TCHR5009 THEORY TO PRACTICE: EDUCATION AND CARE FOR INFANTS AND TODDLERS
Assessing Learning and Development in Infants and Toddlers: A Critical Reflection
Introduction
As an early childhood educator, it is important to thoughtfully assess the learning and development of infants and toddlers in my care. Authentic assessment practices aligned with developmental frameworks provide a holistic view of each child. This critical reflection discusses my teaching philosophy and the role of assessment in supporting the growth and needs of young children.
Teaching Philosophy
My philosophy is to provide a nurturing, play-based learning environment that follows children’s interests. Physical, social-emotional, cognitive and language development are equally valued. Daily routines and activities allow natural opportunities to observe skills across domains. A relationship-based approach prioritizes bonding with families to understand each child.
Approaches to Assessment
The early years are focused on developmental progress, not academics. Informal tools like checklists, anecdotes and documentation capture interactions, problem-solving, communication and motor milestones during free play. Photos supplement observations of infants and toddlers. Assessment aligns with the Early Years Learning Framework to be developmentally appropriate. Results are shared positively with families through conferences and children’s portfolios.
Conclusion
Authentic assessment provides a holistic view of each child for improving instruction and supporting individual needs. Used formatively, it benefits children rather than being punitive. My role is facilitating optimal learning and development through nurturing practice informed by thoughtful reflection.
References
Dockrell, J. E., Lewis, A., & Lindsay, G. (2014). Researching children’s perspectives on early childhood literacy. Sage.
McAfee, O., Leong, D. J., & Bodrova, E. … (2018). … … Assessing and guiding young children’s development and learning. Pearson.
Wortham, S. C. (2008). Assessment in early childhood education. Pearson.
Summary
Title Assessment Task 1: Professional Philosophy and Critical Reflection
Type Report
Due Date Monday 13th November 11:59pm AEDT (Week 3)
Length 1500 words
Weighting 50%
Academic Integrity
GenAI May Not be Used
Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may not be used for this Assessment Task. You are required to demonstrate if you have developed the unit’s skills and knowledge without the support of GenAI. If you use GenAI tools in your assessment task, it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3.
Submission Submission of your assessment is via TURNITIN. The submission link can be found in the Assessment Tasks and Submission Tab in the Blackboard site.
Please note:
• It is YOUR responsibility to ensure that you have submitted the correct file and the FINAL version of your assessment for marking BEFORE the due date/time. If there are any errors with the submitted document, you may receive a late penalty.
• After you have followed the TurnItin submission it is essential you download the Digital Receipt.
• If you have any difficulty submitting your assignment, please contact Technology Services and make sure that you log a job with them so you have evidence of your attempted submission. To avoid any last-minute problems, make sure you submit well before 11:59pm on the due date.
Rationale
Students will reflect on their learning about theoretical perspectives and practices to develop their own teaching philosophy for teaching infants and toddlers. Students will reflect on this philosophy and how it may translate to practice.
Task Description
This report is comprised of two tasks and should be presented in ONE word document.
Part 1: Professional Philosophy (750 words)
Develop your professional philosophy statement for working with infants and toddlers in an early childhood setting. Consider important aspects of infant and toddler learning, health and safety and development. Consider unit topics such as relationships, quality, attachment, brain development, routines and the physical and human environment. You can also include topics that are of interest to you.
Part 2: Critical Reflection (750 words)
Critically reflect on your philosophy above, and identify 3 anticipated challenges you may face when putting your philosophy into practice. How do you intend to overcome these challenges? Analyse according to the set text, and the National Quality Standard and Early Years Learning Framework (V2.0).
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_philosophy
• Create a cover page with the following details:
o Student name and Student ID
o Unit code and name
o Unit Assessor and Tutor names
o Date submitted
• Complete professional philosophy (750 words) and critical reflection (750 words)
• Complete one reference list on word document
• Check draft with draft checker on unit site
• Once complete, submit final task via the Turnitin link in the Assessment and Submission section of the unit site.
Referencing
APA7th referencing format is required with a minimum of 5 references. Sources should include relevant early childhood policy and peer-reviewed literature. Students must use the unit textbook.
Resources
• Australian Government Department of Education. (2022) Belonging, being and becoming: The early years learning framework for Australia (V2.0).
• Australian Children’s Education & Care Quality Authority (n.d.). Developmental milestones and the Early Years Learning Framework and the National Quality Standards.
• Sims, M., & Hutchins, T. (2020). Program planning for infants and toddlers (3rd ed). Pademelon Press.
Task Submission
Assessments should be submitted using the Turnitin link on the Assessments Tasks & Submission section on the Blackboard 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.
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
NOTE: Academic Integrity breaches include poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating information.
GenAI May Not be Used
Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may not be used for this Assessment Task. You are required to demonstrate if you have developed the unit’s skills and knowledge without the support of GenAI. If you use GenAI tools in your assessment task, it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3.
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.
Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/view-current.php?id=140
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.”
Please refer to the Late Submission & Penalties section of Policy https://policies.scu.edu.au/view.current.php?id=00255
Grades & Feedback
Assessments that have been submitted by the due date will receive an SCU grade. Grades and feedback will be posted to the ‘Grades and Feedback’ section on the Blackboard unit site. Please allow 7-10 days for marks to be posted.
Assessment 1: Report MARKING RUBRIC
Criteria High Distinction Distinction Credit Pass Marginal Fail Fail
Task 1: Professional Philosophy (40%)
Articulation of professional philosophy statement for working with Infant and Toddler age children. Includes important aspects of Infant and Toddler learning, health and safety and development.
There is OUTSTANDING articulation of the philosophy statement for working with Infant and Toddlers. OUTSTANDING inclusion of important aspects of Infant and Toddler learning, health and safety and development that are covered in the unit. There is VERY GOOD articulation of the philosophy statement for working with Infant and Toddlers. VERY GOOD inclusion of important aspects of Infant and Toddler learning, health and safety and development that are covered in the unit. There is GOOD articulation of the philosophy statement for working with Infant and Toddlers. GOOD inclusion of important aspects of Infant and Toddler learning, health and safety and development that are covered in the unit. There is BASIC articulation of the philosophy statement for working with Infant and Toddlers. BASIC inclusion of important aspects of Infant and Toddler learning, health and safety and development that are covered in the unit. There is UNCLEAR articulation of the philosophy statement for working with Infants and Toddlers. Philosophy includes unclear or inappropriate aspects of Infant and Toddler learning, health and safety and development that are covered in the unit. There is NO articulation of the philosophy statement for working with Infant and Toddlers. Philosophy does not include aspects of Infant and Toddler learning, health and safety and development that are covered in the unit.
Task 2: Critical reflection (40%)
Critical reflection on personal philosophy to learning & teaching of Infants and Toddlers, the challenges and the learning competencies needed to achieve success as a teacher of the infant and toddler age group.
OUTSTANDING critical reflection on philosophy to learning & teaching of Infants and Toddlers, the challenges and the learning competencies needed to achieve success as a teacher of the infant and toddler age group. VERY GOOD critical reflection on philosophy to learning & teaching of Infants and Toddlers, the challenges and the learning competencies needed to achieve success as a teacher of the infant and toddler age group. GOOD critical reflection on philosophy to learning & teaching of Infants and Toddlers, the challenges and the learning competencies needed to achieve success as a teacher of the infant and toddler age group. BASIC critical reflection on philosophy to learning & teaching of Infants and Toddlers, the challenges and the learning competencies needed to achieve success as a teacher of the infant and toddler age group. UNCLEAR critical reflection on personal philosophy to learning & teaching of Infants and Toddlers, the challenges and the learning competencies needed to achieve success as a teacher of the infant and toddler age group. NO critical reflection on personal philosophy to learning & teaching of Infants and Toddlers, the challenges and the learning competencies needed to achieve success as a teacher of the infant and toddler age group.
Use of set text, the EYLF, NQS, the unit’s materials and scholarly readings (10%)
OUTSTANDING use of materials. Philosophy and critical reflection are consistently supported by relevant early childhood policy, research and literature. VERY GOOD use of materials. Philosophy and critical reflection are regularly supported by relevant early childhood policy, research and literature. GOOD use of materials. Critical reflection is consistently supported by relevant early childhood policy, research and literature. Some aspects of philosophy are not supported by sources. BASIC use of materials. Critical reflection is supported with literature. LIMITED use of materials. References are not relevant or appropriate for the task. Work is not referenced.
Academic literacy
(10%) 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. Limited Academic Literacy. Mostly incorrect word count, writing conventions and reference list. Failed to display satisfactory Academic Literacy. Incorrect word count, incorrect writing conventions, incorrectly formatted reference list. Task is not readable.
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.
