Assessment 3 Reflective practise in early childhood To prepare for this assignment: • Reflect on your current or future practice as an early childhood educator in designing, implementing and evaluating educational experiences for young children. • Reflect on your learning experiences in this course and consider how the perspectives you have explored will contribute to and inform methods in your current or future practice as an early childhood educator. • Select two journal articles that deal with reflective practice in an early childhood setting that are interesting to you. Write a 3,000-word paper that addresses the following: PART 1: Reflective Practice • Write a 1,000-word annotated bibliography of your two selected articles: Each annotated article should be approximately 500 words. Each annotated article should contain four parts: • A summary of the reflective research method used; • An explanation of the reflective process the educator undertook within the article • A critique of the argument presented by the author(s) (what you understand to be the important educational implications) (critique of the article) • the significance of reflective practice for early childhood settings PART 2: The Early Childhood Educator (500 words) • Explain how the knowledge gained from your learning about early childhood, as presented in this course, helps to inform your current or future practice as an early childhood educator. Note: It is an online course, answering questions on weekly basis on the following topic, students giving ideas, sharing their thoughts about their professional practise and giving feedback to each other. The topic that I have learnt in this course are current practices in early childhood practices, the importance of early years as foundations for future learning, disseminate the importance of NQS and EYLF, child development, early childhood educators pedagogical practices, importance of equitable and ethical, effective methods that support development and learning, synthesise knowledge surrounding inclusive education, physical, emotional and cognitive changes, typical growth patterns, importance of early intervention, provide optimal early childhood environment, ethical and professional approach to working with young children, understand how children acquire and use language, enhance the learning experience for diverse learner, apply technology to improve diverse classroom, role and community of diverse learner, cultural responsiveness in the diverse classroom, concept of reflective practise, the elements of curriculum, pedagogy and assessment in early childhood education, benefits and challenges of assessment in early childhood education, authentic assessment, various perspectives on the relationship between children’s play, learning and development, benefit and challenges of play based learning on children’s development, reflective practise in the context of early childhood education, apply reflective practice, consider future of early childhood in 21st century and apply insight gained from knowledge of early childhood development to support young children in early childhood settings. PART 3: Development of the Young Child (1000 words) • Select two contemporary issues from this course and explain how they are significant to the development of young children. Outline and explain how you might use a reflective research method in your current or future practice to investigate and research the issues you identified. Note: Two contemporary issues that I would like you to write on Play Based Learning and Diversity contemporary issues. Please put in the reference you used and please use the references below Note: This assignment should be written in the form of a paper. You must cite all works you reference using APA 6 as your referencing protocol, and you must include a reference list. You should cite course texts and two to five additional resources that you have accessed to complete this assignment. References for all the modules (topics) that covered the course. • Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2012). Programming & planning in early childhood settings. • Bodrova, E., & Leong, D. 2005. Uniquely Preschool: What research tells us about the way young children learn. Educational Leadership, 63 (1), 44-47 • Dowling, A., & O’ Malley, K. (2009). Preschool education in Australia • Early Childhood Intervention Australia. (nd Early Childhood Intervention Australia code of ethics • Fenech, M. (2013) Quality early childhood education for my child or for all children? Parent as activists for equitable, high quality early childhood education in Australia, high quality early childhood education in Australia Australasian Journal of Early Childhood 38 (4), 92-98 
 • Burger, K. (2010). How does early childhood care and education affect cognitive development? An international review of the effects of early interventions for children from different social backgrounds Early Childhood Research Quarterly, 25(2), 140–165. • National Scientific Council on the Developing Child. (2005). Excessive stress disrupts the architecture of the developing brain [Working Paper No. 3]. 
 • Nores, M., & Barnett, S. (2010). Benefits of early childhood interventions across the world: (Under) Investing in the very young. Economics of Education Review, 29(2), 271–282. 
 Tayler, C., Ishimine, K., Cloney, D., Gleveland, G., & Thorpe, K. (2013). The quality of early childhood eduation and care services in Australia. Australasian Journal of Early Childhood, 38 (2), 13-21 • Bruder, M. B. (2010). Early childhood intervention: A promise to children and families for their future. Council for Exceptional Children, 76(3), 339–355. • Hardin, B. J., & Hung, H.-F. (2011). A cross-cultural comparison of services for young children with disabilities using the ACEI Global Guidelines Assessment (GGA). Early Childhood Education Journal, 39(2), 103–114. • Heckman, J. J. (2011). The economics of inequality: The value of early childhood education. American Educator, Spring, 31–36. • Hedges, H., Cullen, J., & Jordan, B. (2011). Early years curriculum: Funds of knowledge as a conceptual framework for children's interests. Journal of Curriculum Studies, 43(2), 185–205. • Odom, S., Buysse, V., & Soukakou, E. (2011). Inclusion for young children with disabilities: A quarter century of research perspectives. Journal of Early Intervention, 33, 344–356.
 • Petriwskyj, A. (2010). Diversity and inclusion in the early years.International Journal of Inclusive Education, 14(2), 195–212. • Aubrey, C., Godfrey, R., & Harris, A. (2012). How do they manage? An investigation of early childhood leadership. Educational Management Administration & Leadership, 41(1), 5–29. • • Buysse, V., Sparkman, K. L., & Wesley, P. W. (2003). Communities of practice: Connecting what we know with what we do. Exceptional Children, 69, 263–277. • Hamre, B. K., Pianta, R. C., Burchinal, M., Field, S., LoCasale-Crouch, J. Downer, J. T., Howes, C., … Scott-Little, C. (2012). A course on effective teacher-child interactions: Effects on teacher beliefs, knowledge, and observed practice. American Educational Research Journal, 49(1), 88–123. 
 • Kramer, T., Caldarella, P., Christensen, L., & Shatzer, R. (2010). Social and emotional learning in the kindergarten classroom: Evaluation of the Strong Start curriculum. Early Childhood Education Journal, 37(4), 303–309. • • Lankshear, C., & Knobel, M. (2003). New technologies in early childhood literacy research: A review of research. Journal of Early Childhood Literacy, 3(1), 59–82. • Parette, H., Quesenberry, A., & Blum, C. (2011). Missing the boat with technology usage in early childhood settings: A 21st century view of developmentally appropriate practice. Early Childhood Education Journal, 37, 335–343. • Petriwskyj, A., O'Gorman, L., & Turunen, T. (2013). The interface of the national Australian curriculum and the pre-year 1 class in school: Exploring tensions. Australasian Journal of Early Childhood, 38(1), 16–22.. • Siraj-Blatchford, J., & Parmar, N. (2010). Knowledge, learning processes, and ICT in early childhood education [Peer reviewed paper]. He Kupu (The Word). 
 • Lester, S., & Russell, W. (2010). Children's right to play: An examination of the importance of play in the lives of children worldwide [Working Paper No. 57]. The Hague, The Netherlands: Bernard van Leer Foundation. Chapters 1 and 2 (pp. 1–14) • Tayler, C., Ishimine, K., Cloney, D., Cleveland, G., & Thorpe, K. (2013). The quality of early childhood education and care services in Australia. Australasian Journal of Early Childhood, 38(2), 13–21. • Kramer, T., Caldarella, P., Christensen, L., & Shatzer, R. (2010). Social and emotional learning in the kindergarten classroom: Evaluation of the Strong Start curriculum. Early Childhood Education Journal, 37(4), 303–309. • • Laureate Education (2014). Lepuschitz, K. J. 'Studying Child Development: Lessons Learned' Chapter 7, 'Understanding the Setting' • Association for Childhood Education International. (2011a). Global guidelines: Global guidelines for early childhood education and care in the 21st century. 
 • ECA Learning Hub. (2012, October 12). TAPS self-assessment, reflective practice and quality improvement processes [Video file]. Retrieved from http://www.youtube.com/watch?v=ZrwWVLcrIZ8 • • The approximate length of this media is 13 minutes. • Neilsen-Gatti, S., Watson, C., & Siegel, C. (2011). Step back and consider: Learning from reflective practice in infant mental health. Young Exceptional Children, 14 (3), 32–45.
 • Nuttall, J. (2012). Challenges, opportunities, and capacity building in early childhood teacher education research in Australia and New Zealand. New Zealand Journal of Educational Studies, 47(1), 66–78.
 • Sheridan, S., Pope-Edwards, C., Marvin, C., & Knoche, L. (2009). Professional development in early childhood programs: Process issues and research needs. Early Education and Development, 20(3), 377–401. • • Workzkids. (2012, June 10). EYLF PLP talking about reflective practice in educating children and smoking ceremony [Video file]. Retrieved from http://www.youtube.com/watch?v=7RO8JUCTwsc