Welcome
TCHR2002 Children,Marketing Research and Data Analysis
Families and
Communities
• Workshop Module 1
• Term 3
• Toni Byrne & Lou Cook
Acknowledgement of Country
I acknowledge the Larrakia people, the traditional owners of the land in which I meet
with you today. I pay my respects to Elders past, present and emerging and recognise
their connection to Country and role in caring for and maintaining Country over
thousands of years.
This Photo by Unknown Author is licensed under CC BY-NC-ND
Workshop Plan
• Introductions and Questions
• About the Unit
• Expectations and Participation
• Communication
• Assessment 1 Overview
• Rubric
• Question 1
• Your questions?
About the Unit
Student Expectations
Early Childhood Teacher Professionalism – ATS Principle 7.
Emails/discussion board, tutorial arrivals and departures
• Emails/Discussion board: to be addressed ‘Dear Marie’, are
respectful and include appropriate tones.
• Tutorial arrivals and departures (online): use the chat to
acknowledge your presence in the room, and to let tutor
know if you need to leave early.
Engagement and Participation in online tutorials
• If you attend an online tutorial (LIVE) you are required to be
an active participant. This means engaging in the learning
activities with your peers as directed by your tutor.
Student Expectations
• Communication – please use the discussion
board to engage with your peers and to ask
questions and to seek clarification regarding
the unit learning content.
• Professional Language – model the
language of the unit content (children – not
kids).
• Completing prior learning – engagement
with the unit learning material
• Help seeking behaviour -reach out early for
support.
Expectations of UA and
Tutors
• How can we best support your
learning?
Blackboard Site – Assessment and submission
point.
Assessment 1: Portfolio
The first sentence is a
reflection. No need to
answer this part.
Choose one topic eg: increase of women in
the workforce. Think about how this is
reflected in each system and influences
proximal processes in the child’s
microsystem.
Rubric – Assessment Task 1 Portfolio
Marking Criteria and &
allocation
High Distinction
(85-100%)
Distinction
(75-84%)
Credit
(65-74%)
Pass
(50-64%)
Fail
(0-49%)
Criteria 1
Definition of proximal
process
/5 marks
Provides a wellarticulated and concise
definition of proximal
processes accurately that
reflects the concept.
Provides a solid definition
of proximal processes
accurately that reflects
the concept.
Provides an appropriate
definition of proximal
processes that reflects
the concept.
Provides a satisfactory
definition of proximal
processes that reflects
the concept; however, it
may lack clarity and some
minor inaccuracies.
Provides an inaccurate or
irrelevant definition of
proximal processes.
Criteria 2
Explanation of
contemporary and
historical influences on
proximal processes and
outcomes with reference
to the unit content
/10marks
Provides a
comprehensive
discussion of the ways in
which contemporary life
may enhance or hinder
proximal processes and
outcomes compared to
the past, using
Bronfenbrenner’s
Ecological Model to
frame the answer.
Provides a clear and
concise discussion of the
ways in which
contemporary life may
enhance or hinder
proximal processes and
outcomes compared to
the past, using
Bronfenbrenner’s
Ecological Model to
frame the answer.
Provides an appropriate
discussion of the ways in
which contemporary life
may enhance or hinder
proximal processes and
outcomes compared to
the past, using
Bronfenbrenner’s
Ecological Model to
frame the answer.
Provides a satisfactory
discussion of the ways in
which contemporary life
may enhance or hinder
proximal processes and
outcomes compared to
the past, using
Bronfenbrenner’s
Ecological Model to
frame the answer.
Provides an inadequate
or irrelevant discussion of
the ways in which
contemporary life may
enhance or hinder
proximal processes and
outcomes compared to
the past, using
Bronfenbrenner’s
Ecological Model to
frame the answer.
Criteria 3
Strategies for supporting
children’s coping skills in
response to bullying with
reference to the unit
content.
/15
Provides a
comprehensive
discussion of strategies
for supporting children’s
coping skills in response
to bullying, with clear
links to the Early Years
Learning Framework
where relevant.
Provides a clear and
concise discussion of
strategies for supporting
children’s coping skills in
response to bullying, with
links to the Early Years
Learning Framework
where relevant.
Provides an appropriate
discussion of strategies
for supporting children’s
coping skills in response
to bullying, with some
links to the Early Years
Learning Framework
where relevant.
Provides a satisfactory
discussion of strategies
for supporting children’s
coping skills in response
to bullying, with few or
no links to the Early Years
Learning Framework
where relevant.
Provides an inadequate
or irrelevant discussion of
strategies for supporting
children’s coping skills in
response to bullying, with
no links to the Early Years
Learning Framework
where relevant.
Rubric: Assessment
Task 1 – Question 1.
• Questions to consider:
• Do you understand Bronfenbrenner’s systems theory?
• Identify key elements of contemporary life and analyse
the characteristics of contemporary life that distinguish
it from the past.
• Define proximal processes
• Consider multiple levels of the ecological model: Apply
Bronfenbrenner’s Ecological Model to analyse how
contemporary life influences proximal processes and
outcomes across different ecological levels.
• Provide examples and evidence: Support your discussion
with relevant examples and evidence. Draw from
research studies, scholarly articles, or the unit material
illustrate how contemporary life enhances or hinders
proximal processes and outcomes.
Questions?
What’s next?
• Complete all prior learning in preparation to
engage in tutorials and workshop.
• Attend tutorials and engage and participate
in the learning experiences
• If you aren’t able to attend – view the
recording
• Engage with you peers in the discussion
forum – clarify ideas, discuss learnings