EC201 Designing Early Learning Environments
Subject Code :EC201University :CrownUniversityCountry :Australia
Detailed Assessment Brief
Assessment 1- Individual Assessment – Concept/Mind Maps
Unit Code/Description
EC201 Designing Early Learning Environments
Course/Subject
Bachelor of Early Childhood Education
Semester
Semester 1: March 2025
Assessment Overview
Unit Learning Outcomes
Addressed
2, 3, 4
Assessment Objective
Pre-service teachers will reflect on their own life experiences of space and place. They will design two concept/mind maps that evaluate the extent to which they provoke interest (ULO2) and relate to principles of environmental design and learning theory (ULO4).
Map 1:
Aspects of buildings/spaces in building that are important to students and pay attention to responses to the environment.
Students go into an unfamiliar local public building and record their reactions to it: Colour scheme; Arrangement of furniture; Noise levels; The amount of space; What catches the students attention? How does the environment make the student feel.
Map 2:
Place identity
Pre-service teachers to identify a favourite place in a local city or town and indicate: How does the student feel in that place; What it is about the space that makes it special to the student; Identify other aspects of place that are important to the student.
In conclusion: pre-service teachers will list the aspects of space that are important to them and which might influence their design of early learning environments and awakening awareness of what provokes interest and responding to individual characteristics of adults
and children (ULO2, ULO3).
Assessment Title/Type
Assessment 1- Individual Assessment – Concept/Mind Maps
Due Date
Week 5, 13th April 2025, 23.55pm.
Weighting
20%
Instructions to Students
Pre-service teachers are required to design two concept/mind maps and provide written reflections that explain the ideas behind each map. Each mind map will reflect a different aspect of their experiences with space and place.
1. Map 1: Aspects of Buildings/Spaces
o Visit an unfamiliar public building and record your reactions to the space. Consider the following:
Colour scheme
Arrangement of furniture
Noise levels
Amount of space
What captures your attention?
How does the environment make you feel?
Reflection:
Write a short paragraph explaining your experience in the building, focusing on the specific aspects that stood out to you and how they made you feel. Highlight how these elements may influence your understanding of learning spaces.
2. Map 2: Place Identity
o Identify a favourite place in your local city or town. Reflect on:
How you feel in this space.
What makes the place special to you.
Other aspects of the space that are important to you.
Reflection:
Write a paragraph explaining why this place holds significance for you. Discuss how it reflects your personal identity and consider how these insights could apply to creating early learning environments.
Conclusion:
In a final reflective paragraph, list the key aspects of space that are important to you and explain how these insights could shape your approach to designing early childhood learning environments.
Format/Structure
Two concept/mind maps
Three written paragraphs
Ensure proper formatting, including clear and concise visual representation of the maps.
Word/Page limit
Equivalent: 1000 words, Font Calibri 12, and Word (.dock)
Referencing Style
American Psychological Association (APA) version 7
Submission Guidelines
No formal CIHE cover sheet is required. Instead, your name, student ID and group number must appear at the beginning of your report. This assessment must be submitted to Turnitin. Login to your Turnitin account, locate and click on the assignment submission link, carefully review the instructions, and then submit your assessment.
If you need to apply for an extension, please email the Unit Coordinator Chutima Pra Adissorn: [email protected] or your lecturer to explain the circumstances and attach all necessary supporting documentation.
Plagiarism and Academic Integrity
At CIHE, we take academic integrity seriously and expect all students to maintain the highest standards of honesty and ethical behaviour in their academic work. As a student, it is your responsibility to ensure that all your academic endeavors are conducted with integrity and in accordance with the principles of honesty, fairness, and respect for intellectual property. Please refer to CIHE Student Academic Integrity and Honesty Policy in the Moodle for details.
Late Submission Policy
Requests for extensions will be granted only for exceptional circumstances that are supported by credible evidence. Duration of the extension period is maximum 5 days. Late submissions are subject to 10% reduction in marks for each day of delay. Submissions
after the extended date will not be marked.
Marking Rubric
Marking Criteria
High Distinction
Distinction (D)
Credit (C)
Pass (P)
Fail (F)
Explanation factors, causes, reason and effect (5%)
Excellent explanation sequence
Good explanation sequence
Above average explanation sequence
Satisfactory explanation sequence
Unsatisfactory explanation sequence
A coherent reflective writing
(5%)
Excellent and insightful reflective writing with highly detailed, demonstrating a deep understanding space and place
Good and detailed reflective writing with strong analysis and connection to space and place
Above average reflective writing with clear analysis supporting and demonstrates a reasonable connection to space and place
Satisfactory reflective writing with surface analysis and demonstrates connection to space and place
Unsatisfactory or irrelevant reflective writing. No analysis and no demonstration
connection to space and place
Conclusion approach to designing early childhood learning environments (5%)
The conclusion effectively summarizes the key findings and recommendations. It provides a clear and insightful analysis of the
implications and
The report’s conclusion mostly summarizes the key
findings and recommendations.
It provides
a generally clear analysis of
The report’s conclusion is somewhat unclear or
incomplete in summarizing the key findings
and
recommendations.
The report’s conclusion is unclear or absent in
summarizing the key findings
and recommendations.
