TCHR2002 Children, Families & Communities Report 1 Sample
Assessment Description
The aim of this assessment is for pre-service teachers to demonstrate their knowledge and understanding regarding the historical and diverse issues facing children and families in contemporary communities. This assessment aligns with the unit learning modules 1-3 and requires you to reflect upon key issues presented in the unit content and complete three (3) x 500-word responses to the following topics.
Topic 1: Historical Childhood Influences
Think about one or two issues that influence children’s lives today and how this has changed over the last 20-50 years. With reference to the unit content compare and critique how contemporary life may enhance or hinder outcomes for children and families compared to how life influenced them in the past. Pay attention to the ideas about how contemporary childhoods are constructed in an Australian or Global context. Frame your answer using the levels in Bronfenbrenner’s Ecological Model including an understanding of the concept of proximal processes.
Topic 2: Indigenous Childhoods
Culturally responsive educators are knowledgeable of each child and family’s context including how to embed Aboriginal and Torres Strait Islander perspectives in the curriculum. Make relevant links to the Early Years Learning Framework (AGDE, 2022) in your discussions.
• Discuss the importance of Aboriginal and Torres Strait Islander children being able to see themselves, their identities and cultures reflected in their learning environment.
• Identify why creating an intercultural space is important for all children and families?
Topic 3: Gender Equity Scenario
You are employed as the teacher in an early childhood education setting where a new family has recently enrolled their four-year-old son Jacob. You have planned a cooking experience with the children when Jacob states, “cooking is the girl’s job, boys should not cook!” Discuss the following points with reference to the unit content:
• What specific language and strategies would you use to address the children’s being, belonging and becoming in this situation?
• Give examples of how can you teach gender equity as part of an anti-bias curriculum that has been outlined in the unit content, with children aged 3-5 years-of-age?
• How could you communicate the principles of an anti-bias curriculum and gender equity with families?
Instructions
APA 7 formatting is required for this task.
• Include clear headings for the topics you are responding to
• Indent the first line of each new paragraph.
• Use 12-point Arial font.
• Use a 1.5- or double-line space for your writing and your reference list
Solution
Topic 1: Historical childhood influences
Issue: Technology influence
Past Influence (20-50 years ago):
- Microsystem
There was no such direct interaction between children and Technology in the past. Television and radio were considered as the primary sources of entertainment and information and there was limited educational content in these media.
- Mesosystem
There was very limited interaction and discussions within school and at home related to technology. There was no such technology present within the classroom and parent-teacher communication was mostly face-to-face, via letters or telephone.
- Exosystem
The workplace of parents and community had Limited influence of Technology mostly on Children's education. Sometimes as an initiative of learning, community centres offered occasional computer classes to children.
- Macrosystem
Society mostly valued and had a belief regarding traditional methods of learning and there was a Limited emphasis on the integration of Technology within education in past years.
- Chronosystem
Over the decades the advancement of Technology was slow and significant changes occurred after long periods of time for university assignment help.
Contemporary Influence:
- Microsystem
At present children have a plethora of Digital devices like tablets, Smartphones, and computers and they use them for educational purposes. schools have also introduced educational applications and interactive learning.
- Mesosystem
Families and schools have incorporated digital platforms for educational planning as support. Most of the homework, projects, and discussions are often shared online. Platforms like school portals and communication apps have facilitated parent-teacher interaction.
- Exosystem
At present parent’s access Technology at the workplace and even the community has libraries and cafes offering internet access to children. Parents influence the attitude of children and support them in technological education.
- Macrosystem
Today, society has high value Technology proficiency which is essential for success in the future. society influences educational policies and integrates digital literacy within the curriculum.
- Chronosystem
There is a rapid evolution of Technology and educational tools and methods are being discovered and adopted by educational systems and educators.
Compare Contrast
Comparing and contrasting the issue of Technology education from past and contemporary, previously 20 to 50 years ago There was Limited interaction with technology, and parents and schools did not integrate Technology within the education system. As there was limited impact of technology within the workplace and community, society as a whole depended on traditional learning methods. At present in 2024, there is a robust digital collaboration between school and home and most people are tech-savvy. The children use digital devices like smartphones, laptops, and mobile phones for learning and playing (Berei & Pusztai, 2022). There is a rapid evolution of Technology within the educational system and people encourage more technological proficiency within education.
Enhancement or Hindrance Outcomes for Children and Families
Enhancement
Children can access diverse learning resources and personalized education. This improved digital literacy by engaging with interactive tools. The technology helps in better communication with teachers and access to educational support and resources for families (Sosa Díaz, 2021). Families are also able to keep track of the academic progress of their children.
Hindrance
Due to excessive Technology, there is a risk of exposure to screens for the children and even distraction from education (Neophytou, Manwell, & Eikelboom, 2021). Due to unequal access to Technology, there are issues of digital division. The families are pressured to provide digital resources and there is a lack of face-to-face interactions. parents even suffered from managing screen time and the safety of children online.
Topic 2: Indigenous childhoods
Importance of Reflecting on the Identities and Cultures of Aboriginal and Torres Strait Islanders
Creating a sense of belonging and identity among the Aboriginal and Torres Strait Islanders Is essential for creating a culturally responsive educational environment (Hunter, Skouteris & Morris, 2021). It also promotes intercultural understanding among all children and families. The Early Years Learning Framework (EYLF) (AGDE 2022) Emphasizes the importance of cultural competence and inclusion within the learning environment. When children are able to recognize the cultural practices, history, and languages in these surroundings it validates their identity and heritage. According to Outcome 1 (EYLF), Children must develop a strong sense of identity So that day they feel safe and secure and develop resilience (Lorina, 2020). The reflection helps them feel accepted and respected which is essential for emotional and social development. Embedding the perspectives of Aboriginal and Torres Strait Islanders helps ensure the continuity of the rich cultures and promotes respect among the children. discussion of traditional stories, music, artwork, and languages within the school curriculum, teachers will be able to preserve and value the cultural heritage. such educational practice within the curriculum not only enriches the educational content but educates the non-indigenous children regarding diversity. As a result, mutual respect and understanding are fostered within the learning environment.
Creating an intercultural space is important for all children and families
It is essential to create an intercultural space for all the children and families as it creates cultural competence. Such a space will help the children to respect cultural differences and create a feeling of living in a diverse society. According to Outcome 2 (EYLF) which focuses on children being connected and contributing to the world (Lorina, 2020). If a child interacts in an intercultural environment, the child is prone to develop empathy and the essential traits for global citizenship. Creating an intercultural space also has to promote inclusivity and equality so that each and every child and families feel respected and valued regarding their backgrounds. The inclusive approach gaps the bias, cultural differences, and stereotypes existing within the society. As a result, the voices of the Aboriginal and Torres Strait Islander children are heard and not marginalized. For those who are not Indigenous learning about and respecting different cultures helps them to contribute towards a more inclusive and equitable Society. According to Principle 2 (EYLF), Partnership must be encouraged with families and communities who play a vital role in children's learning and development (Adam, Barblett, Kirk & Boutte, 2023). The educators must actively involve the families within the educational process, understanding the cultural context. this collaborative approach which is the learning environment leads to the Holistic development of the children. Outcome 3 (EYLF) supports that interactions will help children develop communication and social skills like active listening and empathy (Jackson, Noble, Anzai, Mitchell & Cloney, 2020).
Topic 3: Gender Equity Scenario
Being employed as a teacher in an early childhood education setting, addressing Gender stereotypes, and promoting gender equality within the setting is essential for fostering an inclusive and supportive environment for learning. As Jacob has made a statement “Cooking is a girl's Job and boys must not Cook”, It is a great opportunity being a teacher to address this inequality and encourage a positive attitude toward gender roles.
Specific Language and Strategies
It is necessary to affirm all children's abilities by using the language- “Cooking is not meant for both boys and girls and in the classroom, everyone can cook”. The strategy includes emphasizing that everyone regardless of gender can participate in any activities and using inclusive language that does not separate in gender. As a teacher, it is necessary to promote belonging by using language like “Jacob Everyone here belongs to the class and we are going to learn new things together and cooking is the greatest way of fun learning”. Creating a sense of community in which children feel valued is essential. This reinforces the idea that children must always contribute to group activities. Encouraging languages like “when we try to learn new things like cooking it will help our children to become more skilled and independent” must be used.
Teaching Gender Equity
For teaching gender equity as a part of an anti-bias curriculum with children aged 3 to 5 years of age, some examples are:
- Using storybooks that feature diverse characters and roles engaging in different roles regardless of gender. As an example, reading stories from the book “William’s Doll “and encouraging role-playing activities in which children participate in different roles such as cooking, and caring for dolls helps in Greater participation regardless of gender.
- The classroom environment must be free from any form of bias and gender discrimination (Nguyen, 2022). As a teacher, it was to ensure the classroom materials such as toys, books, and other items must reflect non-stereotypical roles and there should not be any toys based on gender. Images and posters used in the classroom must be displayed which highlight that men and women can go for any occupation and role and there is no gender discrimination.
- There must be a discussion about gender roles and stereotypes by asking some open-ended questions like “Who wants to become a chef”. “Who wants to become a fashion model “and “Why do you want to become a chef? “. Creating activities where children can express that Idea regarding different gender roles employing art or writing must be encouraged.
Communicating Principles regarding Gender equity to Families
For communicating principles of the anti-bias curriculum and gender equity to families, workshops or meetings must be organized to explain the importance of gender equity (Marcroft, 2022). Resources like books, games etc must be provided at home to families. Celebrating a variety of holidays and cultural events which promote inclusivity and respect for all genders. Families must be invited to participate in classroom events that showcase diverse skills and interests. As an example of organizing a cooking event where parents and children can cook together.
References
Adam, H., Barblett, L., Kirk, G., & Boutte, G. S. (2023). (Re) considering equity, inclusion and belonging in the updating of the Early Years Learning Framework for Australia: The potential and pitfalls of book sharing. Contemporary Issues in Early Childhood, 24(2), 189-207.https://doi.org/10.1177/14639491231176897.
Berei, E. B., & Pusztai, G. (2022). Learning through digital devices—Academic risks and responsibilities. Education Sciences, 12(7), 480. https://doi.org/10.3390/educsci12070480.
Hunter, S. A., Skouteris, H., & Morris, H. (2021). A conceptual model of protective factors within Aboriginal and Torres Strait Islander culture that build strength. Journal of Cross-Cultural Psychology, 52(8-9), 726-751.https://doi.org/10.1177/00220221211046310.
Jackson, J., Noble, K., Anzai, D., Mitchell, P., & Cloney, D. (2020). Assessment of children as having a strong sense of identity in Early Childhood Education and Care: Literature review. https://research.acer.edu.au/early_childhood_misc/26/https://research.acer.edu.au/early_childhood_misc/26/.
Lorina. (2020a, March 4). EYLF Learning Outcome 1: Children have a strong sense of identity. Aussie Childcare Network. https://aussiechildcarenetwork.com.au/articles/childcare-programming/eylf-learning-outcome-1-children-have-a-strong-sense-of-identity.
Lorina. (2020b, March 5). EYLF Learning Outcome 2: Children are connected with and contribute to their world. Aussie Childcare Network. https://aussiechildcarenetwork.com.au/articles/childcare-programming/eylf-learning-outcome-2-children-are-connected-with-and-contribute-to-their-world.
Marcroft, L. (2022). Teaching the Anti-Bias Approach to Early Childhood Care & Education Practitioners in Ireland: A Mixed Method Comparative Case Study to Determine which Pedagogy Produces Praxis (Doctoral dissertation, University of Lincoln).https://repository.lincoln.ac.uk/articles/thesis/Teaching_the_Anti-Bias_Approach_to_Early_Childhood_Care_Education_Practitioners_in_Ireland_A_Mixed_Method_Comparative
_Case_Study_to_Determine_which_Pedagogy_Produces_Praxis/24874455/2.
Neophytou, E., Manwell, L. A., & Eikelboom, R. (2021). Effects of excessive screen time on neurodevelopment, learning, memory, mental health, and neurodegeneration: A scoping review. International Journal of Mental Health and Addiction, 19(3), 724-744.https://doi.org/10.1007/s11469-019-00182-2.
Nguyen, A. (2022). “Children have the fairest things to say”: Young children’s engagement with anti-bias picture books. Early Childhood Education Journal, 50(5), 743-759.https://doi.org/10.1007/s10643-021-01186-1.
Rosmani, A. F., Mutalib, A. A., & Sarif, S. M. (2020, April). The evolution of information dissemination, communication media and technology in Malaysia. In Journal of Physics: Conference Series (Vol. 1529, No. 2, p. 022044). IOP Publishing.DOI 10.1088/1742-6596/1529/2/022044.
Sosa Díaz, M. J. (2021). Emergency remote education, family support and the digital divide in the context of the COVID-19 lockdown. International Journal of Environmental Research and Public Health, 18(15), 7956.https://doi.org/10.3390/ijerph18157956.
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