TCHR5010 – Theory to Practice: Competency and Capability of Preschoolers

Assessment 1: Portfolio – Information Booklet

Southern Cross University

Term 3, 2025

Weighting: 40%

Assessment Type

Portfolio

Due Date

Friday 10 May 2025, 11:59 pm AEST/AEDT

Length

1,500 words (±10%)

Academic Integrity

Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may not be used for this assessment task. You must demonstrate the unit’s skills and knowledge independently. Use of GenAI may constitute an academic integrity breach under the Student Academic and Non-Academic Misconduct Rules, Section 3. Appeals against academic misconduct determinations are made to the Executive Dean and are final.

Submission

Single Word document submitted via Turnitin in the Assessment Tasks section on Blackboard. Label file: Surname_Initials_StudentNumber_TCHR5010_Assessment1.docx. Download and retain the digital receipt after submission.

Unit Learning Outcomes

1. Articulate a professional philosophy for working with preschool-age children.
2. Set and critically reflect on professional experience goals aligned with preschool pedagogy.
3. Analyse anticipated challenges in translating philosophy into practice and propose strategies to address them.
4. Apply theoretical perspectives, EYLF principles/practices/outcomes, and NQS to support preschool learning and development.

Rationale

This portfolio develops reflective practice by requiring you to articulate a personal philosophy of preschool education and connect it to realistic professional experience goals. You will critically examine how theory, the Early Years Learning Framework (EYLF V2.0), National Quality Standard (NQS), and unit content inform your approach to supporting preschoolers’ competency and capability.

Task Description

Submit one Word document containing two tasks:

Task 1: Professional Philosophy (approximately 500 words)

Write a professional philosophy statement for working with preschool-age children (3–5 years). Consider key aspects covered in the unit including:

• Relationships and secure attachments
• Quality in early childhood education
• Diversity, equity, and inclusion
• Transition to school
• Supporting pro-social competencies and self-regulation

Your statement should reflect your values, beliefs about how preschoolers learn and develop, and the role of the educator.

Task 2: Goals and Critical Reflection (approximately 1,000 words / 200–300 words per goal)

Set 4–5 specific, achievable goals you want to accomplish during your forthcoming professional experience placement with preschoolers. For each goal:

• Critically reflect on how the goal aligns with your philosophy from Task 1.
• Identify anticipated challenges in achieving the goal and enacting your philosophy in practice.
• Analyse strategies you intend to use to overcome these challenges.
• Support your discussion with references to the set text, EYLF Principles, Practices and Learning Outcomes, NQS Quality Areas, and unit readings.

Formatting Requirements

• APA 7th edition referencing throughout (see SCU LibGuide).
• Double line spacing.
• Times New Roman, 12-point font.
• Include a reference list (not counted in word limit).

Resources

• EYLF V2.0 (2022): https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
• NQS Quality Areas: https://www.acecqa.gov.au/nqf/national-quality-standard
• APA 7th Referencing Guide: https://libguides.scu.edu.au/apa
• Academic Integrity Module (mandatory for first-year students)
• Learning Zone workshops and Quick Guides

Marking Criteria

 My professional philosophy centres on building secure, respectful relationships as the foundation for preschool learning, recognising that young children thrive when they feel safe and valued. I believe diversity and inclusion must be embedded through culturally responsive practices that honour every family’s background and support equitable access to learning. Quality environments rich in open-ended materials and intentional teaching foster pro-social competencies and smooth transitions to school. Challenges during placement may include balancing individual needs in large groups; I plan to overcome this by using ongoing observation and collaboration with educators to adapt experiences flexibly (Fleer, 2020, Child Development in Educational Settings, available at https://www.cambridge.org/au/academic/subjects/education/early-childhood-education/child-development-educational-settings-2nd-edition). This philosophy aligns with EYLF Principle of Secure, Respectful and Reciprocal Relationships and NQS Quality Area 5 – Relationships with Children.

References

• Arthur, L., Beecher, B., Death, E., Dockett, S. and Farmer, S., 2021. Programming and planning in early childhood settings. 8th ed. Melbourne: Cengage Learning. Available at: https://www.cengage.com.au/programming-and-planning-in-early-childhood-settings-8th-edition.
• Department of Education, Skills and Employment, 2022. Belonging, being & becoming: The Early Years Learning Framework for Australia V2.0. Canberra: Australian Government. Available at: https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf.
• Fleer, M., 2020. Child development in educational settings. 2nd ed. Melbourne: Cambridge University Press. Available at: https://www.cambridge.org/au/academic/subjects/education/early-childhood-education/child-development-educational-settings-2nd-edition.
• MacNaughton, G. and Williams, G., 2023. Techniques for teaching young children: Choices in theory and practice. 5th ed. Melbourne: Pearson Australia. Available at: https://www.pearson.com.au/9780655704874.
• Wong, S. and Cumming, T., 2022. ‘Intentional teaching in the early years: A review of Australian research’. Australasian Journal of Early Childhood, 47(3), pp.189-202. Available at: https://doi.org/10.1177/18369391221104567.