TCHR5010: Theory to Practice: Competency and Capability of Preschoolers
Assessment 2: Portfolio
Semester 1, 2026
Course Code: TCHR5010
Course Title: Theory to Practice: Competency and Capability of Preschoolers
Assessment Name: Portfolio of Planning Cycle
Due Date: Monday 8 June 2026, 11:59 pm AEST (Week 12)
Weighting: 60%
Length: 2000 words (±10%)
Submission: One Word document via Turnitin on Blackboard
Referencing: APA 7th edition required
Generative AI: Not permitted for generating content; permitted only for editing drafts with mandatory declaration if used
Unit Learning Outcomes
This assessment aligns with key unit outcomes focused on applying theoretical perspectives to preschoolers’ (3–5 years) learning, demonstrating the planning cycle in practice, and reflecting critically on professional experiences including ethical dimensions.
Rationale
Preschool educators use systematic observation, analysis, planning, implementation, and reflection to support children’s competencies and capabilities. Portfolios document this planning cycle authentically, linking practice to the Early Years Learning Framework (EYLF), National Quality Standard (NQS), developmental theory, and ethical principles. This task draws directly from professional experience placement to evidence intentional, responsive pedagogy.
Task Description
Compile a portfolio demonstrating engagement in the planning cycle and reflective practice during professional experience. Submit as one document with clear headings for each task. Include direct evidence from placement (anecdotal record, learning experience plan) and critical reflection on an ethical issue.
Task Instructions
- Task 1: Anecdotal Record and Learning Experience (approx. 1000 words)
Select and include your strongest detailed anecdotal record of a focus preschool child (3–5 years) from placement. Attach or embed the original anecdotal observation (dated, contextualised). Analyse the observation to demonstrate understanding of the child’s learning, development, interests, and competencies. Link explicitly to relevant developmental theory, EYLF Learning Outcomes, and NQS Quality Areas.
Develop and include a learning experience plan implemented to extend the child’s learning based on this observation. The plan must show intentional teaching, include EYLF-aligned objectives, implementation steps, resources, educator strategies (e.g., sustained shared thinking), and evaluation/reflection on outcomes. Justify pedagogical choices with theory, EYLF, and NQS. - Task 2: Reflective Practice (approx. 1000 words)
Review your daily placement reflections and identify one significant ethical dilemma or consideration encountered (observed or experienced). Describe the dilemma clearly.
Address the following in your reflection:- How did you or other educators respond to the issue?
- What aspects were handled well?
- What could have been done differently or better?
- Were all stakeholders’ perspectives (child, family, educators, service) considered in decision-making? Explain how or why not.
Submission Requirements
- Use headings: Task 1 – Anecdotal Record and Analysis; Learning Experience Plan; Task 2 – Reflective Practice on Ethical Dilemma.
- Embed scanned/handwritten anecdotal record and plan if original formats; otherwise type clearly.
- Reference list (minimum 8–10 sources including EYLF, NQS, unit text, peer-reviewed articles) at end.
- File name: Surname_Initials_TCHR5010_Assessment2.docx
- Submit via Turnitin; retain digital receipt.
Grading Rubric (60% total)
| Criteria | High Distinction (85–100%) | Distinction (75–84%) | Credit (65–74%) | Pass (50–64%) | Fail (<50%) |
|---|---|---|---|---|---|
| Task 1: Articulation of planning cycle, anecdotal record & analysis (25%) | Excellent detailed anecdotal record demonstrating deep understanding of preschool learning/development with insightful links to theory, EYLF, NQS | Very good record with strong links | Good record with appropriate links | Satisfactory record with basic links | Unsatisfactory or limited evidence |
| Task 1: Learning experience plan & extension (25%) | Outstanding plan extending child’s interests/competencies with precise EYLF/NQS/theory justification | Insightful plan with clear justification | Good plan with relevant justification | Satisfactory plan with some justification | Inadequate extension or justification |
| Task 2: Reflective practice on ethical dilemma (40%) | Outstanding critical reflection addressing response, strengths, improvements, stakeholder perspectives, with deep links to readings/EYLF/NQS/scholarly sources | Insightful reflection with strong links | Solid reflection with clear links | Satisfactory reflection with some links | Poor reflection with limited links |
| Academic literacy (10%) | Outstanding: correct word count, conventions, impeccable APA referencing | Comprehensive literacy with minor issues | Solid literacy with some errors | Satisfactory but noticeable errors | Poor conventions/referencing |
During placement a 4-year-old child displayed persistent solitary block play while avoiding group activities despite invitations from peers. The anecdotal record captured detailed sequences of the child’s precise constructions and self-talk about stability, indicating strong spatial reasoning and concentration aligned with EYLF Outcome 4. Analysis drew on Vygotsky’s zone of proximal development to identify emerging social capabilities needing gentle scaffolding. The subsequent learning experience involved a collaborative bridge-building challenge using blocks and natural materials outdoors. Educator facilitation included modelling turn-taking and open questions to promote negotiation. Children achieved a shared structure while the focus child contributed ideas confidently. An ethical dilemma arose when a family requested limited outdoor time due to sun safety concerns conflicting with service routines. Educators responded by negotiating individual risk assessments and sunscreen protocols. Strengths included transparent communication; improvement could involve earlier family consultation. All stakeholders’ views informed a balanced decision respecting child wellbeing and rights (Arthur et al., 2022). This experience reinforced responsive, ethical pedagogy.
References
- AGDE (2022) Belonging, being & becoming: The Early Years Learning Framework for Australia V2.0. Australian Government Department of Education. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
- ACECQA (2023) Guide to the National Quality Framework. Australian Children’s Education & Care Quality Authority. https://www.acecqa.gov.au/nqf/about/guide
- Arthur, L., Beecher, B., Death, E., Dockett, S. and Farmer, S. (2022) Programming and planning in early childhood settings. 8th edn. Cengage. https://www.cengage.com.au
- Fleer, M. (2021) Child development in educational settings. Cambridge University Press. https://doi.org/10.1017/9781108654272
- Knauf, H. (2020) ‘Documentation in early childhood education: A review of methods and practices’, Early Child Development and Care, 190(12), pp. 1925–1938. https://doi.org/10.1080/03004430.2019.1573225
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