SCU ASSESSMENT 1 COVER SHEET & DECLARATION

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Assessment title:	Assessment 1: Portfolio
Assessment Brief states (tick):	PURPOSE-SPECIFIC GenAI USE ALLOWED
Unit code:	TCHR2002
Unit name:	Children, Families, and Community
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TCHR2002 CHILDREN, FAMILIES & COMMUNITIES

ASSESSMENT 1: Portfolio 2025 Term 2, 2025

 

Student Name:

Southern Cross University

Dr Tracy Young

May, 19, 2025

Table of Contents

Topic 1: Historical Childhood Influences.................................................................. 4

1. Introduction.......................................................................................................... 4

2. Historical vs Contemporary Context................................................................... 4

3. Analysis Using Bronfenbrenners Ecological Model.......................................... 4

4. Conclusion........................................................................................................... 5

Topic 2: First Nations Childhoods.............................................................................. 6

1. Introduction.......................................................................................................... 6

2. Children Seeing Themselves in the Curriculum.................................................. 6

3. Importance of Intercultural Spaces...................................................................... 6

4. Conclusion........................................................................................................... 7

Topic 3: Gender Equity Scenario............................................................................... 8

1. Introduction to the Scenario................................................................................. 8

2. Language and Strategies to Support Being, Belonging, and Becoming.............. 8

3. Teaching Gender Equity in the Anti-Bias Curriculum........................................ 8

4. Communicating with Families............................................................................. 9

5. Conclusion........................................................................................................... 9

Reference:................................................................................................................... 10

Appendix:.................................................................................................................... 13

 

Topic 1: Historical Childhood Influences

1. Introduction

For the past 50 years, childhood has gone from being spent mostly outdoors and with other children, to being much more structured and involved with technology. Currently, factors such as growing screen time and adjusted employment by parents affect childrens development, friendships, and wellbeing in many different ways.

2. Historical vs Contemporary Context

Forty to fifty years ago, children in Australia and worldwide spent less time with screens, were more likely to play casually outside their homes, and usually felt a stronger community bond in their neighbourhoods. Given the traditional gender roles, only one parent stayed at home and met the kids every day in most families. Children did not use screens much, and TV was their only main media, with parents limiting its use at certain times (Nathan et al. 2021). Face-to-face interaction and proximal processes were supported in childrens lives through the conditions described by Bronfenbrenner in his Ecological Model.

Nowadays, children spend a lot of time with screens, as TVs, tablets, phones, and computers are used often, unlike in former times. As a result of more screen time these days, children tend to engage more with technology alone rather than socially play with others. This situation has made it harder for parents to be around their children, and so interactions have changed (Shalani et al., 2023). At the same time, many children now have less time for exercise and socializing, which might affect their growth and overall happiness in Australia and across the world.

3. Analysis Using Bronfenbrenners Ecological Model

Bronfenbrenners theory helps us to understand how various environments contribute to a childs development (Refer to Appendix 1). Interactions with others in the family, at school, and with peers in the past directly benefited childrens development. Children used to interact more directly with their caregivers, which helped build important proximal processes needed for development (Viola, 2021). Now, parents being at work for most of the day due to their commitments may lead to less interaction and connection between them and their children.

Family and school interactions are now largely affected by technology. Although digital devices make it easier to stay in touch, they can also reduce the quality of face-to-face conversations between caregivers and educators.

At this exosystemic level, important things that shape families include jobs, availability of childcare, and government policies. Likewise, when parents must work long and uncertain hours, their availability for their children might decrease, lowering the effectiveness of proximal processes (El Zaatari, 2022).

The macrosystem includes the societys customs and beliefs. Prioritising digital skills and more productivity in society may decrease the importance people give to traditional childrens games and personal interactions with their caregivers. For childrens development and wellbeing to improve, modern advantages should be used purposely to support relational interactions.

4. Conclusion

Children these days spend more time indoors on devices and less time with others, due to changes in family routines. The way parents work and the time they spend on screens has influenced childrens main growth interactions. With new modern benefits, there is also a danger that childrens connections with people weaken if not handled with care, which might influence their emotional, mental, and social development.

 

 

 

Topic 2: First Nations Childhoods

1. Introduction

Using culturally responsive teaching is important in the early years of education since it values and Honors the many cultural backgrounds of kids. By embedding Aboriginal and Torres Strait Islander perspectives, First Nations children get to see their cultures represented in learning, creating a sense of belonging and high self-esteem in them from a young age.

2. Children Seeing Themselves in the Curriculum

The children should see evidence of their culture and identity in the school materials to feel proud and secure (Refer to Appendix 2). Feeling represented and included in the learning environment at school makes Aboriginal and Torres Strait Islander children feel more secure. The Early Years Learning Framework (EYLF) Version 2.0 explains in Outcome 1: Having their families culture honoured makes children feel more secure and at ease (EYLF, 2022).

This approach involves everyday use of local languages, stories, songs, and ways of doing things from Aboriginal and Torres Strait Islander culture. This way of embedding First Nations culture can be done in sessions and also throughout the day with songs, artwork, languages, and stories (Tabor et al., 2022). One way to achieve this is for educators to use local greetings, include First Nations narratives in their story readings, and display multimedia created by children. As a result, all children learn about the culture of First Nations people, while also ensuring that First Nations children feel their identity is valued. As the EYLF highlights, when childrens cultural identity is respected and valued, they learn to rely on themselves and respect others.

3. Importance of Intercultural Spaces

Children from all kinds of backgrounds feel included and able to respect and collaborate. It moves on from merely celebrating diversity to helping cultures collaborate and gain a better understanding (Khalfaoui, 2021). Early childhood education uses intercultural spaces to allow all children and their families from different backgrounds to feel included and recognised.

As a result, children can learn about their cultural background and value the cultures of others. Children get to understand their own culture better while accepting and appreciating others cultures. Intercultural spaces confirm and value the cultural identity of Aboriginal and Torres Strait Islander families and guarantee they are not ignored.

Educators help create intercultural spaces by using safe and fair practices, such as talking with First Nations Elders, using open language, and regularly including real Aboriginal and Torres Strait Islander content in what they do (Willis, 2024). Joining forces with the community helps children understand the culture by putting them in contact with knowledgeable people and exciting activities in the area.

Including all types of families and cultures supports children and families, supports strongly bonding together, and encourages respect. The approach also matches the key areas stressed in EYLF: diversity, identity, and working with the community.

4. Conclusion

Making sure Aboriginal and Torres Strait Islander perspectives are a part of early childhood education is necessary for achieving equity, respect, and cultural safety. It helps First Nations children, improves learning for all, and helps create a fairer and just society where everyones diverse backgrounds are respected and valued from the beginning.

Topic 3: Gender Equity Scenario

1. Introduction to the Scenario

In the classroom, when Eliza, a four-year-old girl, is judged on her gender, it leads to other children excluding her and ceasing to accept her. As a result of the situation, we see why its important to make all children in the classroom feel comfortable, no matter their gender expression.

2. Language and Strategies to Support Being, Belonging, and Becoming

Everyones identities should be honoured when resolving childrens questions about Elizas gender by using caring and inclusive choices of words. It is important to inform children that everyone is different, and what someone feels inside is the most important thing (Allen et al. 2021). For example, saying Eliza knows she is a girl, and we respect that, teaches children and adults to be respectful to each other and others.

When teachers use this method, they help to ensure that Eliza and every child feel part of the group and included. Being accepted by everyone makes children feel safe and included. This method of communication strengthens Becoming, helping children gain confidence in who they are and value their self-expression.

This type of behaviour helps children develop by encouraging them to understand and respect differences from a young age (Saracho, 2023). Sharing stories, using role-play, and discussing different emotions and differences help children avoid prejudice from a young age. Those practices support the Early Years Learning Framework goals, helping children learn to accept and support others while growing kinder.

3. Teaching Gender Equity in the Anti-Bias Curriculum

By using an anti-bias curriculum, educators create a classroom that highlights differences in people and supports fairness. To support children aged 35 years, they should be given diverse role-play toys so they can try out different gender expressions. You can use books that feature many types of gender expressions to help young children learn about and accept diversity.

Teachers can have talks with children about respect and fairness, giving them space to share their experiences surrounding gender (Long, 2025). Group activities and talking with others help children learn to reject unfairness toward others and be more understanding.

For 3- to 5-year-olds, professionals can use simple words, stories, and songs to introduce the idea of identity and respect. They are in line with anti-bias education by helping children build confidence, accept others, and take part in fairness, all from an early stage.

4. Communicating with Families

I would use newsletters, parent meetings, and workshops to share with families about gender equity education and why it is important. The newsletters, meetings with parents, and workshops would tell families about gender equity education and let them understand its value (Bishop, 2024). Engaging families allows students families and teachers to back each other up, improving all childrens attitudes and understanding of different gender identities.

5. Conclusion

Educators play a big part in creating a space where all kids feel included and treated equally by showing respect and making sure to break down unfair ideas, and they also help kids feel comfortable with who they are. Educators help create fair and accepting classrooms by working closely with families and setting an example for everyone to follow.

Reference:

Allen, K. A., Kern, M. L., Rozek, C. S., McInerney, D. M., & Slavich, G. M. (2021). Belonging: A review of conceptual issues, an integrative framework, and directions for future research. Australian journal of psychology, 73(1), 87-102. https://www.tandfonline.com/doi/pdf/10.1080/00049530.2021.1883409

Bishop, P. A. (2024). Middle grades teacher practices during the COVID-19 pandemic. In Dialogues in Middle Level Education Research Volume 3 (pp. 20-50). Routledge. https://www.tandfonline.com/doi/pdf/10.1080/19404476.2021.1959832

Budzyna, D., & Buckley, D. (2025). Ecological theory. In The whole child: Development in the early years. ROTEL Pressbooks. https://rotel.pressbooks.pub/whole-child/chapter/ecological-theory-2/

El Zaatari, W., & Maalouf, I. (2022). How the Bronfenbrenner bio-ecological system theory explains the development of students sense of belonging to school?. Sage Open, 12(4), 21582440221134089. https://journals.sagepub.com/doi/pdf/10.1177/21582440221134089

EYLF. (2022). Belonging, being and becoming: The Early Years Learning Framework for Australia (V2.0). https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

Khalfaoui, A., Garca-Carrin, R., & Villardn-Gallego, L. (2021). A systematic review of the literature on aspects affecting positive classroom climate in multicultural early childhood education. Early Childhood Education Journal, 49(1), 71-81. https://link.springer.com/content/pdf/10.1007/s10643-020-01054-4.pdf

Long, N. (2025). A Study on the Innovative Design of Diversity-Related Toys for Children. https://pdfs.semanticscholar.org/57f1/7caae250cb4fc4c5db2d7358a81ac2664434.pdf

Nathan, A., George, P., Ng, M., Wenden, E., Bai, P., Phiri, Z., & Christian, H. (2021). Impact of covid-19 restrictions on western Australian childrens physical activity and screen time. International Journal of Environmental Research and Public Health, 18(5), 2583. https://doi.org/10.3390/ijerph18052583

Saracho, O. N. (2023). Theories of child development and their impact on early childhood education and care. Early Childhood Education Journal, 51(1), 15-30. https://eclass.uowm.gr/modules/document/file.php/NURED263/Saracho%20theories%20of%20child%20development%20and%20their%20impact%20on%20early%20childhoo%20education%20%26%20care%202023%20ECEJ.pdf

Shalani, B., Azadfallah, P., Farahani, H., & Brand, S. (2023). Why do Iranian preschool-aged children spend too much time in front of screens? A preliminary qualitative study. Children, 10(7), 1193. https://doi.org/10.3390/children10071193

Tabor, S. M., Van Bavel, M., Fellner, K. D., Schwartz, K. D., Black, T., Black Water, C., ... & Pepion, J. (2023). Healing, empowering, engaging, learning, and decolonizing through culture: living wellness, resilience, and resurgence in the classroom through creative arts. Canadian Journal of School Psychology, 38(1), 86-104. https://journals.sagepub.com/doi/pdf/10.1177/08295735221147322

Viola, P. D. D., Torres, J., & Cardoso, L. (2021). Determinants of urban cycling from the perspective of Bronfenbrenner's ecological model. Revista Produo e desenvolvimento, 7. https://revistas.cefet-rj.br/index.php/producaoedesenvolvimento/article/download/537/384

Willis, K., & Weuffen, S. (2024). Strategies for Facilitating Culturally-Safer Learning Environments for First Nations Children in Australian Early Childhood Education. In Inclusion and Social Justice in Teacher Education (pp. 59-78). Cham: Springer International Publishing. https://www.researchgate.net/profile/Sara-Weuffen/publication/385593677_Strategies_for_Facilitating_Culturally-Safer_Learning_Environments_for_First_Nations_Children_in_Australian_Early_Childhood_Education/links/67367a2568de5e5a30773415/Strategies-for-Facilitating-Culturally-Safer-Learning-Environments-for-First-Nations-Children-in-Australian-Early-Childhood-Education.pdf#page=73

Appendix:

Appendix 1: Ecological Theory of Bronfenbrenner

(Source: Budzyna, 2025)

Appendix 2: BELONGING, BEING AND BECOMING

(Source: EYLF, 2022)