Assessment 3: Christian Ethics in Early Childhood Education and Care

Assessment overview

Students prepare a 1,200–1,500-word written assignment that evaluates how Christian ethical principles inform everyday decisions in early childhood education and care (ECEC) settings. The assessment focuses on the moral responsibilities of Christian educators toward young children, families, colleagues, and wider communities in a licensed early learning service or school-based early childhood program.

Assessment context

Christian early childhood services operate from a theological conviction that every child bears the image of God and is worthy of protection, respect, and meaningful participation. Ethical practice in such settings requires more than compliance with policy; it calls for reflective judgement shaped by Scripture, Christian tradition, and professional codes of ethics in early childhood education.

Task description

Write a 1,200–1,500-word essay that analyses one concrete ethical issue in Christian early childhood education and care, drawing on both Christian ethics and contemporary ECEC scholarship. The issue may relate to topics such as child dignity and discipline, inclusion of children with additional needs, relationships with families from diverse faiths, confidentiality and safeguarding, or the integration of faith practices in the daily program.

Core requirements

• Select a specific ethical issue that commonly arises in ECEC settings and briefly describe a realistic scenario that illustrates it.
• Explain relevant Christian ethical principles (for example, love of neighbour, justice, truthfulness, stewardship, protection of the vulnerable) and link them clearly to your scenario.
• Engage with at least one early childhood professional code of ethics and one scholarly ECEC source on assessment, practice, or values formation.
• Show how biblical teaching and Christian moral reasoning support or challenge common responses to the issue in early childhood settings.
• Propose specific, ethically grounded actions or policies that a Christian educator or Christian ECEC service should adopt in response to the issue.

Suggested structure

1. Introduction (approx. 10–15% of total words): Identify the ethical issue, name the context (e.g. Christian preschool, faith-based long day care, church-run playgroup), and state your main argument.
2. Scenario and professional context (approx. 20–25%): Describe a realistic case that shows how the issue emerges in daily practice and note any relevant legal, regulatory, or policy settings.
3. Christian ethical and theological grounding (approx. 30–35%): Discuss key biblical texts, doctrines (e.g. imago Dei, creation, sin, redemption), and Christian ethical themes that speak to your issue.
4. Dialogue with ECEC scholarship and codes (approx. 20–25%): Integrate insights from early childhood ethics, assessment, or pedagogy, including reference to a recognised code of ethics.
5. Conclusion and recommendations (approx. 10–15%): Summarise your argument and set out practical recommendations for educators and services shaped by Christian ethics.

Formatting and submission

• Length: 1,200–1,500 words, excluding reference list.
• Use Harvard referencing, with in-text citations and a reference list at the end.
• Submit as a word-processed document with 1.5 or double spacing and standard margins.
• Include student ID, unit code, assessment title, and word count on the first page.

Learning outcomes assessed

• Identify and interpret Christian ethical principles relevant to early childhood education and care.
• Apply Christian ethics and biblical teaching to a specific ECEC ethical issue in a structured written argument.
• Engage critically with professional codes of ethics and ECEC literature on assessment, pedagogy, and values formation.
• Propose context-appropriate, ethically reasoned responses for Christian early childhood practice.

Marking criteria / grading rubric

Criterion 1: Focus and understanding of the ethical issue (20%)

• High distinction: Ethical issue is clearly defined and firmly located in an ECEC context; theological and educational dimensions are accurately understood and sustained throughout the essay.
• Distinction–Credit: Issue is clear and relevant; some minor gaps in detail or focus but the central question remains evident.
• Pass: Issue is generally identifiable but may be broad, underdeveloped, or loosely tied to early childhood settings.
• Fail: Issue is unclear, poorly described, or unrelated to Christian ethics in ECEC.

Criterion 2: Christian ethical and theological engagement (25%)

• High distinction: Uses Scripture and Christian ethical frameworks with care; explains key concepts such as the image of God, love of neighbour, justice, and protection of children in a way that directly informs the analysis.
• Distinction–Credit: Uses relevant biblical and theological material with generally accurate interpretation; links to the scenario are mostly clear.
• Pass: Refers to Christian beliefs or texts but at a descriptive level; connections to ethical decision-making are limited.
• Fail: Minimal or inaccurate use of Christian ethical or theological sources.

Criterion 3: Integration with ECEC scholarship and codes (25%)

• High distinction: Draws thoughtfully on a recognised early childhood code of ethics and recent ECEC research on assessment, values, or practice, and shows how these interact with Christian commitments.
• Distinction–Credit: Uses relevant ECEC sources and codes; integration with Christian ethics could be more fully developed.
• Pass: Includes some reference to ECEC literature or codes but without sustained interaction.
• Fail: Professional sources are largely absent or misused.

Criterion 4: Argument, structure, and critical thinking (20%)

• High distinction: Argument is logically ordered, signposted, and supported with appropriate evidence; demonstrates critical engagement with tensions between policy, practice, and Christian conviction.
• Distinction–Credit: Argument is generally coherent; some critical reflection on differing views is present.
• Pass: Structure is adequate but may be uneven or repetitive; analysis leans toward description rather than evaluation.
• Fail: Argument is difficult to follow; limited critical engagement with the issue.

Criterion 5: Academic writing and referencing (10%)

• High distinction: Writing is clear and steady in tone; paragraphs follow a logical flow; Harvard referencing is accurate and consistent.
• Distinction–Credit: Minor issues with expression or citation; overall communication remains strong.
• Pass: Writing is understandable but contains noticeable errors or inconsistencies; referencing is incomplete in places.
• Fail: Persistent problems with grammar, organisation, or referencing impede understanding.

Christian ethics in early childhood education and care takes shape in simple, daily decisions about how adults speak to children, manage conflict, and share power in the classroom. A strong essay in this area shows how biblical teaching on the dignity of every child and the call to love one’s neighbour can guide policies on behaviour guidance, inclusion, and communication with families. Careful use of early childhood codes of ethics and Christian theology helps educators see where standard practice already supports Christian convictions and where further change may be needed. Many students find that linking a concrete scenario with both Christian moral reasoning and ECEC research brings clarity to their own professional commitments.

Scholarly resources

Hafizi, D 2025, ‘Assessment in early childhood education’, Al-Banna: Journal of Islamic Education, vol. 4, no. 1, pp. 45–63, viewed 11 January 2026.

• Ludlow, S 2020, ‘The nature of Christian early childhood education and care’, Christian Teacher Journal, vol. 28, no. 2, pp. 12–20, viewed 11 January 2026.
• Mardatillah, O 2024, ‘Assessment on religious values and ethics in the early childhood classroom’, International Journal of Education and Instructional Technology, vol. 7, no. 2, pp. 99–112.
• National Association for the Education of Young Children (NAEYC) 2024, Code of Ethics for Early Childhood Educators, NAEYC, Washington DC, viewed 11 January 2026.