EPT308 – Infant Pedagogy for 0-2 Years (PLEASE REFER TO ATTACHMENTS FOR CLEARER INSTRCTIONS)
• Pelo, A. (2013). The Goodness of Rain: Developing an Ecological Identity in Young Children. Washington USA: Exchange Press Inc.
Please ensure that you have this textbook before you start your PE placement. Copies maybe bought through the CSU Co-Op.
Assessment item 1
Professional Experience Goals
Assessment item 1: Professional Experience Goals.
Part 1 – Students are required to write three goals for their professional experience placement using Appendix 1. Please ensure that these goals are relevant to your emerging pedagogy and knowledge of children’s learning and include areas which are important for your ongoing work. Please use your current textbook and the EYLF to help you plan and format your goals and ensure that these sources are referenced correctly using APA Referencing Guidelines. Your professional experience goals must be academically informed.
It is important for students to consider how best to further their awareness, knowledge and proficiencies of teaching and caring for young children. It is also important for students to have a sound understanding of the theoretical underpinnings of their professional practice
Professional experience goals will be reviewed by the Subject Coordinator for excellent academic writing and high quality presentation. Once the Subject Coordinator has approved the student’s professional experience goals and contacted the students by email, students may start their professional experience placement.
Each of the three goals is written in the SMART format. Each of the three goals is not written in the SMART format.
At least four specific and sequenced action steps are written for each goal. At least four specific and sequenced action steps are not written for each goal.
Three or more specific and detailed indicators are written for each goal. Three or more specific and detailed indicators are not written for each goal.
Each of the three goals demonstrates appropriate word choice, spelling, grammar, sentence structure, and fluency with minimal errors. Each of the three goals does not demonstrate appropriate word choice, spelling, grammar, sentence structure, and fluency with minimal errors.
Please use Appendix 1 (BELOW TEMPLATE) to complete Professional Experience goals. Students to use academic writing and APA Referencing Guidelines
Part 1 – Professional Experience Goals – please use Appendix 1.
Plan three intended goals for your professional experience placement. Please make your goals explicit and clear. Goals which are general, implicit or vague will be returned to the student to be completed in the proper manner. Please remember that your professional experience goals must have a specific 0-2 year old focus, rather than an overall early childhood focus. Please support your goals with informaiton and quotes from the Early Years Learning Framework and current textbook. Your professional experience goals must be academically informed.
Plan three intended goals for your professional experience placement. Please make your goals explicit and clear. Goals which are general, implicit or vague will be returned to the student to be completed in the proper manner. Please remember that your professional experience goals must have a specific 3-5 year old focus, rather than an overall early childhood focus. Please support your goals with informaiton and quotes from the Early Years Learning Framework and current textbook. Your professional experience goals must be academically informed.
Part 2 – Appendix 1. Teacher education students are required to complete a final reflection and evaluation on their learning and how their pedagogy has emerged during their placement. Students are to refer to the current textbook and the Early Years Learning Framework for their final reflection. Please use Appendix 1. The final reflection must be uploaded to EASTS at the end of the placement, at the same time as the Professional Experience Final Report. (PLEASE MAKE UP GOOD REFLECTIONS FOR THIS )
• THE ABOVE IS TO BE COMPLETED FOR BOTH AGE GROUPS ON SEPARATE TEMPLATES. EG. 0-2 GROUP AND 3-5 GROUP.PLEASE ENSURE THERE IS 3 SEPARATE GOALS FOR EACH AGE GROUP ON THE ONE TEMPLATE. PLEASE ENSURE YOU SPECIFY WHICH GOAL IS FOR WHICH AGE GROUP
This assessment item will give the teacher education students the opportunity to critically reflect on their emerging pedagogy, and their knowledge of how young children learn
Teacher education students will be assessed using excellent academic writing skills and the correct APA Referencing Guidelines.
Students have explicitly referred to the three Professional Experience Goals they identified in Assessment One and used their stated indicators to measure and discuss their progress towards achieving each goal.
Students have not explicitly referred to the three Professional Experience Goals they identified in Assessment One and used their stated indicators to measure and discuss their progress towards achieving each goal.
Students have discussed the opportunities and challenges that were experienced as they worked towards achievement of each goal, how they responded to those opportunities and challenges, and the learning that resulted.
Students have not discussed the opportunities and challenges that were experienced as they worked towards achievement of each goal, how they responded to those opportunities and challenges, and the learning that resulted.
Relevant subject readings have been used to support the reflection and evaluation.
Relevant subject readings have not been used to support the reflection and evaluation.
The reflection and evaluation demonstrates appropriate word choice, spelling, grammar, sentence structure, and fluency with minimal errors.
The reflection and evaluation does not demonstrate appropriate word choice, spelling, grammar, sentence structure, and fluency with minimal errors.
APA Referencing system has been used with minimal errors. APA Referencing system has not been used.
Teacher education students will use Appendix 1 to present their final reflection and evaluation.
During the professional experience placement, teacher education students will critically reflect on their emerging pedagogy and knowledge of how young children learn and develop. These reflections and evidence of learning will be written up, using Appendix 1. Students will use the current textbook and the Early Years Learning Framework to complete this final reflection
*PLEASE NOTE THAT THE YWLLOW HIGHLIGHTED BITS ARE EXAMPLES FOR YOU – PLEASE DO 3 DIFFERENT GOALS AND USE THIS TEMPLATE TO DO SO. PLEASE ENSURE ALL COLUMS ARE COMPLETED 100%
ASSESSMENT 1 ASSESSMENT 3
Goals Link goals to information from the EYLF/VEYLDF and current textbook List strategies or steps that you will use to achieve this PE goal.
How will you measure the success of your goal? Evidence and evaluation of emerging pedagogy and learning. Please link to current textbook and the EYLF/VEYLDF
Goal To learn the importance of play, based on the children’s interests, and set up and implement appropriate and engaging play-based learning experiences
. EYLF Practice: Learning through Play “Play provides opportunities for children to learn as they discover, create, improvise and imagine” (DWEER, 2009, p. 15). “Play-based programs have the potential to create contexts in which children’s everyday cognition can be expressed, but for these programs to be effective in building conceptual connections between the teacher and the children, pedagogical framing of the materials being provided is essential: play-based programs provide an effective pedagogical mechanism for teachers to stimulate play of everyday activities” (Fleer, 2010, p. 30) 1. Increase my knowledge about play from textbooks. 2. Good knowledge of the EYLF outcomes about play. 3. Observe children to learn about their individual interests. 4. Observe children to learn about their group interests. 5. Plan age appropriate play experiences. 6. Provide useful and enough resources for the play experiences. 7. Learn how to set up engaging play areas with the help of textbooks.
-By children’s level of response and interaction. -By observing the children’s interests and engagement. -The feedback from my supervising teacher about my planned play experiences. -By knowing the benefits of ‘play and learning’ for the children. -By knowing the different types of play. -By planning appropriate ‘play and learning’ for the children
To achieve excellent communication between parents and myself as the teacher so that I will have a greater understanding of their child and to help in establishing a trusting and responsive relationships with the child.
Subject Coordinator signature: Date:
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