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Assignment 2
Length: 2500 words
1. You will need to have worked through Topics 1 and 2 to prepare for this assignment. You are HIGHLY RECOMMENDED to review Module 5 as well to ensure that you are able to demonstrate the required skill level and knowledge.
2. Please note the requirements for the assignment identified in the Marking Rubric provided at the end of these instructions.
3. This assignment addresses all the unit’s learning outcomes. You are required to pass all 4 in order to pass the assignment.
4. There are no longer any resubmissions for Assignments so make sure that you have done your best before you submit.
5. READ THE INSTRUCTIONS CAREFULLY
Task 1: Select a child and obtain relevant permissions
Select a child under 2 years of age and obtain the required consents (Letters of Consent are provided and you are REQUIRED to use these. However, you must NOT send these in with your assignment as this represents a breach of confidentiality. Instead, attach the provided Ethics Statement to your assignment.) Please make sure you are aware of, and act in accordance with, the ECA Code of Ethics. You can obtain a copy of the ECA Code of Ethics at: http://www.earlychildhoodaustralia.org.au/code_of_ethics/early_childhood_australias_code_of_ethics.html. You must also check if you are undertaking any observations in a service environment, that you follow the ethical requirements laid out in the service policy / procedures. This will require you to check with the service manager/ co-ordinator / director.
Task 2: Observations
Observation questions: Your observations are aimed at providing information on the following:
• What is the relationship between the infant and the adult?
• What factors are impacting on this relationship?
1. Observe the child interacting with one parent on at least two occasions (each observation should be around 5 minutes). Record the observations using a running record or anecdotal method.
2. Observe the child interacting with someone else other than a parent (eg child care worker, grandparent etc) on at least two occasions (each observation should be around 5 minutes). Record the observations using a running record or anecdotal method.
In your observations you need to record:
1. The observation question
2. the context of each observation (including date, time, setting etc and your role in setting that up if applicable),
3. the participants (using pseudonyms) and identify their connection to the target child.
4. the observations themselves relating to the observation questions.
5. Interpretation of each observation alongside the observation. The interpretation must relate to the observation questions.
Make sure your recording of your observations focuses on information relevant to the observation questions. Note that you cannot expect to determine the form of attachment between adult and child from your observations. This determination requires a Strange Situation test. You can, however, observe behaviours that will allow you to decide if you are seeing a loving, nurturing, responsive and respectful relationship. In order to make these judgements you will need to look for behaviours that exemplify these characteristics. You must look for and record the strategies identified in your Sims & Hutchins text relating to establishing secure relationships. These include behaviours such as (but not limited to):
• Responding to cues
• Interactional synchrony
• Expressions of warmth
• Physical contact
• Positive language
• Handles for attachment
• Social referencing
You must also look for and record behaviours such as the following:
1. Adult Sensitivity
Facial Expression
Is the adult’s expression alert, actively attentive, responsive to the situation. With an infant adult may exaggerate normal facial expressions. With an older infant engaged in toy play adult is alert with low key supportive expressions reflecting activity changes. Is the adult attracting and maintaining the infant’s attention either to the self or the activity?
Vocal expression
Is the adult voice warm, slow, gentle, rhythmic, adjusted for the infant’s age and state or mood? Is the adult using voice to attract and maintain infant’s attention?
Position and body contact
Are the adult and infant seated comfortably with physical access to each other and the toys? Can the adult see the infant’s face/ Can the infant easily reach the adult? Does the position facilitate involvement with the toys and with each other?
Expression of affection
Is the adult demonstrating vocal, visual or kinaesthetic warmth of any type, eg gentle patting, stroking, tender holding, murmuring, smiling, joint laughter? Is the adult expressing pleasure in the infant in a way the infant could perceive?
Pacing of turns
Is the adult timing his/her turns on the basis of signals or cues from the infant in an attempt to create a turn-taking dialogue? Is the adult giving the infant time to respond? Does the interaction show smooth turn taking with the adult response being related to the infant’s behaviour?
Control
The adult or the infant may choose the activity. Is the adult clearly enjoying the activity and taking turns with the infant? Is the adult adapting his/her wishes to the infant’s? Does the interaction appear to be free of control from either participant?
Choice of activity
Is the activity feasible and enjoyable as presented? Does the adult provide sufficient scaffolding to ensure the infant participates and enjoys the activity?
2. Infant co-operativeness
Facial expression
Is the infant attending to the activity and showing no avoidance of eye-contact? Does the infant’s expression range from alert, serious concentration to playfulness?
Vocal expression
Does the infant respond to the adult voice with increased attention, vocalisation and perhaps excitement?
Position and body contact
Does the infant use his/her access to toys? Is the infant comfortable? Does the infant respond with at least acceptance if not pleasure to the adult contact?
Expression of affection
Does the infant appear happy? Does the infant initiate or prolong contact with the adult?
Pacing of turns
Does the infant accept adult initiations? Does the infant also initiate turns? Are there smooth, alternating turns in this interaction?
Control
Does the infant respond with willing involvement and a lack of resistance to adult suggestions?
Choice of activity
Does the infant respond with acceptance of the activity? Is prolonged interest demonstrated?
Task 3: Interpretation of observations and planning
1. Briefly introduce the target child and the context.
2. Briefly summarise your interpretations of your observations and create a synthesised overview.
3. You have 2 Recommendations for Learning. The first is to enhance/support the development of a caring and responsive relationship between your target infant and parent, and the second is to enhance/support the development of a caring and responsive between your target infant and non-parent. Identify 1 action for each recommendation and 2 different opportunities (strategies) that could be provided to work towards each. Make sure you identify how these strategies are based on the normal daily activities of the child (refer to Topic 12 in your Topic Notes to ensure you clearly understand what is required of you here). Clarify the role of the parent and the non-parent in supporting the learning in these practice opportunities (ie planning). Present each Recommendation for Planning, its associated Action and Strategies in a table as below
Recommendation for Planning 1: For caregivers to provide opportunities for [child’s name] to build and maintain a caring and responsive relationship with [nominated parent]
Our Actions Strategies
For caregivers to provide opportunities for [child’s name] to …. Strategy 1:
Role of Adult:
Explanation of chosen action: Strategy 2:
Role of Adult:
Recommendation for Planning 2: For caregivers to provide opportunities for [child’s name] to build and maintain a caring and responsive relationship with [nominated non-parent]
Our Actions Strategies
For caregivers to provide opportunities for [child’s name] to …. Strategy 1:
Role of Adult:
Explanation of chosen action: Strategy 2:
Role of Adult:
1. NOTE: You are observing relationships NOT attachment. Attachment can only be determined in a Strange Situation test. You must NOT talk about attachment in your interpretations and planning.
2. 700 words
Task 4: Develop a shared understanding with peers
In the allocated discussion group online post the answer you have developed for Task 3. Make very sure that there is nothing in what you post that identifies the child, family, community or service. Monitor the comments from your peers and respond.
You are required to respond to the postings of ALL of the members in your group. Remember to respond in a professional manner, and that your comments on other students’ postings may be chosen by them to include in their assignment. Try to make your comments constructive and useful. Giving blanket approval for a posting without any reflection is not helpful. You are required to copy into an Appendix, the comments you have written about your peers’ postings so make sure you keep these copies. Material in your Appendicies is not part of the word count allocated to each section of this assignment.
Task 5: Reflect on your planning
Select 3 comments from the online discussion you found most useful and discuss these, identifying how they have influenced your thinking. You may want to talk about your initial thinking, as evidenced by quotes from your posting, and your later thinking, as evidenced by quotes from your assignment. Ensure you reference the comments from the discussion (it is appropriate to reference these using the ‘personal communication’ format from your Referencing Guide). Did the discussion lead you to change your proposed plan? If yes, in what way and why? If not, explain.
300 words
You are required to copy the comments from peers you have used in this discussion into an Appendix. Make sure the comments are properly attributed.
Task 6: Factors impacting on relationship development
Use Bronfenbrenner’s ecological theory to discuss the factors you see impacting on the child’s relationship with the parent and the relationship with the non-parent. This section requires you to relate ecological theory specifically to the child, family, service, community and society in this assignment.
600 words
Task 7: Relation to theory
Critically analyse the theories relevant to this child’s emotional development and their application to understanding your target child’s emotional development. You MUST include Bronfenbrenner’s ecological theory, Erikson’s theory and Attachment theory in this analysis. You may use other theories as relevant. Finish with a critical analysis of what this implies for high quality early childhood practice.
900 words
Please note that you are expected to use appropriate academic referencing, and to demonstrate you have read widely. See the Marking Rubric (LO4) for more detail. For a pass you are expected to have used, and appropriately cited from at least 6 sources. To obtain a Distinction or High Distinction you are expected to have used, and appropriately cited from sources beyond those provided to you with the unit materials.
Required Format for presentation of Assignment 2
You are required to present your assignment in EXACTLY the format outlined below. You must use the headings provided and the numbering system provided. I have provided the link to the Tasks so that you are absolutely clear on what is required in each section.
Section 1: Interpretation of observations and planning. (700 words. From Task 3 – your final version after you have reflected on your peers’ comments)
Introduction of child and context
Interpretations
Recommendation for Planning Table
Section 2: Reflection (300 words from Task 5)
Section 3: Factors impacting on the relationships between the child and the parent and the non-parent (600 words from Task 6)
Section 4: Relation to theory (900 words from Task 7)
Reference List
Appendix 1: Observation questions, context and each observation and initial interpretation for parent/child (from Task 2)
Appendix 2: Observation questions, context and each observation and initial interpretation for non-parent/child (from Task 2)
Appendix 3: Ethics statement/s (from Task 1 – Ethics Form 5)
Marking Rubric Assignment 2
Learning Outcome 1: Critically analyse theories relating to young children’s development and behaviour (birth to 8 years), and their application in practice in contemporary social and cultural contexts
Task 7 / Assignment Section 4
GA1, 3, 4, 6 Learning outcome 2: Professionally appraise young (birth to 8 years) children’s development and behaviour in social/cultural contexts and make informed curriculum decisions
Tasks 2-5 / Assignment Section1, Appendicies 1 & 2
GA1, 4, 6 Learning Outcome 3: Analyse how various influences impact on young children’s social/emotional, physical and behavioural development and learning
Task 6 / Assignment Section 3
GA1, 3, 4, 6 Learning Outcome 4: Demonstrate professional standards of communication and information literacy
Section 2, Appendix 3; Presentation of assignment; Grammar, paragraphing and spelling; Referencing – intext and Reference List; Ethical behavior
GA2, 4, 7, 8
HD Relevant theories – Bronfenbrenner, Erikson, Attachment Theory – are applied to the observations with critical analysis. The student creates and presents his/her own theoretical model as an integral part of the discussion. Observations are performed and reported upon correctly with no editing required. Appropriate detail is included.
Action Plans are interwoven with and from observations
Appropriate strategies are derived and justified
Appropriate Implementation of strategies is derived and justified Discussion compares/contrasts/ appraises/provides justification for the claims of different impacts on this child’s social/emotional development and learning Text builds argument clearly and requires no editing. Assignment presents as publishable
Appropriate consents obtained and Ethics Form 5 submitted.
Referencing correct. A minimum of 10 references used, with evidence of independent research (ie references beyond those provided in the text and readings)
Ethical behavior evident.
Feedback from peers has been reflected upon, analysed and used to support arguments made in the assignment.
D Relevant theories – Bronfenbrenner, Erikson, Attachment Theory – are applied to the observations with some evaluation. There is some attempt to present the student’s own individual theoretical model. Observations are performed and reported upon correctly with minimal editing required. Appropriate detail is included.
Action Plans are closely associated to observations
Appropriate strategies are presented and analysed
Appropriate Implementation of strategies is presented and analysed Discussion develops/ elaborates upon different impacts on this child’s social/emotional development and learning Text builds argument clearly and requires minimal editing.
Appropriate consents obtained and Ethics Form 5 submitted.
Referencing correct. A minimum of 8 references used, with evidence of independent research (ie references beyond those provided in the text and readings)
Ethical behavior evident.
Feedback from peers has been woven into the assignment.
C Relevant theories – Bronfenbrenner, Erikson, Attachment Theory – are identified and their link to the observations clarified with some interpretation. There is some attempt to build an argument about the usefulness of the theories in interpreting the observations. Observations are performed and reported upon correctly with some editing required. Appropriate detail is included.
Action Plans arise from observations
Appropriate strategies are discussed.
Appropriate Implementation of strategies is discussed Discussion explains/relates/ enlarges upon different impacts on this child’s social/emotional development and learning Text builds argument but requires some editing.
Appropriate consents obtained and Ethics Form 5 submitted.
Referencing correct. A minimum of 8 references used,
Ethical behavior evident.
There is evidence that online feedback from peers has been used to inform student’s thinking.
P Relevant theories – Bronfenbrenner, Erikson, Attachment Theory – are identified and their link to the observations described. There is some attempt to distinguish between and analyse the theories and their use in interpreting the observations. Observations are performed and reported upon correctly in principle with editing required. Level of detail could be improved.
Action Plans are related to observations
Appropriate strategies are described
Appropriate Implementation of strategies is described Discussion recognises/illustrates/ examines different impacts on this child’s social/emotional development and learning Text distracts reader from identifying the arguments made, and requires editing.
Appropriate consents obtained and Ethics Form 5 submitted.
Referencing correct in principle but minor errors in execution. A minimum of 6 references used.
Ethical behavior evident.
Evidence for online engagement with peers is provided.
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