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TCHR2002 CHILDREN, FAMILIES & COMMUNITIES ASSESSMENT 1: Portfolio

Subject: Psychology Assignment

Keywords : TCHR2002 CHILDREN, FAMILIES & COMMUNITIES ASSESSMENT 1: Portfolio Assessment 1: Portfolio of short responses


Question:

TCHR2002 Children, Families & communities

ASSESSMENT 1: Portfolio

 

Summary

Title

Assessment 1: Portfolio of short responses

Due Date

Monday 21st November (WEEK 4) @ 11:59pm (AEDT)

Length

1500 words including references

Weighting

50%

Submission

1 word document submitted to Turnitin

Unit Learning Outcomes

You will demonstrate the following Unit Learning Outcomes on the successful completion of this task:

 

●       ULO1: compare and critique historical and contemporary constructions of childhood and families, including those pertaining to Indigenous childhoods.

●       ULO2: identify the ways to ensure children feel that they are belonging, being, and becoming.

●       ULO3: explain the diverse range of issues affecting children, families and communities including social, economic and educational policies and their impact upon service provision for children and families.

 

 

Task Description

This task requires students to reflect upon key issues presented in Modules 1-3 and complete three (3) x 500 word responses to the questions below under Task Instructions.

 

Rationale

Working with, and supporting children and families within the context of their community can present challenges. Early childhood professionals should reflect on the diversity of issues that face children and families.  The aim of this assessment task is for students to demonstrate their knowledge and understanding regarding contemporary and diverse issues facing children, families and communities.

 

Task Instructions

You are required to answer each of the following three questions in approximately 500 words. All responses must be literature supported.

 

Question 1

 

 Part A: In your own words, write a short definition (2-3 sentences) for proximal processes.

 

Part B: Think about the aspects that influence children’s lives today and those that have influenced them in the past. Discuss how contemporary life may enhance or hinder proximal processes and outcomes compared to how life influenced them in the past. Frame your answer using the levels in Bronfenbrenner’s Ecological Model.

 

 

Question 2

 

The extent to which victims of bullying suffer negative outcomes is partly determined by how they cope with being bullying. In your future practice, how can you ensure the children in your care have the skills and strategies to overcome bullying incidents. Make links to the Early Years Learning Framework (DET, 2019) where relevant.

 

Question 3

 

You are working at a long day care centre where a new family has enrolled. You have planned a cooking experience with the children when the boy (aged 4) states, “cooking is the girl’s job, boys should not cook!” Discuss the following points:

  • What language and actions would you use to handle this situation?
  • How can you teach gender equality as part of the Australian culture with children aged 3-5?
  • What are the strategies you could implement to work towards social justice and equity?

 

Follow the steps to complete the task:

 

  • Create a new Word Document and save it with your surname and initials and the assessment task’s name. E.g: MillsA_assessment1_portfolio
  • Create a cover page with the following details:
    • Student name
    • Student ID
    • Unit code
    • Unit Assessor and Tutor names
    • Date submitted
  • Complete three (3) x 500 word responses to the prompts listed above. Responses must be literature supported.
  • Complete one reference list for the entire assessment task.
  • Once complete, submit task via the Turnitin link in the Assessment and Submission section of the unit site.
  • Adhere to APA7 formatting guidelines

 

Referencing Style

APA 7th referencing format is required in Faculty of Education assessment tasks – link to SCU Libguide here:   APA 7 Referencing.

 

Task Submission

Assessments should be submitted using the Turnitin activity titled “Assessment 1: Portfolio” in the Assessments Tasks & Submission section on the Blackboard TCHR2002 site. Only Microsoft Word documents submitted via the Turnitin portal on Blackboard will be accepted. You must label your submission with your surname and initials and the assessment task's name, e.g: MillsA_assessment1_portfolio

 

Special Consideration

Students wishing to request special consideration to extend the due date of an assessment task must submit a Request for Special Consideration form via their MyEnrolment page as early as possible and prior to the original due date for that assessment task, along with any accompanying documents, such as medical certificates.

Late Submissions & Penalties

Except when special consideration is awarded, late submission of assessment tasks will lead automatically to the imposition of a penalty. Penalties will be incurred as soon as the 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 in the due date
  • 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 zero.”

 

Grades & Feedback

Assignments that have been submitted by the due date will receive an SCU grade and written feedback. Grades and feedback will be posted to “Grades & Feedback” section on the Blackboard unit site. Please allow 7 working days for marks to be posted.

 

Academic Integrity

At Southern Cross University academic integrity means behaving with the values of honesty, fairness, trustworthiness, courage, responsibility and respect in relation to academic work. The Southern Cross University Academic Integrity Framework aims to develop a holistic, systematic and consistent approach to addressing academic integrity across the entire University.  For more information see the SCU Academic Integrity Framework

 

Assessment Rubric

 

Marking Criteria and % allocation

High Distinction

(85-100%)

Distinction

(75-84%)

Credit

(65-74%)

Pass

(50-64%)

Fail

0-49%

Professional reflective response to each prompt showing depth of understanding of key issues and ideas.

 

15 marks

Extremely good reflective professional response to each prompt, showing outstanding understanding of the key ideas and issues presented in the unit.

Very good reflective professional response to each prompt, showing comprehensive understanding of the key ideas and issues presented in the unit.

Good reflective professional response to each prompt, showing solid understanding of the key ideas and issues presented in the unit.

Satisfactory reflective professional response to each prompt, showing a satisfactory understanding of the key ideas and issues presented in the unit.

Poor reflective professional response to each prompt, showing an unsatisfactory understanding of the key ideas and issues presented in the unit.

Engagement with unit readings, relevant ECEC policy, literature and research.

 

15 marks

Responses show outstanding engagement with the unit readings, relevant ECEC policy, literature and research.

Responses show very good engagement with the unit readings, relevant ECEC policy, literature and research.

Responses show good engagement with the unit readings, relevant ECEC policy, literature and research.

Responses show satisfactory engagement with the unit readings, relevant ECEC policy, literature and research.

Responses fail to show satisfactory engagement with the unit readings, relevant ECEC policy, literature and research.

Consideration of the perspectives/ roles of all stakeholders including children, families and community.

 

15 marks

All responses show an outstanding consideration of the perspectives and/or roles of all stake holders including children, families and members of the community.

All responses show very good consideration of the perspectives and/or roles of all stake holders including children, families and members of the community.

All responses show good consideration of the perspectives and/or roles of all stake holders including children, families and members of the community.

Most responses show a satisfactory consideration of the perspectives and/or roles of all stake holders including children, families and members of the community.

 

Responses show little to no consideration of the perspectives and/or roles of all stake holders including children, families and members of the community.

 

Academic Literacy

 

5 marks

Displayed outstanding Academic Literacy, including all of the following:

Correct word count (+/- 10%), correct writing conventions, correctly formatted reference list

Displayed comprehensive Academic Literacy, including all or most of the following:

Correct word count (+/- 10%), correct writing conventions, correctly formatted reference list

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

Correct word count (+/- 10%), correct writing conventions, correctly formatted reference list

Displayed satisfactory Academic Literacy, including some of the following:

Correct word count (+/- 10%), correct writing conventions, correctly formatted reference list

Failed to display satisfactory Academic Literacy.

Incorrect word count, Incorrect writing conventions, incorrectly formatted reference list

 

Description of SCU Grades

 

High Distinction:

The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as outstanding in relation to the learning requirements specified.

Distinction:

The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as distinguished in relation to the learning requirements specified.

Credit:

The student’s performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying relevant skills and concepts. The student’s performance could be described as competent in relation to the learning requirements specified.

Pass:

The student’s 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 student’s performance could be described as satisfactory in relation to the learning requirements specified.

Fail:

The student’s performance fails to satisfy the learning requirements specified.

Solution:

ASSESSMENT 1: PORTFOLIO OF SHORT RESPONSES

Question 1

Definition of Proximal processes

Proximal processes can be referred to as experiences that are actively participated by persons including role-playing, activities as well as relations that influence microsystems in each and every setting. Proximal processes may be explained as playing with children as well as reading activities, and any kind of role-playing activities, most of which are done in an external environmental system.  Proximal processes are mainly considered as highly influenced by immediate environmental set-up and considered as a truly interactive process.

Explaining factors influencing children's lives today and in the past days using Bronfenbrenner's Ecological Model

Basis of “Bronfenbrenner’s Ecological Model'' mainly stands upon viewing a child's development as one of complex systems in terms of relationship development which is mainly affected by multiple levels of the external surrounding environment and immediate environmental settings. That mainly includes family and school culture to a wide area of cultural laws, values as well as customs (Adu & Oudshoorn, 2020).  As per “Bronfenbrenner’s Ecological Model”, five systems of child development are interconnected and impact their entire development phase one after another while change occurs in one stage,

Image

Figure 1: system includes in Bronfenbrenner’s Ecological Model

(Source: Hong et al. 2021)

            below discussion shed light on highlighting factors influencing children's development in past and present following Bronfenbrenner’s Ecological Model. Those are as follows -

Microsystem and MesoSystem 

First stage of “Bronfenbrenner’s Ecological Model” presents factors that directly impact child development process within immediate environmental system and those are parents as well as siblings, school peers and teachers. As per views of  Viola et al. (2021), in past days parents' preference towards son rather than daughter based on existing social structure impacts children's development process by impacting development of their cognitive skills. This particular situation influences conflict among siblings and at same time most children tend to display less attachment and social skills, and emotional skills.  On another hand, in an advanced education set-up nowadays, teachers impact children's development by engaging them in various types of social role-playing activities as well as allowing children to communicate effectively with peers which helps children to develop their social skills.   These particular activities impact children's development by changing their interaction skills which are significantly justified by MesoSystem standard of “Bronfenbrenner’s Ecological Model”.

Exosystem

Various types of informal as well as formal social factors impact children's development process which includes influence of neighbourhood as well as workplace of parents and mass media.  In past, neighbours that consist of poor housing, as well as unsafe circumstances, may influence children to get addicted towards doing something wrong such as social crimes which hindered their social development.  Besides, Adu & Oudshoorn (2020) has reported that most parents in the current scenario are employed so it has become quite tough for giving children their valuable time in developing their social behaviour and at same time high accessibility of mass media activities through mobile has started adversely impacting children's mental development.

Macrosystem and Chronosystem

In past, developing superstitious mindsets from childhood took place due to limited educational development of children.  On other hand, various types of antisocial activities taken place by children have taken place in the past days influenced by a superstitious mind-set. Besides, in present scenario, socioeconomic status shown to children mainly impacts their entire development by driving their focus on economic factors. These particular factors influence them to follow malpractices such as thieving at home for fulfilling their desire.  Experiencing significant situational difficulties such as parents' divorce which is one of frequent incidents that take place in current scenario has started impacting children's development as well as changing behavioural approaches.

Question 2

Nowadays bullying has become one of major social issues which have started facing individuals at school, college and workplace. To power views of Kucks & Hughes (2019), individuals need to understand and follow strategies through which they can easily overcome impacts of bullying and it needs to be adopted to follow ways by individuals from childhood. In order to elaborate strategies as well as required skills for children to overcome severe adverse impacts of bullying following  “Early Years Learning Framework (DET, 2019)” are as follows -

Belonging

first stage named “Belonging” framework named “Early Years Learning Framework” mainly deals with developing children's knowledge of whom and where to belong. On other hand, a sense of relationship development and importance of relationships in life are built on basis of defining identities. As per views of Mangen et al. (2019),  in childhood, it is very much important to know fundamental lies while developing strong relationships with individuals throughout their entire life.  Based on aforementioned fundamentals,  I must say that providing proper learning regarding what bullying is and what are major impacts of bullying and which types of activities are identified as bullying would be effective for understanding nature and degree of bullying at initial stage. In addition, I can assure you that children under my care have potential to deal with bullying incidents in way I have taught them it is better to build friendships rather than harass anyone which leaves them all alone.  I have also guided them to communicate effectively and attentively with anyone which would allow them to know several unknown facts.

Being

Second stage named “Being” of chosen framework highlights their urge to build as well as maintain relationships by knowing them and their present situation. As per views of Molla & Nolan (2019), developing children’s concern about present is done which contributes towards preparing them to deal with future. Based on this core foundation, I can say that children under my care have developed strategies as well as skills not to bully back and two wrongs cannot make a right through a session provided by me. On other hand, I have taught children under my care not to show their weak points to others by crying or showing anger to others.  That means you have a significant weak point to be bullied again and in this case, one just needs to walk away simply.

Becoming

            Significant understanding, as well as identification capabilities, as well as  relationship, understandability, knowledge, and mode of skill enhancement change over time which requires proper guidance to strengthen for grabbing extended scope.  basis of stage named “Becoming” mainly stands upon changing children’s understanding ability over time which mainly takes place in early years. To support and fulfil this fundamental, I must have provided knowledge to children under my care to stay like a team through developing interaction with each other. This particular activity, especially in a new place, would be effective to overcome chances of facing bullying issues. On other hand, I  acknowledge that children under my care have developed  strong interactive skills which would allow them to easily communicate as per situational requirements and I have also guided them to know how to understand situational requirements and which can make situational performance easy to handle.  Through conducting an anti-bullying program, I have provided knowledge regarding overcoming bullying to children in an effective manner.

Question 3

             Based on the scenario presented, I would handle the situation verbally by telling the boy not to say that again as he thinks it is wrong. Nowadays, no work has a limit to be done by gender-specific individuals. I have also shown him some pictures or visual content where both girl and boy are cooking and taking it as enjoying the moment.  As per the views of Walton-Fisette & Sutherland (2018), showing real-life evidence that can be understood by children would be effective for children to understand and gain the required knowledge from the situation. In this case, treating the situation as everyone needs to be respectful to others and the child would be able to understand the importance of equality in maintaining the cultural standard. Offering all types of activities to be performed will be beneficial for promoting the equality sense of the 4 years old child. Encouraging positive role models for changing the mindset of the child would be effective in the sense of changing the traditional mindset.

            Gender equality is considered one of the important parts of Australian Culture, understanding which at an early age mainly impacts the future development of individuals and at the same time it also influences traditional changes in children's mindset. Early age is considered an opportunity for creating a significant foundation for significant respectful  relationships which requires throughout the life of the individual in order to live it perfectly (Keddie & Holloway, 2020).  Based on this particular fundamental, I can say that I would provide a better understanding to children who belong to the 3 to 5 years of age group about considering respectful relationships at the educational stage initially and consider each and everyone equal to each other. On the other hand, the presentation of real-life evidence which would be easy to understand would be done by me in order to extend their thinking abilities to a broad range.

Besides, I would also conduct an open conversation process with children in order to get better perspective insights of children. Based on the Australian perspective of gender equality, I would teach them to enhance their respectfulness for differences which allows them to respect both gender-based activities. I would also conduct a session based on this particular fact in order to develop children's awareness where the scope of performing significant role-playing activities will be provided to children in order to understand practical knowledge that needs to be developed for performing activities in a group. Presentation of Australia’s rank on a “global index measuring gender equality” would be effective for catching significant insights of children in order to understand its importance throughout life.

            In my opinion, I can say that I could implement significant strategies for developing early-age consciousness about social justice and equity in order to ensure social awareness among people of the upcoming generation. On the other hand, I could implement strategic planning for conducting awareness programs aimed at providing knowledge regarding the importance of considering social justice and equity among people.  On the other hand, strategy implementation for keeping updated people about the presentation of knowledge that   is related to social justice and equity at Australian Standard.

 

 

Reference List

Question 1

Adu, J., & Oudshoorn, A. (2020). The deinstitutionalization of psychiatric hospitals in Ghana: An application of Bronfenbrenner’s social-ecological model. Issues in Mental Health Nursing, 41(4), 306-314. https://doi.org/10.1080/01612840.2019.1666327

Hong, J. S., Hunter, S. C., Kim, J., Piquero, A. R., & Narvey, C. (2021). Racial differences in the applicability of Bronfenbrenner’s ecological model for adolescent bullying involvement. Deviant Behavior, 42(3), 404-424. 10.1080/01639625.2019.1680086

Viola, P. D. D., Torres, J., & Cardoso, L. (2021). Determinants of urban cycling from the perspective of Bronfenbrenner's ecological model. Revista Produção e Desenvolvimento, 7. Doi: https://doi.org/10.32358/rpd.2021.v7.537

Question 2

Kucks, A., & Hughes, H. (2019). Creating a sensory garden for early years learners: Participatory designing for student wellbeing. In School Spaces for Student Wellbeing and Learning (pp. 221-238). Springer, Singapore. 10.1007/978-981-13-6092-3_12

Mangen, A., Hoel, T., Jernes, M., & Moser, T. (2019). Shared, dialogue-based reading with books vs tablets in early childhood education and care: Protocol for a mixed-methods intervention study. International Journal of Educational Research, 97, 88-98. https://doi.org/10.1016/j.ijer.2019.07.002

Molla, T., & Nolan, A. (2019). Identifying professional functionings of early childhood educators. Professional Development in Education, 45(4), 551-566. https://doi.org/10.1080/19415257.2018.1449006

Question 3

Walton-Fisette, J. L., & Sutherland, S. (2018). Moving forward with social justice education in physical education teacher education. Physical Education and Sport Pedagogy, 23(5), 461-468. https://doi.org/10.1080/17408989.2018.1476476

Keddie, A., & Holloway, J. (2020). School autonomy, school accountability and social justice: Stories from two Australian school principals. School Leadership & Management, 40(4), 288-302. https://www.researchgate.net/profile/Amanda-Keddie/publication/334631063_School_autonomy_school_accountability_and_social_justice_stories_from_two_Australian_school_principals/links/5ebc6293a6fdcc90d674faf3/School-autonomy-school-accountability-and-social-justice-stories-from-two-Australian-school-principals.pdf