This assignment requires the collection and critical analysis of a document (in this case the PHILOSOPHY OF LITTLE ASSETS CHILDCARE CENTER) that is relevant to a specific learning site and that addresses at least one of the EYLF.
Planning for managing learning – Document analysis of LITTLE STARS PHILOSOPHY:
This assignment requires the collection and critical analysis of a document (in this case the PHILOSOPHY OF LITTLE ASSETS CHILDCARE CENTER) that is relevant to a specific learning site and that addresses at least one
of the EYLF (Early Years Learning Framework) general capabilities. The critical analysis of the collected document/artefact should discuss how teachers/teaching and learners/learning are
represented and the implications of these representations for teachers’ planning and
teaching (including considerations of pedagogy, curriculum and assessment), and
learners and learning.
The aim of this assignment is to encourage you to see how a document presents certain views of what ‘learning’ and ‘teaching’ mean, and can therefore influence what may be viewed as counting toward ‘good learning’, ‘good teaching’, a ‘good learner’ or a ‘good teacher’ in an education setting and in practice. The assignment also aims to encourage you to articulate the implications of holding particular views by reflecting on relevant academic literature and your expectations, observations and experiences during professional experience placement.
PLEASE MAKE SURE THAT THE ESSAY IS BROKEN DOWN INTO SECTIONSAS SHOWN BELOW AND THAT EVERY POINT IN EVERY SUBHEADING IS ANSWERED.
1) identifies key aspects of an appropriate document
*Have you (as necessary/relevant) explicitly identified:
*the authors, intended audience, genre, aims and purpose of the document?
*significant features and content from the document (eg: significant sections, prominent ideas, words or phrasings, visual images, patterns, themes or dissonances etc)?
*the evidence from the document which supports your interpretation of these key aspects?
2) Draws on the document and relevant academic literature to explicitly discuss how learners/ learning/ teachers/ teaching are/is represented in the selected document and how representations may impact the nature of teaching and/or learning
* To what extent have you:
identified and explained particular views of learners/ learning or teaching/teachers represented in the document?
referred to quotations, sections, images, repeated or prominent wording in the document as evidence to support your interpretations?
developed further discussion about these representations by drawing on relevant academic literature to explore the assumptions about learning and teaching that underpin them?;
discussed the ways these representations might impact learning and teaching, relationships, curriculum, pedagogy and assessment?
3) Discusses the links between the representations and broader issues of teaching, learning and education (policy, social, cultural, economic) – with emphasis on issues related to one general capability) by drawing on relevant academic literature
*To what extent have you:
identified links between the views in the document and a general capability, and explained what this means?
discussed how the identified representations and/or general capability also link to broader policy, social, cultural, or economic issues of teaching/learning/education?
drawn on relevant academic literature to extend these discussions?
4) Discusses the implications of the findings for your own emerging beliefs about learning and teaching, and teaching practice as a result of drawing on your professional experience, expectations of your professional experience, and/or other teaching/learning experiences
4) Discusses the implications of the findings for your own emerging beliefs about learning and teaching, and teaching practice as a result of drawing on your professional experience, expectations of your professional experience, and/or other teaching/learning experiences
*To what extent have you:
discussed the implications of your critique for your emerging beliefs about learning and teaching and your own practice? i.e. to what extent and in what ways does the document represent your own views, and why? How does it help you develop ideas about what you will do, or not do, in teaching practice?
considered the implications of the representations in the document for practices in your placement school – i.e. what kinds of learning and teaching might you expect to see/ did you see on placement, based on the representations in this document?