Following the guidelines in the EYLF and the NQF, review a range of contemporary approaches to ECE in terms of working inclusively with carers/familie
GDECE 101 Foundations of early childhood education: Assessment 1 Rubric
Task description:
Following the guidelines in the EYLF and the NQF, review a range of contemporary approaches to ECE in terms of working inclusively with carers/families and communities. Compare and contrast the recommended practices with some of the historical approaches examined in class. Refer to relevant theoretical understandings, curriculum models and pedagogical approaches.
Criteria:
- Appraise 2 – 3 approaches to ECE in terms of working inclusively with carers/families and communities.
- Briefly compare each approach with historical practices.
- Provide specific examples of practice for each approach discussed.
- Appraisal should include critical reflection on each approach, noting limitations, challenges and/or affordances in contemporary practice.
- Essay should include a brief introduction and conclusion.
Word count: 1000 (excluding references)
NOTE: SCEI-HE requires its students to observe the highest ethical standards in every aspect of their academic work. SCEI-HE actively demonstrates its commitment to academic integrity by recognising scholarly work and penalising all forms of academic dishonesty. Please refer to the Institute’s HEPP01 Academic Integrity Policy and Procedure for further information or speak to your lecturer, Academic Support Coordinator or Librarian.
Formatting: 12-point serif font (eg. Times New Roman). 1.5 or double line spacing. Referencing: APA7 (please refer to this guide for referencing guidelines)
Due Date: Friday December 2023, 11:59 PM
Extension requests must be granted in writing before the assignment due date. Contact your lecturer in writing for extensions of up to 7 calendar days. Longer extensions may be granted but require special consideration. Special consideration applications must also be submitted before the date and require documentary evidence, such as medical certificates.
Grading Scale:
Grade Criteria
High Distinction
Distinction
Credit
Pass
Does not meet minimum standard
C1.
Appraise 2 – 3 approaches to ECE in terms of working inclusively with carers/families and communities
(15 marks)
2 – 3 approaches have been appraised.
Only one approach appraised.
No identifiable approaches appraised.
Approaches are appraised in detail with clear focus on working inclusively with carers/families and communities.
Approaches are explained in detail, with clear focus on working inclusively with carers/families and communities.
Approaches are described accurately and directly connected to working inclusively with carers/families and communities.
Approaches are stated but working inclusively with carers/families and communities not connected.
Approach is stated but contains key misunderstandings or inaccuracies.
Critical reflection
addresses approach and appraisal, showing understanding of key issues relating to working inclusively with carers/families and communities.
Critical reflection
directly connected to approach and appraisal through specific detail.
Approaches are explained in terms of working inclusively with carers/families and communities
Critical reflection directly connected to approach but lacks detail.
not directly connected to approach or appraisal.
Attempt at critical reflection present.
Attempt at critical
reflection present, but not connected to argument.
Working inclusively with carers/families and communities is
Critical reflection
Critical reflection absent.
C2.
Briefly compare each approach with historical practices
(10 marks)
Pertinent comparison explained, with critical reflection on connection between historical practice to
Comparison given, clear linking pertinent details of historical practice to contemporary approach.
Comparison given with explanation of historical practice.
Comparison given with description of historical practice.
Comparison given with little detail.
Comparison given but contains key misunderstandings or inaccuracies.
Comparison to historical practices absent.
contemporary approach.
C3.
Provide specific examples of practice for each approach discussed
(10 marks)
Relevant, specific examples of practice clearly explained, with critical reflection.
Relevant, specific examples of practice clearly explained.
Relevant, specific examples of practice clearly described.
Relevant examples of practice clearly described.
Examples of practice stated. Connection to approach many be tenuous.
Examples of practice provided but are irrelevant or contain key misunderstandings or inaccuracies.
Examples of practice not provided.
C4.
Relevant academic literature is drawn upon to support explanations and arguments presented.
(10 marks)
A broad range of academic literature is drawn upon to justify argument.
A broad range of academic literature is drawn upon to clarify argument.
A range of academic literature is drawn upon to support argument.
A range of academic literature is drawn upon, but only superficially supports argument.
Minimal academic literature drawn upon.
Academic literature drawn upon, but irrelevant to target content.
No literature drawn upon or literature drawn upon is not from appropriate sources.
C4. Assignment is formatted according to requirements and written clearly and cohesively. APA 7 referencing is used. Word limit is adhered to.
(5 marks)
C4.1 The assignment is clear and free of typographical and structural features that hinder understanding. There is no confusion between author voice and that of sources. The assignment is formatted according to stated requirements. The assignment is formatted according to stated requirements. Accurate mechanics of in-text and end-of-text APA (7th Ed.) referencing style were used.
C4.2 The assignment is clear with minor typographical and structural features that may hinder understanding. There is minimal confusion between author voice and that of sources. The assignment is mostly formatted according to stated requirements. Accurate mechanics of in- text and end-of- text APA (7th Ed.) referencing style
C4.3 The assignment is clear with typographical and structural features that may hinder understanding. There is minor confusion between author voice and that of sources. The assignment is partly formatted according to stated requirements. Mechanics of in- text and end-of- text APA (7th Ed.) referencing style were used with
C4.4 The assignment has typographical and structural features that significantly hinder understanding. There is confusion between author voice and that of sources.
The assignment is minimally formatted according to stated requirements. Mechanics of in- text and end-of- text APA (7th Ed.) referencing
C4.5 The assignment has typographical and structural features that prohibit understanding. There is confusion between author voice and that of sources, or author’s voice is absent. The assignment is not formatted according to stated requirements.
Mechanics of in-text and end-of-text APA (7th Ed.) referencing style were not used appropriately.
|
Word limit met. |
were used with minor inconsistencies (no more than 2 errors). Word limit met. |
inconsistencies (no more than 4 errors). Word limit met. |
contain several errors. Word limit met. |