Assessment 1: Reflective Analysis of Pedagogical Approaches in Early Childhood

Unit: EDUC1050 – Foundations of Early Childhood Education

University: Monash University

Semester 1, 2026

Due Date: Week 6, Monday 6 April 2026, 5:00 pm AEST

Weighting: 40%

Word Limit: 2,000 words (excluding references)

Task Overview

Prepare a reflective analysis that explores key pedagogical approaches used in early childhood education and care settings. Select two or three approaches, such as play-based learning or inquiry-based methods, and reflect on their application in supporting children’s development. Connect your reflections to the Early Years Learning Framework (EYLF) and discuss how these approaches foster holistic growth in young children. Include personal insights from observations or experiences in ECEC environments and suggest ways to adapt them for diverse contexts.

Learning Outcomes Addressed

1. Understand core pedagogical principles in early childhood education.
2. Link pedagogical approaches to national frameworks like EYLF.
3. Reflect critically on practice to enhance professional development.

Submission Guidelines

• Submit through the Moodle platform as a single PDF file.
• Follow APA 7th edition referencing style.
• Include an introduction, body with reflections, and conclusion.
• Use 1.5 line spacing, Times New Roman 12-point font, and standard margins.
• Reference at least 6 academic sources.

Marking Criteria

Criterion 1: Depth of Reflection on Pedagogical Approaches (35%)

High Distinction: Insightful reflection with strong personal connections and critical analysis.

Distinction: Clear reflection supported by examples.

Credit: Adequate reflection but lacks depth.

Pass: Basic description with minimal reflection.

Fail: Superficial or absent reflection.

Criterion 2: Integration with EYLF and Theory (30%)

High Distinction: Seamless links to EYLF and relevant theories with evidence.

Distinction: Good integration with some analysis.

Credit: Basic links provided.

Pass: Limited connections.

Fail: No or incorrect integration.

Criterion 3: Adaptation for Diverse Contexts (20%)

High Distinction: Innovative adaptations discussed thoughtfully.

Distinction: Practical suggestions offered.

Credit: Some ideas on adaptation.

Pass: Generic mentions.

Fail: No discussion of adaptations.

Criterion 4: Structure, Writing, and Referencing (15%)

High Distinction: Excellent structure, fluent writing, accurate referencing.

Distinction: Well-organised with minor issues.

Credit: Readable but some errors.

Pass: Basic structure with noticeable flaws.

Fail: Poor organisation or major errors.

Sample Content: Play-based learning encourages children to explore concepts through hands-on activities, aligning with EYLF’s emphasis on belonging and becoming. Observations in a preschool setting showed how this approach builds social skills during group play. Adapting it for cultural diversity involves incorporating family traditions into play scenarios.

References

Elliott, S., & Davis, J. M. (2020). Investigating early childhood education for sustainability: Insights from teachers and children. International Journal of Early Childhood, 52(1), 15-32. DOI: 10.1007/s13158-020-00262-1

MacNaughton, G., & Williams, G. (2019). Techniques for teaching young children: Choices for theory and practice. Pearson Australia. Available at: https://books.google.com/books?id=examplepearson

Rogoff, B., Callanan, M., Gutiérrez, K. D., & Erickson, F. (2018). The organization of informal learning. Review of Research in Education, 40(1), 356-401. DOI: 10.3102/0091732X16680994

Siraj, I., Kingston, D., & Melhuish, E. C. (2021). Assessing quality in early childhood education and care: Sustained shared thinking and emotional well-being (SSTEW) scale for 2–5-year-olds provision. UCL Institute of Education Press. DOI: 10.14324/111.444.ioe.2021