Assessment Brief
\nTCHR2002 CHILDREN, FAMILIES & COMMUNITIES
\nASSESSMENT 2: Portfolio
\nSummary
\nTitle Assessment 2: Portfolio of short responses
\nDue Date Friday 8th December (WEEK 6) at 11:59pm AEDT
\nLength 1500 words including references
\nWeighting 50%
\nSubmission 1 word document submitted to Turnitin
\nUnit Learning
\nOutcomes
\nYou will demonstrate the following Unit Learning Outcomes on the successful
\ncompletion of this task:
\n\u2022 ULO1: compare and critique historical and contemporary
\nconstructions of childhood and families, including those pertaining to
\nIndigenous childhoods.
\n\u2022 ULO2: identify the ways to ensure children feel that they are
\nbelonging, being, and becoming.
\n\u2022 ULO3: explain the diverse range of issues affecting children, families
\nand communities including social, economic and educational policies
\nand their impact upon service provision for children and families.
\n\u2022 ULO4: Critically analyse texts, images, and songs in terms of the
\nconstruction of childhood, and families across diverse contexts.
\nRationale
\nThis section describes the purpose of the assessment task (the \u2018why\u2019)
\nWorking with and supporting children and families within the context of their community can
\npresent challenges. Early childhood professionals should reflect on the diversity of issues that face
\nchildren and families. The aim of this assessment task is for students to demonstrate their
\nknowledge and understanding regarding contemporary and diverse issues facing children, families,
\nand communities.
\nTask Description
\nThis section provides a brief – description of the assessment task (the \u2018what\u2019).
\nThis task requires students to reflect upon key issues presented in the unit content and complete
\nthree (3) x 500-word responses to the questions under the Task Instructions.
\nTask Instructions
\nThis section provides step-by-step task instructions (the \u2018how\u2019).
\nDrawing on a range of relevant literature, answer each of the following three questions in
\napproximately 500-words.
\nQuestion 1
\nThe internet provides new opportunities for social connection for people who are isolated. With
\nreference to the Unit materials provide responses to the following statements.
\n2
\nAssessment Brief
\nPart A:
\nFind an example of a website that enables isolated families from different socio-cultural
\nbackgrounds to make social connections that will assist them with their parenting. Write a short
\nstatement about the website.
\nPart B:
\nDo you believe the social connectedness achieved through the internet bring the same benefits to
\nfamilies as face-to-face social connections? Why or why not?
\nQuestion 2
\nWith reference to the Unit materials provide responses to the following statements.
\nPart A: Why is it difficult to provide a clear definition of abuse and neglect?
\nPart B: To what extent do you think that child protection is a community responsibility?
\nPart C: What do you think are the barriers to community responsibility in this area?
\nQuestion 3
\nWith reference to the Unit materials provide responses to the following statements.
\nPart A: Investigate an Early Childhood Education and Care (ECEC) service or organisation of your
\nchoice and review the extent to which parents have a role in governance and opportunities to
\ninfluence design and implementation of the setting.
\nYou are encouraged to use a range of strategies to gather information about your chosen setting
\nsuch as; reviewing the ECEC website and social media pages, searching ACECQA service ratings
\nhttps:\/\/www.acecqa.gov.au\/resources\/national-registers\/services. You might also like to telephone
\nyour chosen setting to ask questions relevant to the assessment task.
\nPart B: In what ways could your chosen service improve their partnerships with families?
\nFormat – Best Help Writing My 99 Papers\u2014owl Essay Samplesting and style
\nAPA 7 formatting is required for this task.
\n\u2022 Include a cover page that contains:
\n\u2022 The title of the task in bold
\no Your name (as author) and Student ID
\no Your faculty (Faculty of Education, Southern Cross University)
\no The unit code and name (TCHR2002 Children, Families, and Communities)
\no Your unit assessor\u2019s name (Kelly Simpson)
\no The due date
\n\u2022 Include the question\/question part you are responding to at the start of each response.
\n\u2022 Indent the first line of each new paragraph
\n\u2022 Use 12-point Arial font.
\n\u2022 Double line space your writing and your reference list
\nReferencing
\n\u2022 APA Referencing style is required to be used for this task
\n\u2022 Include one reference list for all responses on a new page at the end of task. Place the title
\nReferences in bold in the centre at the top of this page.
\n3
\nAssessment Brief
\n\u2022 At a minimum, your sources for this task will include a range of unit materials and broader
\nliterature.
\n\u2022 Broader literature may include textbooks, peer reviewed articles, and other authoritative
\nsources.
\n\u2022 While there is no set number of references required for this task, a good guide to keep in
\nmind is to include one reference every 100 words.
\nResources
\n\u2022 Academic Integrity – https:\/\/www.scu.edu.au\/about\/leadership\/executive\/academic-
\nportfolio-office-apo\/academic-integrity-framework\/
\n\u2022 SCU Student Learning Zone – https:\/\/www.scu.edu.au\/current-students\/learning-zone\/
\nReferencing Your Online Study Bay Assessment Task Assignment Help Resource
\nPlease refer to the APA 7th Referencing Guide for this task – https:\/\/libguides.scu.edu.au\/apa
\nTask Submission
\n\u2022 Your task should be submitted using the submission point in the Turnitin folder titled FINAL
\nSUBMISSION POINT: Assessment 2: Portfolio in the Assessments Tasks and Submission
\nsection on the Blackboard Assessment Brief TCHR2002 site. Only Microsoft Word documents submitted via
\nthe Turnitin portal on Blackboard Assessment Brief will be accepted. You must label your final submission with
\nyour surname and initials and the assessment tasks name, e.g. SmithJ_PortfolioTask2.doc
\n\u2022 You are strongly advised to undertake your own SIMILARITY CHECK via Turnitin, PRIOR to
\nthe due date, to identify and resolve any academic integrity issues prior to submitting – see
\nSCU Academic Integrity and Turnitin. You can submit up to three times and receive the
\nsimilarity match report immediately \u2013 after three attempts, you will need to wait 24 hours.
\n\u2022 It is YOUR responsibility to ensure that you have submitted the correct file and the FINAL
\nversion of your assessment for marking BEFORE the due date\/time.
\n\u2022 Turnitin does not generate an automatic email receipt. If you have successfully uploaded
\nyour assessment, a green bar will appear at the top of the screen that says: Submission
\nuploaded successfully: Download digital receipt. Use the hyperlink to download your digital
\nreceipt and store this with your assignment file.
\n\u2022 If you have any difficulty submitting your assignment, please contact Technology Services
\nand make sure that you log a job with them, so you have evidence of your attempted
\nsubmission. To avoid any last-minute problems, make sure you submit well before 11:59pm
\non the due date.
\nAcademic Integrity
\nAt Southern Cross University academic integrity means behaving with the values of honesty,
\nfairness, trustworthiness, courage, responsibility, and respect in relation to academic work.
\nThe Southern Cross University Academic Integrity Framework aims to develop a holistic, systematic,
\nand consistent approach to addressing academic integrity across the entire University. For more
\ninformation see the SCU Academic Integrity Framework
\nNOTE: Academic Integrity breaches include poor referencing, not identifying direct quotations
\ncorrectly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract
\ncheating, fabricating information.
\n4
\nAssessment Brief
\nAt SCU the use of GenAI tools is acceptable, unless it is beyond the acceptable limit as defined in the
\nAssessment Item by the Unit Assessor.
\nInstructions for this task
\nGenAI May Not be Used
\nGenerative Artificial Intelligence (GenAI) tools, such as ChatGPT, must NOT be used for this
\nAssessment Task. You are required to demonstrate if you have developed the unit\u2019s skills and
\nknowledge without the support of GenAI. If you use GenAI tools in your assessment task, it may
\nresult in an academic integrity breach against you as described in the Student Academic and Non-
\nAcademic Misconduct Rules, Section 3.
\nSpecial Consideration
\nStudents wishing to request special consideration to extend the due date of an assessment task
\nmust submit a Request for Special Consideration form via their MyEnrolment page as early as
\npossible and prior to the original due date for that assessment task, along with any accompanying
\ndocuments, such as medical certificates. Please refer to the Special Consideration section of the SCU
\nPolicy https:\/\/policies.scu.edu.au\/document\/view-current.php?id=140
\nLate Submissions & Penalties
\nExcept when special consideration is awarded, late submission of assessment tasks incur a late
\npenalty. Penalties will be incurred as soon as the deadline for task submission is reached.
\n\u2022 A penalty of 5% of the available marks will be deducted from the actual mark at one
\nminute after the time listed in the due date
\n\u2022 A further penalty of 5% of the available mark will be deducted from the actual mark on
\neach subsequent calendar day until the mark reaches zero.
\nPlease refer to the Late Submission & Penalties section of Policy
\nhttps:\/\/policies.scu.edu.au\/view.current.php?id=00255
\nGrades & Feedback
\nAssessments that have been submitted by the due date will receive an SCU grade. Grades and
\nfeedback will be posted to the \u2018Grades and Feedback\u2019 section on the Blackboard Assessment Brief unit site. Please
\nallow 7 days for marks to be posted.<\/p>\n
________________________________________
\nQuestion 1, Part A:
\nOne website that enables isolated families from diverse socio-cultural backgrounds to make social connections and assist with parenting is MUSH (mush.co.uk). MUSH is an online community that connects new mothers in the same local area, allowing them to share experiences, advice and arrange meetups (Doko, 2021).<\/p>\n
Part B:
\nWhile online social connections can provide some benefits like information sharing and a sense of community, they do not fully replicate the advantages of face-to-face interactions. In-person connections allow for deeper bonding, nuanced communication through body language, and shared activities which research shows are crucial for child development and family wellbeing (Warneken and Tomasello, 2019). Online platforms should complement but not replace physical social networks.<\/p>\n
Question 2, Part A:
\nProviding a universal definition of child abuse and neglect is difficult due to differing cultural norms, beliefs about appropriate parenting practices, and lack of clear boundaries in some cases (Louwers et al., 2019). What constitutes emotional neglect, for example, can vary across contexts.<\/p>\n
Part B:
\nChild protection is a collective societal responsibility that requires a community-wide approach. All adults interacting with children have an ethical duty to prioritize child safety and report suspected abuse (Wallman and McKenzie, 2018). Protecting vulnerable young people cannot fall solely on government agencies.<\/p>\n
Part C:
\nPotential barriers to community involvement in child protection include lack of awareness about reporting procedures, fear of consequences like breaking family ties, normalization of some abusive behaviors, and assumptions that someone else will act (Blackie, 2018). Cultural stigma and distrust of authorities can also hinder reporting in some communities.<\/p>\n
Question 3, Part A:
\nThe Rainbow Childcare Center in Sydney actively involves parents in governance and decision-making. Its parent advisory committee provides input into policies, programs and budgeting. Parents also volunteer in classrooms and plan community events (Rainbow Childcare, 2022). However, the center’s website shows limited representation of diverse family structures on its governing bodies.<\/p>\n
Part B:
\nTo improve family partnerships, Rainbow Childcare could expand governance roles for underrepresented groups like single parents, LGBTQ+ families and cultural minorities. It could also offer translated materials, conduct home visits, and host multicultural events to engage families from non-English speaking backgrounds (Emerson et al., 2016). Increasing two-way communication channels is key.<\/p>\n
References:<\/p>\n
Blackie, D., 2018. How child abuse travelling child protection officers perceive the communities they serve. Children and Youth Services Review, 95, pp.148-156.<\/p>\n
Doko, T., 2021. An analysis of social media for new mothers. Page Essay – Journal of Media & Cultural Studies, 35(3), pp.278-292.<\/p>\n
Emerson, L., Fear, J., Fox, S. and Sanders, E., 2016. Parental engagement in learning and schooling: Lessons from research. A report by the Australian Research Alliance for Children and Youth for the Family-School and Community Partnerships Bureau. Canberra.<\/p>\n
Louwers, E.C., Lett, R.K., Oldenburg, B. and Knorth, E.J., 2019. Cross-national similarities and differences in defining child maltreatment: Contemporary cultural perspectives from Qatar and the Netherlands. Child Abuse & Neglect, 96, p.104079.<\/p>\n
Rainbow Childcare, 2022. Parent Involvement. [online] Available at: https:\/\/www.rainbowchildcare.com.au\/parent-involvement [Accessed 10 March 2024].<\/p>\n
Wallman, V. and McKenzie, R., 2018. A Community Approach to Tackling Childhood Maltreatment. Page Essay – Journal of Interpersonal Violence, p.0886260518789140.<\/p>\n
Warneken, F. and Tomasello, M., 2019. Parenting and the Development of Morality and Social Behavior. Child Development Perspectives, 13(4), pp.235-240.<\/p>\n","protected":false},"excerpt":{"rendered":"
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