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Assessment Task 2: Analytical report of educational practices Due date: 24 May, 2018
Assessment task link to unit learning outcomes: This task is linked to learning outcomes:?3. link theoretical knowledge on child development to curriculum design and pedagogical practices 4. apply theoretical knowledge to support the developmental and learning needs of diverse children
Australian Professional Standards for Teachers : 3.3, 4.1, 5.4?
For further APST information, please refer to: https://sites.google.com/monash.edu/studentresource-bank/apst
Presentation requirements: Case study report format. The assignment must be presented as an presentation requirements: Case study report format .The assignment must be presented as an essay using subheadings as appropriate. (please kindly see my attached format example 1 and 2 ) The essay must have an introduction, main content area, conclusion and references in an APA format. Assignments should not exceed word limit by more than 50 words. Make sure to include your name, student ID and unit Code and title on your assignment.
Structure:
-Introduction (200 words)
Main content area (1600 words) Your observation data, how you conducted it, how you analyse your observation, your findings, reflections etc are all part of this section. conclusion (200 words)
References (at least 10 references). Remember, the references are not included in the word count.
Details of task: This assignment involves the report and evaluation of ONE observed focus child from your placement at a long day care /kindergarten for (Early years students or a school for Early Years/Primary students) in relation to how educational practices can impact on the child’s development. In cases where placements are delayed, a hypothetical case of a relevant aged child will be accepted to complete this assignment. (Teacher said we could make up a child name and his/her development). The educational practices include curriculum design and pedagogical practices that are implemented in the teaching and learning contexts.
Select and observe a focus child regarding the child’s learning in a context using the following questions to guide you:
? What is the child learning currently? ?
? What is the child showing me that they have learnt? ?
? What is the child ready to learn? How do you know that? ?
? What gaps are there in the learning? ?
? Is there learning you expected to observe that is not evident? Why might it be missing?
• Introduction and information on child’s developmental strengths and interest
Developmental strengths are what the child is capable of doing e.g. level of language, ability to socialise and share toys, ability to go to the bathroom on their own, ability to open a book correctly, pay attention, stay on task, physical bodily aspects, positive emotions etc. Interests refer to what the child likes doing, e.g. game, reading, music etc.
• **What the child was learning? What the child was showing that they have learnt, and ready to learn? (*content knowledge in specific subject area and skills related to that subject area)
explain method of observation (How do you know?)
- their dialogue and how they interact with the experience and others
- narratives (e.g. anecdotal records, running records, jottings, learning stories, etc)
- sampling (e.g. time sample, event sample techniques)
- Other ways we can collect information are through visual maps, socio-graphs and cultural maps that look a little and read like a mind-map, but they are more about ways that children connect with their learning environment, learning and others.
• **Gaps in learning by demonstrating learning expectations in relation to observed learning and provides reasons for learning gaps (reflect on child’s home life, learning environment vs his learning style/ theories of development e.g. language, motor skills that explain the gaps)
To be able to identify a learning gap, you should, first of all, establish the child's interests and the child's strengths. The difference between the child's strengths and what they are doing is the learning gap. The strength is the child's capabilities but more often, children do not perform to their level of capabilities. This is what will show you the gap.
• To conclude the report, reflect on role as a teacher as to how a particular theoretical perspective(s) can help you plan and provide enhanced learning opportunities
plans for learning include two immediate and two mid-term goals in relation to the
gaps
- Immediate goal or Short-term goals are goals that can be achieved in less than three months. Intermediate-term goals are goals that usually take three to six months—but can take up to 12 months—to accomplish (short term and intermediate goals should be linked) links to any curriculum document to support plan and strategies
*Four goals in total, however it would be expected that each short term goal would be linked to the intermediate goal. For example, if you had planned an intermediate (midterm) goal for a child to learn how to -manipulate resources to investigate, take apart, assemble, invent and construct- (from the VEYLDF: Outcome 4 Learning), you may have a short term goal for the child firstly to 'manipulate objects to investigate and assemble simple constructions.- An example might be with a child's exploration of blocks (or even Lego). Initially, the child may learn to build a basic road with flat planks (simple constructions). However, as they further explore and develop more complex thinking skills, they may build a road that has sign-posts, cross-roads, pedestrian paths; they may construct houses nearby using a range of blocks of different sizes, weights, shapes, etc and incorporate some moving items into the block city such as pulley-systems, changing lights, etc (complex constructions). The goals you are focussing upon here relate specifically to the type of thinking that is developing (e.g. hypothesising, problem-solving, experimentation, etc) in the child as well as the acquisition of knowledge and their skills in understanding and connecting with technology (remembering technology is not limited to digital technology, but can also include the development of mechanisms).
Make references to relevant curriculum documents e.g. Victoria Early Year Learning And Development Framework [VEYLDF], Early Year Learning Framework[EYLF], National Quality Standard [NQS], or AusVELS to support your plans and strategies for teaching. ?
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Word count/equivalent: 2000 words Weighting/Value: 50%

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