TCHR2003: Curriculum Studies in Early Childhood Education

Assessment 1: Critical Review

Semester/Term 1, 2026

Course Code: TCHR2003

Course Title: Curriculum Studies in Early Childhood Education

Type: Critical Review

Due Date: Monday, 30 March 2026, 11:59 pm AEST/AEDT (start of Week 4)

Length: 1500 words (+/- 10%)

Weighting: 50%

Submission: Word document submitted via Turnitin on Blackboard

Generative Artificial Intelligence (GenAI) tools may not be used for this assessment task. Students must demonstrate their own developed skills and knowledge.

Unit Learning Outcomes

This assessment maps to the following ULOs:

• ULO1: Describe and justify curriculum in early childhood education and care services.
• ULO2: Understand and demonstrate conceptual knowledge related to key learning areas for children from birth to five years.
• ULO3: Argue, with reference to the literature, how curriculum key learning areas can be applied to support children’s learning.
• ULO4: Create and analyse learning environments of curriculum key learning areas for children’s development and learning and explain the role of the early childhood educator.

Rationale

This unit builds conceptual knowledge of the holistic and integrated approach to curriculum in early childhood settings for children birth to five years. Emphasis lies on play-based learning linked to the Early Years Learning Framework (EYLF) (AGDE, 2022), the National Quality Standard (NQS) (ACECQA, 2023), and relevant Australian Curriculum (ACARA) key learning areas adapted for early years. The assessment develops understanding of curriculum as planned experiences that promote children’s belonging, being and becoming through intentional, responsive pedagogy.

Task Description

Assessment 1 requires demonstration of understanding of curriculum in early childhood education, the central role of play in implementing the EYLF (2022) and meeting NQS (ACECQA, 2023), and critical analysis of educator-child interactions in a provided video activity. Responses must link to EYLF Principles, Practices, Learning Outcomes, NQS Quality Areas, and Australian Curriculum learning areas (Foundation level where relevant).

Task Instructions

Address the following three points in a cohesive critical review. Use APA 7th referencing and draw on unit readings, EYLF, NQS, and scholarly literature.

1. Newsletter Statement (100 words)
   As an Early Childhood Teacher, write a concise statement for the service newsletter explaining the concept of curriculum in early childhood education. Justify it with supporting information from the EYLF (2022), Australian Curriculum (ACARA, v9), and unit readings. The statement targets families.
2. Parent Email Response (500 words)
   A parent has emailed asking why educators use children’s play to implement curriculum. Write a professional response explaining why and how play is used. Justify with theory, NQS, EYLF, and scholarly references (minimum 4-5 sources).
3. Video Observation and Analysis (900 words total)
   Watch the provided video in the Assessment 1 folder on Blackboard.
   • Analyse one EYLF Principle and one Practice the educator embeds in interactions with children. Outline how this occurs (150 words).
   • Examine one NQS Quality Area implemented in the educator’s interactions. Outline how (150 words).
   • Analyse which EYLF Learning Outcomes link to the children’s learning. Support with specific video examples (300 words).
   • Propose three Learning Areas from the Australian Curriculum (Foundation level) linked to the video. Support each with one example from the activity (300 words).

Resources

• EYLF v2.0: https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
• NQS: https://www.acecqa.gov.au/nqf/national-quality-standard
• Australian Curriculum v9: https://v9.australiancurriculum.edu.au/
• SCU APA 7th Guide: https://libguides.scu.edu.au/apa

Submission Requirements

• File name: Surname_Initials_TCHR2003_Assessment1.docx (e.g., Smith_J_TCHR2003_Assessment1.docx)
• Use headings for each section.
• Reference list at end (APA 7th).
• No re-submissions permitted per SCU policy.

Grading Rubric (50% total)

 Curriculum in early childhood education represents all planned and unplanned experiences that support children’s learning and development. Educators draw on the EYLF to create responsive, play-based programs that foster belonging, being and becoming. Play serves as the primary vehicle for curriculum implementation because children construct knowledge through active exploration and social interaction. In one observed activity, the educator embeds the EYLF Principle of Secure, Respectful and Reciprocal Relationships by actively listening and responding to children’s ideas during group play. This aligns with NQS Quality Area 5 (Relationships with children) as the educator promotes positive educator-child interactions (Arthur et al., 2018). As Fleer (2021) argues, intentional teaching within play enhances conceptual development across domains.

References

• Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2021). Programming and planning in early childhood settings (8th ed.). Cengage Learning. https://www.cengage.com.au
• Fleer, M. (2021). Child development in educational settings: Play as a leading activity. Cambridge University Press. https://doi.org/10.1017/9781108654272
• Wood, E., & Hedges, H. (2016). Curriculum in early childhood education: Critical questions about content, coherence, and control. Routledge. https://doi.org/10.4324/9781315882192
• Leggett, N., & Ford, M. (2019). A fine balance: Understanding the roles of intentional teachers in early childhood education. Australasian Journal of Early Childhood, 44(3), 265-276. https://doi.org/10.1177/1836939119855561
• Colliver, Y., & Doig, B. (2020). How early childhood educators support children’s mathematical thinking through play-based learning. Mathematics Education Research Journal, 32(4), 589-609. https://doi.org/10.1007/s13394-019-00278-6