TCHR2003 CurriculumMarketing Research and Data Analysis
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