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TCHR5001 PLAY AND PEDAGOGIES IN EARLY CHILDHOOD EDUCATION

Summary

Title Assessment 1: Pre-recorded digital presentation: Pitch your pedagogy

Type Digital Presentation

Due Date Monday, 18 September 11:59 pm AEST (start of Week 4)

Length 15 minutes

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 1 word document with link to presentation and reference list, uploaded to the Assessment Tasks and Submission area of the unit site.

Unit Learning Outcomes This assessment task maps to the following ULOs:

ULO1: identify and analyse the role of play in learning and examine the challenges pertaining to play and pedagogies
ULO2: discuss the diversity of approaches to pedagogies utilised in early childhood education and care, and how they position children,
teachers and parents/carers
ULO3: analyse the relationships between the philosophy, theory and pedagogy to learning environment for all young children (birth – 5
years)
ULO4: critically reflect on personal philosophy to play and pedagogies for learning and teaching as an early childhood professional

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Rationale
One of the challenges that you may encounter in your future practice when implementing a play-based approach, is the differing views and perspectives of
play. Part of your role as an early childhood teacher is to advocate the value and recognition of play in children’s lives as well as coming to a shared
understanding of what ‘play’ is and what it means to implement a play-based pedagogy.

Task Description
This task requires students to reflect upon key issues presented in Modules 1-3 and create a digital presentation.

Task Instructions
You are working at early childhood education and care setting and have been asked to present at the parent information night. Some parents of children
aged 3-5 years voice their concerns about the play-based approaches used in your setting. They believe their children should be engaged in more formal,
academic approaches to prepare them for school. You must prepare a ‘pitch’ to explain and justify the importance of a play-based pedagogical approach.

Students may use PowerPoint, Prezi or Canva presentations. Your presentation must be accessible via a URL.

Your pitch must identify and justify the following elements:

• Your play philosophy

• The important role of play in children’s learning and development including at least 3 developmental domains.

• What creates a successful play learning environment?

Your pitch must be supported and informed by:

• At least 2 theories presented in Modules 1 and 2, including 1 foundational theory.

• Relevant early childhood education and care policies, research and literature.

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Follow the steps to complete the task:

• Create digital presentation using PowerPoint, Prezi, Canva or another platform of your choice. Your presentation must include audio, text and
images. It MUST be accessible via URL.

• Create a new Word Document and save it with your surname and initials and the assessment task’s name. E.g: MillsA_assessment1_pitchpedagogy

• 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

• Paste URL to presentation on word document

• Complete one reference list on word document

• Once complete, submit 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.

• Robinson, C., Treasure, T.,O’Connor, D., Neylon, G., Harrison, C., Wynne, S. (2018). Learning through play. Oxford University Press.

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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.”

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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.

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Assessment Rubric

Marking Criteria and
% allocation

High Distinction
+

100%

High Distinction
(85–99%)

Distinction
(75–84%)

Credit
(65–74%)

Pass
(50–64%)

Marginal Fail

(35-49%)
Fail

(1-34%)

Not
Address

ed
(0%)

Knowledge and
understanding of
foundational and
contemporary theoretical
perspectives.

20%

Achieves all
criteria for High
Distinction with
no errors.

Demonstrated excellent
knowledge and understanding of
foundational and contemporary
theoretical perspectives,
including 1 foundational theory.

Demonstrated very good
knowledge and understanding of
foundational and contemporary
theoretical perspectives, including
1 foundational theory.

Demonstrated good knowledge and
understanding of foundational and
contemporary theoretical
perspectives, including 1
foundational theory.

Demonstrated sound knowledge
and understanding of
foundational and contemporary
theoretical perspectives,
including 1 foundational theory

Little knowledge and
understanding of foundational
and contemporary theoretical
perspectives.

No knowledge of
foundational and
contemporary theoretical
perspectives
demonstrated.

Knowledge and
understanding of the role
of play in children’s
learning and
development.

20%

Achieves all
criteria for High
Distinction with
no errors.

Demonstrated excellent
knowledge and understanding of
the role of play in children’s
learning and development.

Demonstrated very good
knowledge and understanding of
the role of play in children’s
learning and development.

Demonstrated good knowledge and
understanding of the role of play in
children’s learning and
development.

Demonstrated sound knowledge
and understanding of the role of
play in children’s learning and
development.

Little knowledge and
understanding of the role of
play in children’s learning and
development.

No knowledge and
understanding of the role
of play in children’s
learning and
development

Knowledge and
understanding of
environments that
facilitate play-based
learning.

20%

Achieves all
criteria for High
Distinction with
no errors.

Demonstrated excellent
knowledge and understanding of
environments that facilitate play-
based learning. Student has
included human and physical
aspects of learning
environments.

Demonstrated very good
knowledge and understanding of
environments that facilitate play-
based learning. Student has
included human and physical
aspects of learning environments.

Demonstrated good knowledge and
understanding of environments
that facilitate play-based learning.
Student has included human and
physical aspects of learning
environments.

Demonstrated a basic knowledge
and understanding of
environments that facilitate play-
based learning. Student has
included physical aspects of
learning environments.

Little understanding of
environments that facilitate
play-based learning.

No understanding of
environments that
facilitate play-based
learning.

Supporting evidence
including relevant early
childhood policy,
research and literature.

20%

Achieves all
criteria for High
Distinction with
no errors.

Pitch is consistently supported by
relevant early childhood policy,
research and literature.
Outstanding links are made
between evidence and pitch.

Pitch is consistently supported by
relevant early childhood policy,
research and literature. Insightful
links are made between evidence
and pitch.

Pitch is consistently supported by
relevant early childhood policy,
research and literature.

Pitch is supported by some
relevant early childhood policy,
research and literature.

Pitch is not supported by
relevant early childhood
policy, research and literature.

Pitch is not referenced.

Presentation Skills

10%

Achieves all
criteria for High
Distinction with
no errors.

Outstanding presentation skills
evident including pace, tone,
articulation, volume.

Very good presentation skills
evident including pace, tone,
articulation, volume.

Good presentation skills evident
including pace, tone, articulation,
volume.

Basic presentation skills evident
including pace, tone, articulation,
volume.

Poor presentation skills
evident including pace, tone,
articulation, volume.

Very poor presentation
skills evident including
pace, tone, articulation,
volume.

Academic Literacy

10%

Achieves all
criteria for High
Distinction with
no errors.

Displayed outstanding Academic
Literacy, including all of the
following:
Correct word count (+/- 10%),
correct writing conventions,
correctly formatted reference
list. A high-quality presentation is
provided.

Displayed comprehensive Academic
Literacy, including all or most of the
following:
Correct word count (+/- 10%),
correct writing conventions,
correctly formatted reference list.
A good, professional presentation is
provided.

Displayed solid Academic Literacy,
including some or most of the
following:
Correct word count (+/- 10%),
correct writing conventions,
correctly formatted reference list.
A professional presentation is
provided.

Displayed satisfactory Academic
Literacy, including some of the
following:
Correct word count (+/- 10%),
correct writing conventions,
correctly formatted reference
list.
A basic presentation is provided.

Limited Academic Literacy,
including some of the
following:
Correct word count (+/- 10%),
correct writing conventions,
correctly formatted reference
list.
A basic presentation is
provided.

Academic Literacy,
including some of the
following:
Correct word count (+/-
10%), correct writing
conventions, correctly
formatted reference list.
A poor presentation is
provided.

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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.