EDU4GEP - Introducing the New Work Based Learning Assignment

Assignment Task

Questions

1. What are dominant discourses? How do they relate to early childhood education?

2. Quality has been a globally dominant discourse in early childhood education and care since the 1990s. What is the ‘story’of quality in EC settings and how is it impacting EC practices and policy?

3. Policies guide many aspects of day-to-day work in early childhood. Where do policies come from? Who writes them? What is the purpose of policy?

The Task

Select one policy and use your research skills to critically read the policy document. Prepare a policy summary that includes the following elements:

1. Brief introduction to the NGOs policy and policy context (if they have many different things going on, choose one to focus on that is most relevant).

2. Brief summary of the proposed policy ‘problem’ (or opportunity) and policy solution, and a brief critique of whether love or care is present in the policy problem and solution, and the implications.

3. Identify one useful element of the policy that you think could be actioned in your practice, and explain why it is useful, and how you would action it.

4. Consider your role in reconciliation and how you currently engage with truth-telling in relation to past oversights in ethical practice. Then, discuss how you can engage with changing practice alongside First Nations peoples. You must identify at least three key strategies and demonstrate an understanding of your local context, i.e., revelant local organisations.

Description

This assessment requires you to design a work-based advocacy strategy that addresses an issue in your workplace that is connected to global issues, with the purpose of enhancing your professional practice and advocating for alternatives. You will select and research one of the following global/local issues:

• Promoting alternative interpretations of ‘quality’ EC programs
• Promoting the importance of love and care in EC work
• Resisting the shift towards standardisation in EC programs
• Progressing reconciliation and indigenous perspectives in ECEC

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