. Justify your response regarding one NQS Quality Area (ACECQA, 2020), one EYLF Principle, and one EYLF Practice (AGDE, 2022). (Copy from the task) Scenario 2: You are the early childhood teacher responsible for the four-year-old room in a long daycare center that provides food. You want to implement a healthier eating program within your room. You have diverse family groups from various cultures and food preferences (including vegan families). (Copy from the task) Part A: How could you involve the children in developing and implementing the healthy eating program? (Copy from the task) Part B : How could you involve the families and community in developing and implementing the healthier eating program? Use one NQS Quality Area (ACECQA, 2020), one EYLF Principle, and one EYLF practice (AGDE, 2022) to justify your changes. (Copy from the task) 2

Scenario 3: You are the educator in the 0–2-year-old room. Several new families do not understand why the children are upset at drop-off time. You want to ensure that parents know this is common for many children. (Copy from the task) Part A: Explain a strategy to help the children build trust and settle each morning. Part B: Outline what information you would share with families about this issue. Use one NQS Quality Area (ACECQA, 2020), one EYLF Principle, and one EYLF Practice (AGDE, 2022) to justify why your actions are essential for the child and family. (Copy from the task) References 3

Scenario 1: You are the early childhood teacher in the toddler room. You notice that some of your staff believe the toddlers need help making choices and completing routines. (Copy from the task) Part A : What do you tell the staff about why children’s agency is essential in the toddler room, and how will you communicate this to staff? (Copy from the task) Early childhood educators need to motivate the mindset of children, and it is crucial that children can be more independent and agency in the toddler classroom. I will go up to the employees and educate them about the significance of offspring’s growth and well-being to be available to complete their determinations and perform tasks on their pathway. Firstly, encouraging children’s agency and independence is crucial and consistent with Quality Area 1: Educational Program & Practice of the National Quality Standard (ACECQA, 2020). This Quality Area strongly emphasizes encouraging kids’ studying and growth through deliberate teaching strategies that support individual children’s unique interests, skills, and talents. We can help the children’s emotions of autonomy and self-efficacy, which in turn keep their social, relationship, cognitive, and emotional development, by giving them chances to make decisions and perform daily routines independently. The Early Year Learning Framework (EYLF) Principles of ‘respect for children’s agency and their capacity to contribute to, initiate, and lead their learning.’ It aligns with inspiring children’s agency and independence (Department of Education, 2022). This notion determines that kids can learn on their behalf and should 4

be respected for that. We can inspire children to continue learning and growing in the toddler room by conceiving and fostering their agency. The EYLF Practice of ‘planned and spontaneous experiences that enable kids to make options and decisions to take responsibility for their learning’ is aligned with encouraging children’s agency and independence (Department of Education, 2022). This method highlights the importance of giving kids various chances to experiment, adventure, and make decisions based on their interests and skills. We can help toddlers study and elaborate on a meaningful and authentic pathway by allowing them to make decisions and perform daily routines on their independence. Overall, children’s development and well-being in the toddler room need to be fostered by children’s agency and independence. We may assist employees in valuing and helping children’s agency in the toddler room by connecting our teaching methods with the National Quality Standard (ACECQA, 2020) and the Early Years Learning Framework Principles and Practices. Part B : Provide staff with one way to allow the children more agency in the room. Justify your response concerning one NQS Quality Area (ACECQA, 2020), one EYLF Principle, and one EYLF Practice (AGDE, 2022). (Copy from the task) A visual sheet in the schedule allows the kids to pick the sequence they want to perform tasks. This strategy is in line with the National Quality Standard – in Quality Area 1: Educational Program and Practice (ACECQA, 2020), which has essential roles for a strong emphasis on encouraging children’s accomplishments and developments 5

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help