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Original Question

This is my Assessment TCHR3001 Early Childhood Matters which is related to Critical Review Reflective Analysis on a Contemporary Issue I need perfect sample according to my requirements and I also need 12 references, and it would be URL and DOI, and also APA 7th references as I mention below according to requirement, please I need proper sample according to instructions. Length 1500 – 2000 words Unit learning outcomes: This assessment task maps to the following ULOs: ULO1: Students identify a range of issues important to early childhood education and care ULO2: Analyse a range of positions highlighted in authoritative literature on contemporary issues related to early childhood education and care ULO3: Students critically reflect on their personal approach/philosophy of learning, development and teaching within early childhood education and care in relation to contemporary issues ULO 4: Argue a position on current issues in early childhood education and care, in relation to the literature Rationale As an early childhood teacher, your understandings of issues that affect the early childhood profession will influence your professional philosophy. This is why it is fundamental for preservice teachers to be able to articulate a personal teaching philosophy, linking it to established educational theories and current research and effective pedagogy. This assessment requires you to demonstrate critical reflection skills and promote the integration of theory and practice. Task Description Students will consider three of the contemporary issues explored in the unit in modules 1-3 and write a short summary of each issue. These issues will help inform your personal philosophy statement that will be supported by current research and relevant to professional practice. Task Instructions Issue Overview: Write a concise overview of three chosen issues, including key debates, and relevance to the field. (250 words each) Teaching philosophy statement: Write a philosophy statement that describes your personal approach/philosophy of learning, development and teaching within early childhood education, linking it to relevant literature and the three issues you have outlined. (250 words) Linking to practice: Describe what your teaching philosophy would look like in practice Connect the issue to your teaching philosophy by reflecting on how it shapes your views on learning, development, and teaching. Explain how understanding the three issues influences your approach and describe specific strategies you would use in your professional practice. (500 words) Questions: Question 1: Module 1 Scenario: Jack, a 4-year-old boy attends kindergarten for three days per week and likes to play outside with his friends. Jack’s mother spends some time in the room when she comes to pick him up and constantly asks him to be inside and read some books to developing his reading skills. One day, his mother shared her concern with you by saying that she is very worried about Jack’s reading and writing skills as most of the time Jack is playing outside with friends and there is no teaching and learning sessions in this room. She thinks Jack will have lower academic results in primary school as most of the time, he is busy to play with friends. Drawing on literature: Briefly outline the issue you have identified Explain why this issue matters to the ECE profession Outline how would you respond to Jack’s mother in this situation according to your teaching philosophy. Question 2: Module 2 Read through the very recent data outlined in the ACECQA snapshots for 2024. Highlighted in module 2. From this data, identify one (1) issue that relates to the quality of early childhood education and care. Briefly outline the issue you have identified Explain why this issue matters to the ECE profession Link these to relevant literatures Question 3: Module 3 Fatima, a 4-year-old child has recently moved from her country to Australia with her parents. The family informed the service that Fatima has been diagnosed with Autism Spectrum Disorder (ASD) and as they are new in the area, do not know about getting the support from the community. They ask the educator of the room to provide some information about the available services in the community. The educator was in a rush to finish her shift and replied, “Sorry there is no service in the community for migrated people. You can ask your GP”. Drawing on literature: Do you agree/disagree that the educator responded to Fatima’s mother’s request respectfully? Briefly explain about your position. Explain why this is an issue that needs to be addressed by you as an early childhood professional. Outline how you would respond to Fatima’s mother immediately to address this issue. Please note: This task can be written in first person (“I” statements) or third person, however you need to be consistent over the task in the tense and person you use for each section. All areas of your responses to this task need to be supported by relevant and current scholarly literature. This means you need to cite relevant and established literature that supports what you are saying throughout your writing. Formatting and style APA 7th formatting is required for this task. Include the cover page provided in your assessment task folder at the start of your submission. Include a title or the question at the start of each response. Include one reference on a new page at the end of your task. Referencing APA 7th Referencing style is required to be used for this task. Include one reference list for both responses on a new page at the end of task. Place the title References in bold in the centre at the top of this page. At a minimum, your sources for this task will include the EYLF (AGDE, 2022), the NQS (ACECQA, 2023), a range of unit literature, and broader current scholarly literature. Broader literature may include textbooks, peer reviewed articles, and published newspaper and/or media articles by reputable sources (for example, the ABC, The Conversation, Early Childhood Australia) You need to include at least 12 current scholarly references in your response to this task per the rubric outline. Resources Academic Integrity – https://www.scu.edu.au/about/leadership/executive/academic- portfolio-office-apo/academic-integrityframework/ SCU Student Learning Zone – https://www.scu.edu.au/current-students/learning-zone/ The Early Years Learning Framework – https://www.acecqa.gov.au/sites/default/files/2023- 01/EYLF-2022-V2.0.pdf National Quality Standard – https://www.acecqa.gov.au/nqf/national-quality-standard Guide to the National Quality Framework (including the National Quality Standards) -https://www.acecqa.gov.au/nqf/about/guide Referencing Style Resource: Please refer to the APA 7th Referencing Guide for this task – https://libguides.scu.edu.au/apa Writing and Analysing Resources: How to Incorporate Evidence into Your Writing – https://www.scu.edu.au/media/scu- dep/current-students/learning-zone/quick- guides/how_to_incorporate_evidence_into_your_writing.pdf Summarising and Paraphrasing – https://www.scu.edu.au/media/scu-dep/current- students/learning-zone/quickguides/summarising_and_paraphrasing.pdf Writing Paragraphs (PEEL method) – https://www.scu.edu.au/media/scu-dep/current- students/learning-zone/quickguides/writing_paragraphs.pdf Planning and Writing Body Paragraphs (using the PEEL method) -https://www.scu.edu.au/media/scu-dep/current-students/learningzone/quick- guides/planning_and_writing_body_paragraphs.pdf Please read the instructions carefully to make yourself clear about the requirement of this task. Part 1: We have given the three issues with questions. Please respond/answer to the questions. There are in total of Eight questions (3 + 2 + 3 = 8) and answer to these questions in an individual paragraph according to the scenario/issue. It would be better to use sub-headings for each paragraph. When answer to the questions please use literature like, EYLF, VEYLDF, other scholarly literature (books, journal articles, The Conversations,…..etc.). Please use in-text citations. You have 250-300 words for each issue. So, 250 (300) + 250 (300) + 250 (300) = 750 – 900 words. For Issue/example 2, identify an Issue from – https://www.acecqa.gov.au/sites/default/files/2024-11/NQF%20Snapshot%20Q3%202024%20FINAL.pdfOpen this document with ReadSpeaker docReader Part 2: Write your teaching philosophy statement which will be a general statement and be linked to all the three issues. You do not need to write a philosophy statement for each issue. It can cover all the three issues. The philosophy can be based on your knowledge, beliefs, theoretical understanding, values, attitude to children’s learning etc (250-300 words). Part 3 – Describe how your teaching philosophy guides your teaching practices in EC settings to solve the issues. When connect the issues to your teaching philosophy reflect on how it shapes your views on children’s learning and development, and your teaching practices. What strategies you would use in your professional practice to solve the issues according to your teaching philosophy (500 – 600 words). Hope, the instructions are clear and helpful to completing your assessment 1. THIS is the 2nd module Acknowledgement of Country Why is it important for children to learn about Aboriginal and Torres Strait Islander culture? https://www.youtube.com/watch?v=XxLXXl7zKqY Understanding, valuing and supporting the rich and unique aspects of Indigenous culture helps all early childhood services to encourage and support inclusion for Indigenous children, and strengthen awareness of Indigenous cultures for all children. However, Indigenous children are under-represented in ECEC services because mainstream providers are not always available and affordable, or they may not offer culturally safe environments. TCHR3001 Early Childhood Matters 4 Early childhood professionals face several challenges and issues while working in early childhood services and it is essential that teachers have an awareness of the range of issues they may face with children and their families. This unit provides students with an understanding of the key issues, debates and challenges in contemporary early childhood education and care (ECEC). Students develop skills to investigate and critically examine issues from a range of perspectives and argue their position on these issues with reference to authoritative literature and their personal approach/philosophy of learning, development and teaching within ECEC. Modules ï‚´ module 1: contemporary issues for the early childhood professionals ï‚´ module 2: investigating issues of importance for the early childhood profession ï‚´ module 3: contemporary issues for parents in ECEC ï‚´ module 4: contemporary issues that affect children ï‚´ module 5: contemporary issues for Australian communities ï‚´ module 6: global childhood issues Legislative and regulatory requirements All children’s services in Australia must comply with the legislation and regulation. ï‚´ The National Quality Framework (NQF) is part of the Australian Government’s agenda for early childhood education and childcare focused on providing Australian families with high-quality, accessible and affordable integrated early childhood education and childcare. The NQF aims to raise quality and drive continuous improvement and consistency in education and care services through: • The Education and Care Services National Law Act 2010 (VIC) • The Education and care services National Regulations 2011 • The National Quality Standards • The Early Years Learning Framework • a national quality rating and assessment process • minimum qualifications of staff and educator to child ratios National Quality Framework (NQF) State and territory governments are responsible for the health, safety, wellbeing and educational outcomes of children. State-based education departments do this under National Law through the National Quality Framework (NQF). The NQF sets the rules for how education and care is delivered to children. The NQF includes two nationally approved learning frameworks that support and promote children’s learning. Providers must be approved by their state government to deliver the NQF. The Australian Children’s Education and Care Quality Authority (ACECQA) is an independent national authority that helps administer the NQF. The NQF applies to most childcare providers and services, including: • Centre Based Day Care • Family Day Care • Outside School Hours Care • Preschool and kindergarten. National Quality Standards The Australian Children’s Education and Care Quality Authority (ACECQA) has developed and implemented a national quality standard (NQS) that addresses the quality of the learning environment in ECEC services. The NQS comprises seven quality areas that early childhood educators implement (Phillips & Boyd, 2023). They are: ï‚´ QA1: the educational programme and practice; ï‚´ QA2: children’s health and safety; ï‚´ QA3: the physical environment; ï‚´ QA4: staffing arrangements; ï‚´ QA5: relationships with children; ï‚´ QA6: collaborative partnerships with families and communities; and ï‚´ QA7: governance and leadership (Australian Children’s Education and Quality Authority (ACECQA), 2023). Within each quality area are relevant standards and elements that guide ECEC services’ quality practice. Let’s watch the following video to have more understanding about NQS: What is the National Quality Standard? Quality assessment and rating process The Australian government has invested heavily to support children’s learning and development with the establishment of the National Quality Framework (NQF) that resulted from the Council of Australian Governments (COAG) (2008) Partnership Agreement. The NQF aims to raise the provision of quality ECEC with continuous improvement embedded in the implementation of a national law and national regulations, the Early Years Learning Framework (EYLF) (Department of Education Employment and Workplace Relations, 2009), a National Quality Standard (NQS), and a national quality assessment and rating (A&R) process (Australian Children’s Education and Quality Authority (ACECQA), 2023). ECEC services in Australia are assessed for the provision of quality under an Assessment and Rating (A&R) process against the seven quality area of NQS. Activity: analyse the data and reflect o What does the figure tell you about the overall quality ratings of ECEC services? o In which quality areas services need to focus more to make improvements? o What issues do you consider to have lower ratings in some areas? o By making link with your teaching philosophy explain that why these issues matter to you as an EC professional? Australian Early Childhood Government Policy In Australia, early childhood education and care is delivered by providers and services in the states and territories and subsidised by the Australian Government. The Australian Government, through the Department of Education and Services Australia, administers the Child Care Subsidy (CCS). CCS is generally paid to providers who pass it on to families as a fee reduction. Providers must be approved by the department to receive CCS. The department is also responsible for the legislation that underpins CCS. Quality assessment and rating of ECEC services In late 2022, 88% of Australian ECEC services were assessed as Meeting or Exceeding the NQS rating (Australian Children’s Education Quality Authority (ACECQA), 2022). Five years ago, just 73% of services were assessed as Meeting the NQS rating (ACECQA, 2022) demonstrating the significant improvement of provision of quality of ECEC. Yet only 27% of these services achieved a high-quality rating of Exceeding the NQS rating. Furthermore, there were 12% of services that did not meet the NQS, that is, they had a rating of Working Toward the NQS or Significant improvement required (ACECQA, 2022). This falls short of the NQF goal to provide quality ECEC for all children (Fenech et al., 2012) 10 years after the implementation of the NQF. Activity Take some time to reflect on your teaching philosophy in relation to quality program and practice in ECEC. This will provide you the opportunity to consider the issue in the context of the assessment. • What do you believe a quality program ‘looks like’ for children? • What does the EYLF (AGDE, 2022)Open this document with ReadSpeaker docReader say about quality in relation to program and practice? • What does the NQS (ACECQA, 2023)Open this document with ReadSpeaker docReader discuss in relation to a quality ECEC program? • What practices will you enact to ensure children are being supported within a quality learning program as a teacher in ECEC? ï‚´ You might also like to take some time to think about how will you incorporate the vision of quality outlined in the EYLF (AGDE, 2022)Open this document with ReadSpeaker docReader into your practices as an early childhood professional and explore what a quality program ‘looks like’ in relation to Quality Area 1 of the NQS by using this link to explore the ACECQA resources for this area. As you engage in this thinking and reading, reflect on how you would enact these areas in your own practices, and how you might articulate these practices to families and others. Make some notes on your reflections over these areas and bring them to your Week 2 tutorial where we will explore this issue and its application within professional practice further (if you are going to select this issue for your Task 1 response, the tutorial discussion will be a great place to refine and challenge and thinking and reflections!). Snapshot about early childhood education and care in Australia According to September quarter 2024 report, 1,523,470 children from 1,086,610 families attended a CCS approved service. 50.4% of children aged 0 to 5 and 35.3% of children aged 0 to 12 used approved care. Of children in care: • 58.2% (845,980 children) attended Centre Based Day Care • 39.0% (566,600 children) attended Outside School Hours Care • 4.9% (71,340 children) attended Family Day Care. New South Wales had the largest share of children attending approved care, at 31.8% or 461,860 children. South Australia had the largest proportional increase, at 2.7% or 2,640 children. 41,380 children accessed Additional Child Care Subsidy. Source: Child Care Subsidy data report – September quarter 2024 – Department of Education, Australian Government Snapshot about early childhood education and care in Australia 65,070 Aboriginal and Torres Strait Islander children attended approved care, up 5.6% from September quarter 2023. New South Wales had the largest share of Aboriginal and Torres Strait Islander children attending approved care, at 36.9%. The majority of Aboriginal and Torres Strait Islander children using care attended Centre Based Day Care, at 68.1%. This compares with 58.2% for all children in care. 29.5% of Aboriginal and Torres Strait Islander children using approved care attended Outside School Hours Care, compared to 39.0% of all children. Source: Child Care Subsidy data report – September quarter 2024 – Department of Education, Australian Government A Path to Universal Early Childhood Education and Care The Australian, state and territory governments share responsibility for the early childhood education and care (ECEC) sector, which comprises centre-based day care, preschools, family day care, outside school hours care and in home care. The Australian Government asked the Productivity Commission to undertake an inquiry into the ECEC sector in Australia and make recommendations that will support affordable, accessible, equitable and highquality ECEC that reduces barriers to workforce participation and supports children’s learning and development. The report presents the Commission’s analysis and assessment of progress towards these policy goals under the current policy, regulatory, funding and governance settings, and presents recommendations to improve upon these settings as a pathway forward to achieve a universal ECEC system. In making recommendations, the Commission has had a particular focus on removing barriers to and encouraging participation in ECEC for children and families who are experiencing vulnerability and disadvantage. Example of an identified issue from A Path to Universal Early Childhood Education and Care Many of the children who do not attend ECEC are very young and are cared for by their families at home, supported by policies such as paid parental leave and the parenting payment. One-in-four three-year-olds and one-in-ten four-yearolds are not enrolled in any ECEC. In some cases, older children do not attend ECEC because of their parents’ choices and preference to care for their own children or use informal care. In other cases, however, a lack of suitable options discourages families from enrolling their children or limits their participation. These children are more likely to live in regional or remote areas, where ECEC availability can be patchy, and the quality of services tends to be poorer. There are also many families who find that services are unaffordable or cannot cater to their children’s needs. Activity: A Path to Universal Early Childhood Education and Care A Path to Universal Early Childhood Education and Care. After reading the above-mentioned report share your critical thoughts to answer to the following questions: • What does this information tell you about issues in early childhood education? • How are they determined? • What can be done about issues under differing government jurisdictions? Quality and the early childhood workforce While there are many components of quality in early childhood education and care, the early childhood workforce plays a key role. Educators impact all aspects of ECEC quality, making decisions about both the environment and the program that will be provided to children (Simpson et al., 2024). Teacher and educator qualifications and practice thus directly impact upon the quality of both the ECEC service, and on the experiences of children within these settings (Manning et al., 2017). Torii et al., (2017) highlight the critical link between children’s educational outcomes and early childhood educators who have the skills to combine “explicit teaching of skills and concepts with sensitive and warm, play‐based interactions”. Investigating issues of importance for the early childhood profession Global efforts to strengthen access to higher quality early childhood education and care (ECEC) in the first five years of life have led to a surge of interest in the professional context and nature of educators’ work in these settings (Irvine et al., 2024). International research and policy reviews (e.g., OECD, 2018) identify educators’ responsive relationships and positive and meaningful interactions with children as the most potent influence to predict children’s ongoing learning, development, and wellbeing (Ulferts et al., 2019). However, there is limited recognition of the ECEC workforce with ongoing difficulties associated with lower wages and contested professional status (Phillips et al., 2016; Thorpe et al., 2020). Workforce challenges constrain the availability and quality of ECEC Lack of staff as the biggest challenge facing the sector, some referring to it as a ‘workforce crisis’. ECEC services have been delaying expansion plans, closing rooms and limiting enrolments as they are unable to find qualified staff Structural and cyclical economic factors are contributing to services’ difficulties in finding and retaining staff. Relatively low pay and unattractive working conditions offered by the sector as a major factor that impedes the attraction and retention of staff. ECTs working in ECEC settings and teachers working in schools often hold equivalent degrees – but Australia-wide, median wages for ECTs working in ECEC settings are about 20% lower than those of primary school teachers. Source: Productivity Commission, 2023 Workforce challenges constrain the availability and quality of ECEC Despite being more likely to recommend their employer, nearly half of early childhood education and care professionals wouldn’t advocate pursuing a career in the sector, according to new research from industry super fund HESTA (State of the Sector 2021: Early Childhood Education and Care Workforce Insights). Among the biggest issues are: • dissatisfaction with wages • understaffing and the misuse of ‘under-the-roof’ ratios • work-related stress • a lack of opportunities for growth • Injuries Activity: Reflect and make link to your Assessment 1 You have watched the videos and read the reading materials. Now, reflect on the following questions: 1. What other workplace issues have impact on the quality of early childhood education and care? 2. what strategies would you consider addressing these issues from the perspective of your teaching philosophy? ï‚´Note down your responses as these will support you with your assessment task 1. ECEC educators on their love for their job. ï‚´ “What I love most about my job is the children. What an amazing privilege it is to be invited into their world, and what an honour it is to help them grow and develop into the best little people they can be.” Educator, QLD ” ï‚´ “I love seeing the children’s faces when they are successful at achieving something they’ve worked really hard on. I absolutely love when I walk into a room and the children come running to hug me because they are happy to see me. It lets me know that what I am doing for them is acknowledged and accepted by the children. I enjoy working with the families to assist their children in their learning journeys.” Educator, VIC ï‚´ “Working with children it gives you a sense of joy and hope. I like knowing that through my work I’m contributing to the wellbeing and education of future generation and making a difference in the lives of many children and that of our society.” Educator, SA It is time to enact the changes so that early childhood educators have the resources, the staffing levels, and the level of pay that reflects their skill, so that they can do their job to the best of their ability. Despite the pressures they face at work, research has consistently found that early childhood educators are passionate about and committed to the role that they play in the lives of children. Most early educators describe their ECEC work as a ‘career’ or ‘profession’ rather than as a job this is the third module TCHR3001 Early Childhood Matters Early childhood professionals face several challenges and issues while working in early childhood services and it is essential that teachers have an awareness of the range of issues they may face with children and their families. This unit provides students with an understanding of the key issues, debates and challenges in contemporary early childhood education and care (ECEC). Students develop skills to investigate and critically examine issues from a range of perspectives and argue their position on these issues with reference to authoritative literature and their personal approach/philosophy of learning, development and teaching within ECEC. Modules ï‚´ module 1: contemporary issues for the early childhood professionals ï‚´ module 2: investigating issues of importance for the early childhood profession ï‚´ module 3: contemporary issues for parents in ECEC ï‚´ module 4: contemporary issues that affect children ï‚´ module 5: contemporary issues for Australian communities ï‚´ module 6: global childhood issues Building partnerships with families Research shows children are much more likely to reach their full potential in life when their family and education and care service work together (ACECQA, 2018). These benefits are evident when families and educators exchange information regularly and collaborate on consistent approaches to daily routines, child development and learning. The importance of building collaborative partnerships with families is reflected under Quality Area 6 of the National Quality Standard (NQS), in particular: Standard 6.1: Respectful relationships with families are developed and maintained and families are supported in their parenting role (ACECQA, 2018). Building partnerships with families According to EYLF (2022), learning outcomes are most likely to be achieved when educators work in partnership with children, families, other professionals and communities, including schools (p.14). By building partnerships with families, educators recognise the diversity of them and children. It is significant for educators to collaborate with children, families, other professionals, community members and teachers in schools to support children’s learning, development and wellbeing. Partnerships involve educators, families, other professionals, community members and teachers in schools working together for the best interests of children. These partnerships provide opportunities to explore the learning potential in everyday rituals, routines, transitions and play experiences to ensure active participation and engagement in learning is inclusive of children with diverse backgrounds, family structures and capabilities (EYLF, 2022, p.15). Partnership in theory Bronfenbrenner’s Ecological Systems Theory stated that children’s development is influenced by their relationships with parents, family and friends; their experiences in settings such as childcare and school; and by the customs, laws and the cultural values of the community (Bronfenbrenner, 1979). The microsystem of this system is the most influential level, encompassing the child’s immediate environment such as family and school. Partnership in practice A child’s home environment has significant impact on their learning and development. To build a partnership with families, it is important to learn about children’s family background, cultural needs and other matters that influence the home environment. Families can be very diverse and frequently include more people than the child’s biological parents (who may or may not live with the child). Challenges to build a partnership with families There are a number of early childhood teachers and educators who may find building relationships with families to be one of the most challenging aspects of their role. It seems some families are hard to reach and uninterested in participation or partnership (The Education Hub, 2019). It is important to remember that parent partnership is a Western phenomenon and might actually exclude diverse families. If teachers do not reflect upon and accept the variability of language and cultural practice, they might limit families’ capacities to develop partnership. Occasionally even actively-engaged families can be difficult to work with. Like families characterised as hard-to-reach, actively-engaged families may bring a different set of values and goals for their children that conflict with those of the early childhood centre or that are difficult to fit with the centre’s philosophy and routines (The Education Hub, 2019, p.3). ï‚´ Inadequate communication – Partnership is strained when information in both directions is not timely or clear. ï‚´ Different views about child development and appropriate curriculum and pedagogy – it may lead to difficulties in communication and feelings of dissatisfaction. Learning through play may not fit with parents’ cultural beliefs about learning, leaving them apprehensive and concerned. ï‚´ Teachers may lack understanding about family goals for attending an early childhood setting. ï‚´ Teachers’ lack of knowledge of family cultures and practices – in many instances, families do not experience a synergy of their culture with the setting’s culture. ï‚´ Families’ may hesitate to share their home practices and their lack of understanding of or desire for continuity of care. ï‚´ Power imbalances. Teachers’ status as professionals with specific expertise and knowledge can give them a status and power that creates an imbalance in their relationships with families, and leads them to dismiss or devalue parental input. ï‚´ Teachers may hold deficit views of

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