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 […]
TCHR2002 – Children, Families & Communities Assessment 2: Portfolio Short Responses Southern Cross University Term 3, 2025 Weighting: 50% Assessment Type Portfolio – Short Responses Due Date Friday Week 6, 11:59 pm AEST/AEDT Length 1,500 words (±10%) excluding reference list Academic Integrity Generative Artificial Intelligence (GenAI) tools may be used only for clarifying concepts, generating […]
TCHR3004 Leadership and Advocacy in Early Childhood Assessment 2: Portfolio Assessment Brief Assessment Name: Portfolio Due Date: Sunday, 12 April 2026 at 11:59 pm AEST/AEDT (Week 6) Weighting: 50% Length: 1500 words (+/- 10%) Unit Learning Outcomes You will demonstrate the following Unit Learning Outcomes on the successful completion of this task: Demonstrate knowledge of […]
TCHR5001 Play and Pedagogies in Early Childhood Education Assessment 1: Pitch Your Pedagogy Due Date: Monday 15th September 2025, 11:59 pm AEST (start of Week 4) Type: Digital Presentation (Recorded) – Individual Length: 10 minutes (equivalent to 1500 words) Weighting: 50% Generative AI use: Permitted with strict restrictions and mandatory declaration (see policy below) ULOs […]
EDUC 635: Philosophies and Theories in Early Childhood Education Assessment 2 – Comparative Analysis Essay Assessment Overview Write a 1,200–1,500-word analytical essay that critically examines major philosophical and theoretical approaches to early childhood education. The task requires comparison of Froebel, Montessori, Piaget, Vygotsky, and the Reggio Emilia approach, with specific attention to how each framework […]
Assessment Task: Interpreting Assessment Evidence to Plan for Young Children’s Learning Unit context This task is designed for students in Early Childhood Education and Care (ECEC), Early Childhood Education (EDEC/EDUC), Early Childhood Special Education, Early Care and Education, or Childcare Education programs. It focuses on how educators interpret existing assessment evidence to make informed, ethical, […]
Module 4 Assignment: Formative Assessment Strategies in Early Childhood Classrooms Educators in early childhood settings often rely on formative assessments to guide their teaching and support individual child growth. This assignment asks you to explore various strategies that align with developmental stages and NAEYC principles. You will examine how these methods help track progress and […]
Educators in early childhood programs are expected to connect observation, documentation, and assessment with reflective teaching in ways that benefit children and families. The assignment below is designed as a discussion-board based assessment that supports that expectation in a typical Observation and Assessment in Early Childhood or similar course. Assignment Title Discussion Board: Observation, Documentation, […]
Assignment 2: Philosophies and Theories in Early Childhood Education Course: EDEC 530 — Foundations of Early Childhood Education Assignment Context: This assessment examines major educational philosophies and theories that have influenced early childhood education practice. You will critically analyze and compare the contributions of Friedrich Froebel, Maria Montessori, Jean Piaget, Lev Vygotsky, and the Reggio […]
Benchmark Assignment: Philosophy of Early Childhood Education In this benchmark assignment, you will develop a comprehensive philosophy of education statement tailored to early childhood settings. Drawing from key theories and practices in child development, pedagogical approaches, and NAEYC standards, articulate your vision for fostering holistic growth in young learners. This assignment aligns with course outcomes […]