TCHR2003 Curriculum Studies in Early Childhood Workshop 3 Acknowledgment to Country Note. From Smart [Photograph], by Smart, 2004, Flickr. https://www.flickr.com/photos/sheila_smart/2662271707/. CC By 2.0 Agenda Tonight, we will: • Recap Module 2 and answer any questions about Module 3. • Answer questions about Assessment 1 • Think about using intext citations and other common writing mistakes • Looking at some environments Assessment 1: Critical review • Assessment Task 1: Critical review • Due: Saturday 29 July (Week 4) @ 11.59pm (Term 3) • Length: 1500 words • Weighting: 50% • Referencing: APA 7th Submission: Via the Turnitin link on the Assessment and Submission section on the unit site. Task Let’s have a practice Practice 2 Practice 3 Questions and Answers Referencing of EYLF • Q. How do I reference the new version of the EYLF v.2.0? • A. Australian Government Department Education [AGDE] (2022). Belonging, Being and Becoming: The early years learning framework for Australia. v.2.0. Australian Government Department of Education for the Ministerial Council. Using intext citations • When considering the ECEC context, Wall et al. (2015) separate quality into three forms: structural quality, process quality and orientation quality, and suggest that each of these can influence pedagogy, and vice versa. Along with others, Torii, Fox, and Cloney (2017) have separated structural quality from the original form of system quality (OECD, 2006). Flückiger (2018) has adapted the earlier work by Torii et al. (2017) to build attention to each of the four components of quality (process, structural, orientational, and system). Figure 1 provides the components of quality, with the elements that make up the components. Following, a discussion about each component is provided. Another example of using the literature • According to Slot (2018), structural factors are established to create the conditions necessary for process quality. Pianta et al.’s (2016) research, indicated that process quality is where positive difference can be observed for children and where benefits ongoing from prekindergarten through to third grade are ensured. This research suggests that the specific process qualities influencing children’s development include: “teachers’ sensitivity to individual needs, support for positive behaviour, and stimulation of language and cognitive development” (p. 119). Similarly, in the United Kingdom (UK), as part of a longitudinal study titled Effective Pre-School and Primary Education 3-11 project (EPPE 3-11), Sammons et al. (2008) found evidence that process quality led to better linguistic skills. Reference list example