TCHR5001: Play and Pedagogies in Early Childhood Education Assessment Brief 2

TCHR5001: Play and Pedagogies in Early Childhood Education Assessment Brief 2

Item	Assessment2:DesignTask
Due	Thursday,17thApril2025,11:59pmAEDT(endofWeek6)
Length	1500words(10%leeway+/-)
Weight	50%
Submission	TemplateforAssessmentTwosubmittedtoTurnitin
Resubmission	Assessmentresubmissionsarenotpermittedinthisunit.
AcademicIntegrity	Inthisassessmenttask,theuseofGenAIispermittedwithrestrictions SeebelowfortherestrictiveuseofGenAI.
UnitLearningOutcomes	You will demonstrate the following Unit Learning Outcomes on the successful completion of this task: ULO1:identifyandanalysetheroleofplayinlearningandexaminethe challenges pertaining to play and pedagogies. ULO2: discuss the diversity of approaches to pedagogies utilised in early childhood education and care, and howthey position children, teachers,andparents/carers. ULO3: analyse the relationships between philosophy, theory, and pedagogytothelearningenvironmentforallyoungchildren(birth5 years). ULO4:criticallyreflectonpersonalphilosophytoplayandpedagogies forlearningandteachingasanearlychildhoodprofessional.

Rationale

As an Early Childhood Teacher, a critical part of your role is to create learning environments that are inclusive of diverse perspectives, responsive to children’s interests and needs, and provide play experiences that support the learning, development, and wellbeing of all. Your decisions and actions should be underpinned by relevant early childhood research, theory, and policy documents. This assessment task offers an opportunity for informed decision-making.

TaskInstructions

This task requires students to reflect on Modules 1–6 material and design a learning space (Part A), a play-based learning experience (Part B), and a play-based resource (Part C) for children aged 0–5 years. Each design will be supported by a written statement. A template will be provided.

PartA:PlaySpaceDesign

You are asked to design an entire indoor or outdoor play space, or a corner of the indoor/outdoor space, for an age group of your choice (0–6 months, 6 months–1 year, 1–2 years, 2–3 years, 3–4 years, or 4–5 years). Consider elements such as the layout and available resources, how they are used, and their purposes. You may use any computer program to create the design, or it can be hand-drawn. Your design must be inserted into the template provided on the Blackboard site and clearly labelled.

Provide a 300-word statement explaining how your personal philosophy on play-based pedagogy has informed your design for this particular age group.

Part BThen, write a 300-word statement explaining the resources’ intended use and how it supports children’s learning, development, and wellbeing.: Learning Experience Plan Play-Based Resource Design

Learning Experience Plan

PartC: Play-Based Resource DesignPart C

Design a resource that engages the same chosen age group of children (0-6 months, 6 months year, 1-2 years, 2-3 years, or 3-4 years, 4-5 years) in play-based learning. The resource should encourage learning through play and can take various forms, such as a toy, game, activity kit, or interactive digital resource. It can be something you create yourself or build on an existing resource (Please ensure you appropriately acknowledge, reference, and cite the resource you drew upon). Then, write a 300-word statement explaining the resources’ intended use and how it supports children’s learning, development, and wellbeing.

Yourtaskmustbesupportedandinformedby:

• Arangeoftheoreticalperspectives
• Academic sources such as peer-reviewed literature including readings, journal articles, book chapters, etc.
• Professional sources and ECEC policies, including the Early Years Learning Framework, National Quality Standard, United Nations Convention on the Rights of the Child, Code of Ethics, Developmental Milestones, and Early Childhood Australia’s Statement on Play.

Referencing

APAreferencingisrequiredforthisassignment.Sources should include relevant and current academic sources, professional sources and early childhood policy.A minimum of 6 references must be included.Please refer to the APA 7th edition, see SCU LibraryGuides formatting.

Submissions

Follow the steps to complete the task:

• Download the Assessment 2 Template provided on Blackboard
  • Save the document with the unit code, Assessment title, initials, your surname, and Student
• For example: TCHR5001_DesignTask_InitialSURNAME_ID12345
  • Insert your play space design, learning experience, resource and three (3) written statements into the template.
  • Add one reference list at the end of the template. Ensure your reference list is in alphabetical order and adheres to APA7th Referencing
  • Once complete, submit the Microsoft Word document to Turnitin located in the Assessment and Submission section of the Blackboard site.

Adherence to SCU’s academic integrity policies is mandatory. Breaches may result in severe penalties, including failing the assessment or the unit. Examples of academic misconduct include plagiarism, collusion, and the use of unauthorised tools or materials. Refer to SCUsacademicintegritypoliciesandguidesfordetailedinformation onwhat constitutesabreach, and the consequences involved.

YouarepermittedtouseGenerativeArtificialIntelligence(GenAI)toolsresponsiblyand ethically to complete components of this assignment. Please do not post confidential, private,personal,orotherwisesensitiveinformationintoGenAItools.Ifyouusethesetools, youmustbeawareoftheirlimitations,biases,andpropensityforfabrication.

Allstudents mustdeclareiftheyhaveorhavenotusedGenAItoassistwithassessment completion (for example, brainstorming, understanding concepts, generating examples, summarisingreadings, proofreadingtext).

Your use of AI tools must adhere to the SCU Academic Integrity Framework, which includes upholding honesty, ethics, professionalism, and academic integrity. All use of Gen AI must be explicitly documented and acknowledged in your submission. If you use generative AI tools without acknowledgment, it may result in an academic integrity breach against you, as described in the Student Academic and Non-Academic Misconduct Rules, Section 3.To findouthowtoreferencegenerativeAIinyourwork,consultthereferencingstyleforyour unitviathelibraryreferencingguides.

PermitteduseofGenAI

StudentsarepermittedtouseGenAIto:

• Provide you with feedback on your writing for academic tone, written expression, grammar and punctuation,
• Clarify concepts, theories, ideas, , discussed in class, and
• Generate preliminaryideasfor

ProhibiteduseofGenAI

StudentsarenotpermittedtouseGenAIto:

• Generate definitions or writing used in their final ,
• Produce arguments or refine thinking on their final submission, and
• Read and summarise research and supporting evidence for the assessment that will be used in final submission.

Any of these actions will constitute and be treated as a breach of academic integrity.

LateSubmissionsCPenalties

Except when special consideration is awarded, late submission of assessment tasks will leadautomaticallytotheimpositionofapenalty.Penaltieswillbeincurredassoonasthe deadline is reached.

• A penalty of 5% of the available marks will be deducted from the actual mark at one minute after the time listed on the due
• A further penalty of 5% of the available mark will be deducted from the actual mark achieved on each subsequent calendar day until the mark reaches

GradesCFeedback

Assignments submitted by the due date will receive an SCU Letter Grade, a Turnitin originalityreport,an assessmentrubricevaluatingperformanceagainstspecifiedcriteria andstandards,andwrittenfeedbackfromtheassignmentmarker.Gradesandfeedbackwill bepostedtotheGradesCFeedbacksectiononthelearningsite.Pleaseallowuptoseven business days for marks to be posted.

GradingCriteriaCStandards

Workssubmitted bythe duedatewill beevaluatedagainstthe gradingcriteriaandstandards outlinedbelowandsummarisedintheAssessmentRubric.Formoreinformationregarding SCU grades and standards, visitFinal Grades.

DescriptionofSCUGrades

HighDistinction:

Thestudentsperformance,inadditiontosatisfyingallofthebasiclearningrequirements, demonstratesdistinctiveinsightandabilityinresearching,analysingandapplyingrelevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge.Thestudentsperformancecouldbedescribedasoutstandinginrelationtothe learning requirements specified.

Distinction:

Thestudentsperformance,inadditiontosatisfyingallofthebasiclearningrequirements, demonstratesdistinctiveinsightandabilityinresearching,analysingandapplyingrelevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The students performance could be described as distinguished in relation to the learning requirements specified.

Credit:

Thestudentsperformance,inadditiontosatisfyingallofthebasiclearningrequirements specified,demonstratesinsightandabilityinresearching,analysingandapplyingrelevant skillsandconcepts.Thestudentsperformancecouldbedescribedascompetentinrelation to the learning requirements specified.

Pass:

The students performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area. The students performance could be described as satisfactory in relation to the learning requirementsspecified.

Fail:The students performance fails to satisfy the learning requirements specified.

Assessment Rubric