Identify and analyse the role of play in learning and examine the challenges pertaining to play and pedagogies
Academic Integrity
GenAI May Not be Used
Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may not be used for this Assessment Task. You are required to
demonstrate if you have developed the units skills and knowledge without the support of GenAI. If you use GenAI tools in your
assessment task, it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic
Misconduct Rules, Section 3.
Submission 1 word document with reference list uploaded to the Assessment Tasks and Submission area of the unit site.
Unit Learning Outcomes This assessment task maps to the following ULOs:
ULO1: identify and analyse the role of play in learning and examine the challenges pertaining to play and pedagogies
ULO2: discuss the diversity of approaches to pedagogies utilised in early childhood education and care, and how they position children,
teachers and parents/carers
ULO3: analyse the relationships between the philosophy, theory and pedagogy to learning environment for all young children (birth 5
years)
ULO4: critically reflect on personal philosophy to play and pedagogies for learning and teaching as an early childhood professional
2
Rationale
Part of your role as an Early Childhood Teacher is to plan and implement learning environments and experiences that support childrens learning and
development through play. These decisions must be underpinned by relevant early childhood research, theory and policy documents.
Task Description
This task requires students to reflect upon key issues presented in Modules 1-6 and design a play space and learning experience for children 0-5 years,
supported by a written statement.
Task Instructions
1. You are to design an indoor and/or outdoor play space for an age group of your choice. You can choose from birth-2 years, 2-3 years or 3-5 years.
Your design may be created using any computer program you wish, or it can be hand drawn. Consider the layout of and resources in your play
space. Your design must be inserted into the template (word document) provided and it must be clearly labelled. Your play space design will need
to demonstrate the knowledge and understanding you have gained throughout the unit. Your design choices must be supported by the theories,
curriculum and policy documents, and unit content we have explored.
2. Using the learning experience template provided, you are to plan a small group play-based learning experience for your chosen age group that
could take place in your designed play space (approximately. 500 words). Your learning experience will need to demonstrate the knowledge and
understanding you have gained throughout the unit. It must be underpinned by the theories, curriculum and policy documents, and unit content
we have explored.
3. Your play space design and your play-based learning experience must be supported by a written statement (1500 words), justifying your choices for
the design and learning experience. You must make clear links to the Early Years Learning Framework (AGDE, 2022) and relevant early childhood
theories, research and literature, including the unit textbook.
3
Follow the steps to complete the task:
Open the Design Task Template on the unit site and save it with your surname and initials and the assessment tasks name. E.g:
MillsA_assessment2_designtask
Edit the cover page with the following details:
o Student name and Student ID
o Unit code and name
o Unit Assessor and Tutor names
o Date submitted
Insert your play space design, learning experience and written statement into the template.
Complete one reference list on word document
Once complete, submit task via the Turnitin link in the Assessment and Submission section of the unit site.
Referencing
APA7th referencing format is required with a minimum of 5 references. Sources should include relevant early childhood policy and peer-reviewed
literature. Students must use the unit textbook.
Resources
Australian Government Department of Education. (2022) Belonging, being and becoming: The early years learning framework for Australia (V2.0).
Australian Childrens Education & Care Quality Authority (n.d.). Developmental milestones and the Early Years Learning Framework and the National
Quality Standards.
Robinson, C., Treasure, T.,O’Connor, D., Neylon, G., Harrison, C., Wynne, S. (2018). Learning through play. Oxford University Press.
Task Submission
Assessments should be submitted using the Turnitin link on the Assessments Tasks & Submission section on the Blackboard site. Only Microsoft Word
documents submitted via the Turnitin portal on Blackboard will be accepted. You must label your submission with your surname and initials and the
assessment task’s name.
4
Academic Integrity
At Southern Cross University academic integrity means behaving with the values of honesty, fairness, trustworthiness, courage, responsibility, and respect
in relation to academic work.
The Southern Cross University Academic Integrity Framework aims to develop a holistic, systematic, and consistent approach to addressing academic
integrity across the entire University. For more information see the SCU Academic Integrity Framework
NOTE: Academic Integrity breaches include poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling,
misrepresentation, collusion, cheating, contract cheating, fabricating information.
GenAI May Not be Used
Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may not be used for this Assessment Task. You are required to demonstrate if you have
developed the units skills and knowledge without the support of GenAI. If you use GenAI tools in your assessment task, it may result in an academic
integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3.
Special Consideration
Students wishing to request special consideration to extend the due date of an assessment task must submit a Request for Special Consideration form via
their MyEnrolment page as early as possible and prior to the original due date for that assessment task, along with any accompanying documents, such as
medical certificates.
Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/view-current.php?id=140
Late Submissions & Penalties
Except when special consideration is awarded, late submission of assessment tasks will lead automatically to the imposition of a penalty. Penalties will be
incurred as soon as the deadline is reached.
a penalty of 5% of the available marks will be deducted from the actual mark at one minute after the time listed in the due date
a further penalty of 5% of the available mark will be deducted from the actual mark achieved on each subsequent calendar day until the mark
reaches zero.
Please refer to the Late Submission & Penalties section of Policy https://policies.scu.edu.au/view.current.php?id=00255
Grades & Feedback
Assessments that have been submitted by the due date will receive an SCU grade. Grades and feedback will be posted to the Grades and Feedback section
on the Blackboard unit site. Please allow 7-10 days for marks to be posted.
5
Assessment Rubric
Marking Criteria and %
allocation
High Distinction +
100%
High Distinction
(8599%)
Distinction
(7584%)
Credit
(6574%)
Pass
(5064%)
Marginal Fail
(35-49%)
Fail
(1-34%)
Not
Addresse
d
(0%)
Knowledge and
understanding of
theoretical perspectives
of play-based pedagogy.
20%
Achieves all
criteria for High
Distinction with
no errors.
Shows an outstanding
understanding of the theoretical
underpinnings of a play-based
pedagogy, drawing on a range of
theoretical perspectives. Includes
an element of critical reflection
when discussing theoretical
perspectives.
Shows an insightful understanding
of the theoretical underpinnings of
a play-based pedagogy, drawing on
a range of theoretical perspectives.
Shows a competent understanding
of the theoretical underpinnings of
a play-based pedagogy, drawing on
a minimum of two theoretical
perspectives.
Shows an adequate
understanding of the theoretical
underpinnings of play-based
pedagogy, drawing at least one
theoretical perspective.
Limited understanding of the
theoretical underpinnings of
play-based pedagogy.
No understanding
demonstrated of the
theoretical underpinnings
of play-based pedagogy.
Knowledge and
understanding of the
role of play in childrens
learning and
development.
20%
Achieves all
criteria for High
Distinction with
no errors.
Shows an outstanding knowledge
and understanding of the role of
play in childrens learning and
development in a number of
developmental domains. E.g.
physical, social and emotional,
cognitive etc.
Shows an insightful knowledge and
understanding of the role of play in
childrens learning and
development with reference to
number of developmental domains.
E.g. physical, social and emotional,
cognitive etc.
Shows a competent knowledge and
understanding of the role of play in
childrens learning and
development with reference to
developmental domains. E.g
physical, social and emotional,
cognitive etc.
Shows an adequate knowledge
and understanding of the role of
play in childrens learning and
development with reference to
developmental domains.
Little knowledge and
understanding of the role of
play in childrens learning and
development. No
developmental domains are
discussed.
No knowledge and
understanding of the role
of play in childrens
learning and
development. No
developmental domains
are discussed.
Knowledge and
understanding of the
link between the EYLF
(AGDE, 2022) and play.
20%
Achieves all
criteria for High
Distinction with
no errors.
Outstanding knowledge and
understanding of the links
between the EYLF and play.
Insightful links made throughout
pitch.
Very good knowledge and
understanding of the links between
the EYLF and play. Insightful links
made throughout pitch
Competent knowledge and
understanding of the links between
the EYLF and play.
Links made between the EYLF
and play.
Inconsistent links made
between the EYLF and play
No links made between
the EYLF and play.
Supporting evidence
includes a range of
relevant early childhood
policy, research and
literature.
20%
Achieves all
criteria for High
Distinction with
no errors.
Outstanding use of sources as
supporting evidence. Includes
outstanding use of readings from
the unit and academic sources
beyond those provided in the
unit.
Insightful use of sources as
supporting evidence. Includes use
of readings from the unit and
academic sources beyond those
provided in the unit.
A competent use of sources as
supporting evidence. Minimum:
reference to relevant unit readings
and some evidence of wider
academic reading.
An adequate use of sources as
supporting evidence. Minimum:
reference to relevant unit
readings. Sources from wider
reading are not relevant/
suitable.
Supporting sources are
inappropriate/ non-academic.
No academic sources
used as supporting
evidence.
Design of play space.
10%
Achieves all
criteria for High
Distinction with
no errors.
Design is of a professional
standard. It is clear, organized
and labelled effectively. Includes
title and key.
Design is of a professional standard.
It is clear, organized and labelled
effectively.
Design is neat, clear to read and
labelled.
Design is somewhat neat, clear
to read and labelled.
Design is not clear, some
labels added.
Design is not clear, no
labels added.
Academic writing
conventions, including
APA 7th referencing.
10%
Achieves all
criteria for High
Distinction with
no errors.
An outstanding level of academic
writing is present. No errors
noted with referencing, spelling,
punctuation or grammar.
Academic writing is cohesive and
shows clarity. No suggestions to
improve academic writing have
been made.
A high level of academic writing is
present. No errors noted with
referencing, spelling, punctuation
or grammar. Academic writing is
cohesive and shows clarity.
A good level of academic writing is
present. A few minor errors are
noted with referencing, spelling,
punctuation or grammar. Academic
writing is cohesive and shows
clarity.
A basic level of academic writing
is present. A few errors noted
with referencing, spelling,
punctuation and grammar.
Academic writing is relatively
cohesive and clear.
Poor academic writing,
including errors with
referencing, spelling,
punctuation and grammar.
Academic writing lacks
cohesion and clarity.
Academic writing is not
readable and includes
errors with, spelling,
punctuation and
grammar. No reference
list.
6
Description of SCU Grades
High Distinction:
The students performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and
applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The students performance could be described as
outstanding in relation to the learning requirements specified.
Distinction:
The students performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and
applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The students performance could be described
as distinguished in relation to the learning requirements specified.
Credit:
The students performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying
relevant skills and concepts. The students performance could be described as competent in relation to the learning requirements specified.
Pass:
The students performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area.
The students performance could be described as satisfactory in relation to the learning requirements specified.
Fail:
The students performance fails to satisfy the learning requirements specified.
You are the owner of an athletic facility. This organization may be hypothetical. please create a MS PowerPoint (PPT) presentation discussing three (3) ethical issues employees could encounter and explain how these issues should be handled (i.e., resolved).
You are the owner of an athletic facility. This organization may be hypothetical.
please create a MS PowerPoint (PPT) presentation discussing three (3) ethical issues employees could encounter and explain how these issues should be handled (i.e., resolved).
Some possible issues are:
Client flirting with an employee (do not use an employee flirting with a client).
Employee helping client obtain performance enhancing drugs (PEDs).
Athletic administrators (e.g., facility owners) must consider their ethical practices (i.e., fairness, integrity, responsibility, and respect) when making decisions for resolving these issues.
Your PPT should be composed/designed in a way to serve as a training tool to educate newly hired employees working for your athletic facility.
Your PPT should include:
I. Title
II. Table of Contents
III. Introduction. Be sure to identify your athletic facility, and include some history, affiliation, location, etc.
IV. Athletic Facilitys Code of Ethics. Code of ethics for their organization (i.e., athletic facility) as a whole. Present one (1) slide identifying at least three (3) code of ethics (i.e., rules and policies that govern) for your athletic facility.
V. Identify three (3) ethical issues employees could encounter and explain how these issues should be handled (i.e., resolved). As the athletic facilitys owner, consider ones ethical practices (i.e., fairness, integrity, responsibility, and respect) when explaining how each issue will be resolved. Present at least one (1) separate slide of text (i.e., bullet-points) for each ethical issue discussed within PPT.
VI. Concluding Summary. Reiterate main points discussed within PPT.
VII. References. Include a minimum of three (3) references supporting information presented within PPT.
The information on the slides should be in bulleted format (i.e., bullet-points) with no smaller than 24-point type (i.e., font size). Visually appealing layouts and graphics need to be included.
The script for the presentation should be presented in the NOTES section of the PPT; NOT included on the actual slides. The script should be written such that someone could read it and make the presentation for you. Welcome the audience, introduce yourself, and speak directly to the audience (i.e., newly hired employees) throughout presentation. Do not write statements like, for this slide I would say, or this slide shows that . . . You need to write as you would present the information to the audience. Notes should be presented in text (i.e., words) and complete sentences. Vocal Notes (i.e., audio recordings) will not be accepted (i.e., reviewed).
Notes are placed on the same slide (i.e., beneath) information being presented pertaining to a specific area of the PPT. See “Click to add notes” at bottom of slide – Notes will be placed in this area. Suggestion – use MS PowerPoint “help” to review instructions for inserting “Notes” using your specific version of MS PowerPoint.
Here is an example.
If Notes are not included within the same slide throughout presentation, a ten (10)-point deduction will be assessed prior to reviewing a student’s submission.
A minimum of three (3) references should be listed on the References slide(s). Feel free to use additional slides at the end of presentation to display References. In addition, each references in-text citation should be presented on the slide (or in Notes) where each literary source is mentioned (i.e., cited) within PPT. References and in-text citations should be displayed in American Psychological Association (APA) format. Information regarding American Psychological Association (APA) format is presented here. Also, a suggestion – visit the APUS Online Library to review Writing@APUS.
One of the security findings in the gap analysis given in the Case Document was high turnover and low morale among employees. List five ideas for a worksite wellness program to help employees improve their stress anxiety, fatigue, and boredom.
One of the security findings in the gap analysis given in the Case Document was high turnover and low morale among employees. Upon further investigation, you discover that the company does not provide specialized training to bridge special skill gaps, and there is no wellness system in place to help employees keep in physical shape. After completing the assigned readings (The Impact of Rewards Programs on Employee Engagement PDF and How Employee Wellness Programs Can Generate Savings for Your Company), address the following in your initial post:
List five ideas for a worksite wellness program to help employees improve their stress anxiety, fatigue, and boredom.
To what extent do you think a wellness program influences employees’ productivity?
To what extent do you think rewards affect employee performance?
What strategies do you propose to address lack of knowledge, skills, and abilities?
See attachments
Why would a single case of smallpox be considered an incident of national significance, indeed an incident of international significance?
HSE 420 WK 2 DP
Select one (1) of the following writing prompts to answer:
Prompt 1: Why would a single case of smallpox be considered an incident of national significance, indeed an incident of international significance?
Prompt 2: Select one of the Category A agents and discuss the reasons why it is a threat to society. Apply the four Category A criteria to each of the agents and diseases.
Prompt 3: Consider a case of bubonic plague in the Emergency Room of a New York City hospital. Why would this be a red flag event for public health officials?
Resource: Chapter 3 Powerpoint
Book: Ryan, J. (2016). Biosecurity and Bioterrorism (2nd ed.). Butterworth-Heinemann.
RUBRIC BELOW
1. Discussion Forum
Participation in discussion forums is critical to the successful completion of this course. Please keep in mind the following guidelines to help you develop and formulate sound, thought-provoking responses and earn the maximum grade available.
General Guidelines
· Take the time to organize your thoughts prior to formulating your response.
· Use proper citations and formatting when stating examples or quoting sources.
· Carefully proofread your response before submitting it to the forum.
· Provide peer feedback using polite and courteous language.
·
Post substantive contributions. Posts such as “I agree” or “Good job” will not be awarded any credit in the discussion forums.
Rubric Guidelines
·
Engagement / Interaction
counts the number of peers you interact with. To earn full credit, you must engage in a dialog with
at least two or more peers. The content of your posts must be meaningful and relevant and should encourage further discussion.
·
Participation
counts the number of days you were active in each of the discussion forums in a module. To earn full credit, you must contribute to the forum over the course of
two or more days for EACH forum where there are more than one in a module, not collectively. For example, if you have a course that has two discussion forums, you must participate and engage over
a period of two days or more days and times for EACH forum. They do not count together. They are graded separately.
·
Content / Topic Relevance
measures you’re maintaining focus on the topic being discussed. To earn full credit, all your discussion forum contributions need to address the main topic.
·
Timeliness
measures when you first post your response to the discussion forum question. To earn full credit, you must post your response to the main topic before the first post due date for each forum.
Global Online Learning College (OLC)
·
· The due dates for posting your first posts in the discussion forums can be found on the course calendar, course schedule, the News and Announcement forums, or in the actual discussion forum post directions themselves. If you have any questions, contact your instructor at the appropriate email address found in the syllabus.
· Please note that discussion forums are graded as separate assignments. For courses that have more than one discussion forum, guidelines and requirements are for EACH forum, not collectively.
·
Content / Topic Knowledge measures your understanding of the course material and topic. To earn full credit you must display an excellent understanding of the material.
Discussion forum participation will be graded using the following criteria:
2 points
3 points
4 points
5 points
Engagement / Interaction
N/A – no points are available for this criterion
engaged in a meaningful and relevant dialog with at least one peers
N/A – no points are available for this criterion
engaged in a meaningful and relevant dialog with
two or more peers
Participation
N/A – no points are available for this criterion
participated on one days=
N/A – no points are available for this criterion
participated on
two or more days
Content / Topic Relevance
discussion forum contributions rarely addressed the main topic
discussion forum contributions sometimes addressed the main topic
discussion forum contributions very often addressed the main topic
discussion forum contributions always addressed the main topic
Timeliness
N/A – no points are available for this criterion
responded to main topic one day after the first post due date
N/A – no points are available for this criterion
responded to main topic the day of the first post due date
Content / Topic Knowledge
displays a fair understanding of the material
displays a good understanding of the material
displays a very good understanding of the material
displays an excellent understanding of the material
What are neurodevelopmental disorders? What disorders are within autism spectrum disorder? Perform a search and power point representation about one of these disorders.
MODULE2.docx
MODULE 2. RATIONALE FOR AUTISM, AUTISM SPECTRUM DISORDER (ASD).
Note: include and develop achievements that reflect the data provided and the capabilities acquired, provide examples where required
SUBJECT 8: (TEA)
What are neurodevelopmental disorders? What disorders are within autism spectrum disorder? Perform a search and power point representation about one of these disorders.
SUBJECT 9:
Can autism symptoms be confused with epilepsy symptoms? Explain your answer and explain the relationship between the two cases.
SUBJECT 10:
Is Purkinje Cell Decline in Autism the Most Robust Neuropathological Finding in Relation to Autism? Explain .
SUBJECT 11:
Make a chart chronologically explaining the evolution of autism including the theories of Leo Kanner and Hans Asperger.
Chapter 4 outlines three ways to respond to others. They also provide you with templates for practicing each of these strategies. 1. Identify which of the three methods you like best and then explain why. Other questions to consider as you do so: Which method is most suited to your own writing style?
Chapter 4 outlines three ways to respond to others. They also provide you with templates for practicing each of these strategies.
1. Identify which of the three methods you like best and then explain why. Other questions to consider as you do so: Which method is most suited to your own writing style? Which do you think you could most comfortably adapt as a new technique? Which do you think would work best in developing an argument you wish to make? And why?
Describe your thoughts regarding your patients or communitys mental health issue. Are there any cognitive concerns? Think about interventions that may be helpful. Include sources for evidence-based practice.
Now, it’s time to turn in your course project. Remember your project should include the following:
A Mental Health Concern – and the Patient or Community – for your project.
A brief history of the patient including diagnoses and medications – or a brief description of the community issue.
Any substance abuse, addiction or violence issues surrounding this mental health problem. Describe the attempted interventions that have been made for your patient or community, and identify what has been successful and what has not. Submit a rough draft of information gathered so far.
Describe your thoughts regarding your patient’s or community’s mental health issue. Are there any cognitive concerns? Think about interventions that may be helpful. Include sources for evidence-based practice.
List appropriate nursing interventions for your chosen patient or community. How will you evaluate effectiveness? Include an evaluation tool or rubric.
Complete your course project by identifying mental health resources that can be used for your chosen patient or community. Finish with an educational tool for your patient or community.
Briefly describe the relationship between the NCSS themes, National Social Studies Standards, and social studies standards for your state. Briefly explain the arts standards for your state. If your state does not have their own art standards, refer to another state or the national art standards. Explain how these resources affect planning and instruction.
Assessment Description
Educators use standards to guide the instruction they provide to students. Social studies and the arts are no different. These broad content areas have organized standards to help educators guide their planning and instruction. Understanding standards rationale and design allows an educator the ability to effectively plan and prepare instruction for social studies and the arts.
In preparing for this assignment, explore the national and state standards for social studies and the arts including correlating resources.
Briefly describe the relationship between the NCSS themes, National Social Studies Standards, and social studies standards for your state. Briefly explain the arts standards for your state. If your state does not have their own art standards, refer to another state or the national art standards. Explain how these resources affect planning and instruction.
Describe how social studies and the arts content are connected or can be connected.
Using the social studies and the arts standards, analyze how implementing these standards in the classroom is important to the individual student and society.
Explain three challenges of meeting all the social studies and/or the arts standards over the course of a school year in an inclusive classroom. Describe how to address these challenges as well as the value of teaching social studies and the arts in the inclusive classroom.
Support your arguments with a minimum of three scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.
Justify the purpose of the selected health care establishments products and services and their associated life cycles. Propose one strategy to improve the marketing mix of the selected health care establishmen
Overview
Health services continue to affect the gross domestic product, and this dramatic transformation puts great demands on each dollar spent to deliver patient-centered products. Health care marketing must be repeatedly applied and practiced strategically to include environmental dimensions, such as technology, socioeconomics, competition, and regulatory requirements.
In today’s global economy, investors and potential entrepreneurs must tap into the so-called “unexplored’ market. In this aspect, health care establishments must use marketing and advertising, as well as sales strategies, when pursuing new customers.
For example, suppose a health care investor wanted to build a small hospital in a rural community-this would entail exploration and logistical experimentation to determine who will patronize the facility. In an impoverished area, the feasibility of having lucrative profits may see diminishing returns, so the investor may not consider the venture worth the effort.
Also, suppose that the potential investor wants to sell mosquito deterrents (such as bedside netting in malaria-infested regions of Asia or Africa). In that case, it would be wise to investigate the number of beds that are in the village, and who would be willing to purchase the products. These activities consider the investor portfolio, as well as the feasibility of marketing and selling the product. Such exploration also examines competitors, cultural differences, andmost importantlyidentification of the customer.
Preparation
Using the health care organization you identified in the learning activity last week, determine its product development practices. Use the concepts from previous weeks to substantiate information, as needed. You may develop the discussion based on the ideas presented here, but feel free to inject any relevant marketing strategy that you believe might support your presentation.
Instructions
Write a 4-5 page paper (including a Sources page) in which you. Justify the purpose of the selected health care establishments’ products and services and their associated life cycles. Propose one strategy to improve the marketing mix of the selected health care establishment.
· Support your strategy by highlighting one benefit of portfolio analysis and providing at least two examples that show differential advantages.
3. Determine the impact of possible economic decline on product-market expansion and how it can affect business planning based on a global operating environment.
4. Assess the importance of technology in providing patients with clear and accessible information about health care organizations and the products and services they provide.
5. Use 3-4 credible, relevant, and appropriate sources to support your writing. Cite each source listed on your Sources page at least one time within your assignment.
