TCHR2002: Children Families and communities Assessment 1 Portfolio

Assessment Overview

Unit Learning Outcomes (ULOS)

You will demonstrate the following Unit Learning Outcomes on the successful completion of this task: 

• ULO 1: Compare and critique historical and contemporary constructions of childhood and families, including those pertaining to First Nations perspectives and experiences.
• ULO 2: Identify how children develop identity and how teachers develop a sense of belonging, being, and becoming.

Rationale

Working with and supporting children and families within the context of their community is an important aspect of an early childhood teacher’s role as this reflects the lives and learning of children. Knowing children, families and communities presents opportunities and challenges and being able to identify, compare and critique the diversity of issues that children and families experience in contemporary communities in Australia is a vital skill.

Task Overview

The aim of this assessment is for pre-service teachers to demonstrate their knowledge and understanding regarding some of 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- 700 word responses to the following topics.

Topic 1: Historical Childhood Influences

Think about one issue that has influenced children’s lives today and how this issue 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 western countries like Australia. Frame your answer by briefly explaining the levels in Bronfenbrenner’s Ecological Model and a more detailed an understanding of the concept of proximal processes.

Topic 2: First Nations 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 V.20 (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 Rufus. You have planned a cooking experience with a small group of children when Rufus states, “cooking is boring and its for girl’s, boys should not cook!” Discuss the following points with reference to the unit content: 

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?

Summary of Assessment Requirements

This assessment requires pre-service early childhood teachers to demonstrate a critical understanding of the historical and contemporary constructions of childhood and families, including First Nations perspectives. Students must complete three written responses (each 500–700 words) addressing specific themes related to children, families, and communities.

The assessment directly aligns with the following Unit Learning Outcomes (ULOs):

• ULO 1: Compare and critique historical and contemporary constructions of childhood and families, including those relating to First Nations perspectives and experiences.
• ULO 2: Identify how children develop identity and how teachers foster belonging, being, and becoming.

Key Pointers to be Covered:

1. Historical Childhood Influences:

   • Identify an issue that has shaped children’s lives over the past 20–50 years.
   • Compare how past and contemporary life impact children and families differently.
   • Apply Bronfenbrenner’s Ecological Model, focusing on proximal processes and contextual influences.

2. First Nations Childhoods:

   • Discuss the significance of representing Aboriginal and Torres Strait Islander identities in learning environments.
   • Link to the Early Years Learning Framework (EYLF) V2.0 and explore culturally responsive practices.
   • Explain the importance of creating intercultural learning spaces for all children.

3. Gender Equity Scenario:

   • Address gender bias through inclusive teaching strategies.
   • Support children’s being, belonging, and becoming through respectful communication.
   • Describe how educators can promote anti-bias curriculum principles and engage families in understanding gender equity.

Step-by-Step Academic Mentor Guidance and Approach

The Academic Mentor guided the student through a structured, reflective, and theory-informed process to approach each section systematically.

Step 1: Understanding the Assessment Requirements

The mentor began by clarifying the purpose and structure of the assessment. The student was encouraged to map each topic against the ULOs and identify relevant learning materials from modules 1–3. A reading list was reviewed to strengthen theoretical grounding, including sources on Bronfenbrenner’s model, EYLF principles, and anti-bias education frameworks.

Step 2: Topic 1 Historical Childhood Influences

The mentor guided the student to:

• Select a relevant issue (e.g., digital technology, changing family structures, or child labor laws).
• Use Bronfenbrenner’s Ecological Model to connect micro, meso, exo, and macro influences on children’s development.
• Critically compare past and present childhood experiences, emphasizing how social, economic, and educational contexts shape development.
  The mentor reinforced integrating proximal processes as the foundation of development and encouraged academic referencing to support claims.

Step 3: Topic 2 First Nations Childhoods

For this section, the mentor emphasized cultural responsiveness and inclusion.

• The student was guided to reference EYLF V2.0 principles, particularly Outcome 1 (Identity) and Outcome 2 (Community).
• The discussion focused on the importance of children seeing their language, culture, and identity reflected in learning environments.
• The mentor helped the student articulate the concept of intercultural spaces, demonstrating respect, reciprocity, and collaboration between Indigenous and non-Indigenous worldviews.

Step 4: Topic 3 Gender Equity Scenario

The mentor supported the student in framing the scenario within an anti-bias and gender-inclusive curriculum.

• Guidance was given on using child-centered language and strategies to challenge stereotypes (e.g., “Everyone can cookcooking helps us learn and share”).
• The student was shown how to integrate “being, belonging, and becoming” as guiding principles.
• The mentor encouraged examples of family communication strategies, such as parent workshops or newsletters, to promote awareness of gender inclusivity.

Step 5: Drafting, Reviewing, and Finalising the Assessment

The mentor reviewed each draft section for coherence, academic tone, and APA referencing. Emphasis was placed on:

• Using reflective and analytical writing styles.
• Linking theory to practice throughout each topic.
• Ensuring that transitions between historical, cultural, and gender topics maintained logical flow.

Outcome and Learning Achievements

Through the guided mentoring process, the student:

• Developed an informed understanding of how historical, cultural, and social contexts shape children’s development and identities.
• Strengthened skills in critical analysis and theoretical application, particularly using Bronfenbrenner’s model and EYLF principles.
• Learned to incorporate inclusive, culturally responsive, and anti-bias practices in early childhood teaching.
• Achieved the unit’s learning outcomes (ULO 1 & ULO 2) by demonstrating theoretical knowledge, reflective practice, and professional awareness in early childhood contexts.

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