TCHR2002 Identify the ways to ensure children feel that they are belonging, being, and becoming.

Assignment Task

Unit Learning Outcomes (ULO) You will demonstrate the following Unit Learning Outcomes (ULO) on the successful completion of this task:

  • ULO 1: Compare and critique historical and contemporary constructions of childhood and families, including those pertaining to Indigenous childhoods.
  • ULO 2: Identify the ways to ensure children feel that they are belonging, being, and becoming.

Rationale

Working with and supporting children and families within the context of their community is a vital consideration for teachers as this reflects the lives and learning of children. Knowing children, families and communities therefore presents opportunities and challenges and being able to identify, compare and critique the diversity of issues that children and families experience in contemporary communities in Australia is a vital skill.

Assessment Description

The aim of this assessment is for pre-service teachers to demonstrate their knowledge and understanding regarding the historical and diverse issues facing children and families in contemporary communities. This assessment aligns with the unit learning modules 1-3 and requires you to reflect upon key issues presented in the unit content and complete three (3) x 500-word responses to the following topics.

Topic 1: Historical childhood influences

Think about one or two issues that influence children’s lives today and how this has changed over the last 20-50 years. With reference to the unit content compare and critique how contemporary life may enhance or hinder outcomes for children and families compared to how life influenced them in the past. Pay attention to the ideas about how contemporary childhoods are constructed in an Australian or Global context. Frame your answer using the levels in Bronfenbrenner’s Ecological Model including an understanding of the concept of proximal processes.

Topic 2: Indigenous childhoods

Culturally responsive educators are knowledgeable of each child and family’s context including how to embed Aboriginal and Torres Strait Islander perspectives in the curriculum. Make relevant links to the Early Years Learning Framework (AGDE, 2022) in your discussions.

  • Discuss the importance of Aboriginal and Torres Strait Islander children being able to see themselves, their identities and cultures reflected in their learning environment.
  • Identify why creating an intercultural space is important for all children and families.

Topic 3: Gender equity scenario

You are employed as the teacher in an early childhood education setting where a new family has recently enrolled their four-year-old son Jacob. You have planned a cooking experience with the children when Jacob states, “Cooking is the girl’s job, boys should not cook!” Discuss the following points with reference to the unit content:

  • What specific language and strategies would you use to address the children’s being, belonging and becoming in this situation?
  • Give examples of how can you teach gender equity as part of an anti-bias curriculum that has been outlined in the unit content, with children aged 3-5 years of age?
  • How could you communicate the principles of an anti-bias curriculum and gender equity with families?