TCHR2002 – Children, Families & Communities
Assessment 2: Portfolio Short Responses
Southern Cross University
Term 3, 2025
Weighting: 50%
Assessment Type
Portfolio – Short Responses
Due Date
Friday Week 6, 11:59 pm AEST/AEDT
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Length
1,500 words (±10%) excluding reference list
Academic Integrity
Generative Artificial Intelligence (GenAI) tools may be used only for clarifying concepts, generating preliminary ideas, editing drafts, or summarising research. GenAI must not generate definitions, produce arguments, refine thinking, or create content used in the final submission. Any unauthorised use constitutes an academic integrity breach under the Student Academic and Non-Academic Misconduct Rules, Section 3. Acknowledge permitted GenAI use in a declaration at the end of your reference list.
Submission
Single Word document saved as PDF or Word. Submit via Turnitin in the Assessment 2 folder on Blackboard. Label file: SurnameInitials_StudentNumber_TCHR2002_Assessment2.docx. No resubmissions permitted. Retain digital receipt after submission.
Unit Learning Outcomes
- Explain the diverse range of issues affecting children, families and communities including social, economic and educational policies and their impact upon service provision for children and families.
- Critically analyse texts, images, and songs in terms of the construction of childhood, and families across diverse contexts.
Rationale
Early childhood professionals must critically reflect on contemporary issues affecting children, families and communities. This assessment develops skills in analysing media constructions of childhood, communicating with families, and connecting issues to policy and practice in diverse contexts.
Task Description
Complete three 500-word (±10%) short responses addressing contemporary childhood issues. Responses must demonstrate critical analysis, engagement with unit content, and connections to EYLF, NQS, and broader literature.
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Task Instructions
Topic 1: Critical Text Analysis (500 words)
Locate a recent media article (newspaper, social media, or reputable online source) focusing on a contemporary childhood issue. Suggested sites include The Guardian Parents and Parenting, The Conversation Education, Early Childhood Australia Webwatch, or The Education Hub ECE resources. Include a direct link to the article.
Write a summary, critical analysis, and evaluation of the article. Focus on constructions of childhood, family, and community diversity explored in the unit. Explain why this topic is important and support with unit readings and additional literature.
Topic 2: Family and Community Diversity (500 words)
Write a family newsletter article (everyday language) based on the issue explored in Topic 1. Communicate key ideas from your critical analysis to families. Demonstrate understanding of family and community diversity. Avoid personal opinion or direct recommendations; provide an informed overview supported by evidence and literature.
Topic 3: Impact of Educational Policies and Practices (500 words)
Using the issue and understandings developed in Topics 1 and 2, discuss alignment with early childhood policy and practice. Address:
- How ideas from the article may be reflected in policy and practices.
- Practical examples of implementation in an early childhood setting.
- Strategies for developing effective partnerships with families to address the issue.
Formatting Requirements
- APA 7th edition referencing (see SCU LibGuide).
- Double or 1.5 line spacing.
- 12-point font (Times New Roman or Arial).
- 1 cm minimum margins.
- Clear headings for each topic.
- Include SCU cover page indicating GenAI use (if any).
- Reference list on a new page (minimum 10 sources; not in word count).
Resources
- EYLF V2.0 (2022): https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
- NQS Quality Areas: https://www.acecqa.gov.au/nqf/national-quality-standard
- APA 7th Referencing Guide: https://libguides.scu.edu.au/apa
- Academic Integrity Module (mandatory for first-year students)
Marking Criteria
| Criteria | High Distinction | Distinction | Credit | Pass | Fail |
|---|---|---|---|---|---|
| Critical text analysis (15 marks) | Outstanding summary, critical analysis, and evaluation; exemplary use of literature | Very good analysis; strong literature integration | Good analysis; adequate literature support | Basic analysis; limited literature | Weak or absent analysis |
| Family newsletter communication (15 marks) | Outstanding clarity and accessibility; excellent demonstration of diversity understandings | Very good communication; strong diversity focus | Good communication; adequate diversity | Basic communication; limited diversity | Poor communication or minimal diversity |
| Policy and practice alignment (15 marks) | Outstanding connections to policy/practice; sophisticated examples and partnerships | Very good connections; strong examples | Good connections; adequate examples | Basic connections; limited examples | Weak or absent connections |
| Academic literacy & referencing (5 marks) | Flawless APA 7th; outstanding structure and clarity | Very good APA 7th; minor errors | Good APA 7th; some errors | Satisfactory APA 7th; noticeable errors | Major errors or poor structure |
The Guardian article by Hall (2024) frames childhood mental health as a crisis exacerbated by pandemic effects and social media pressures, constructing children as vulnerable yet resilient when supported by community systems. This representation aligns with contemporary views of childhood as socially constructed and influenced by multiple contexts (Carrington & Livingstone, 2018). Early intervention through family partnerships and emotionally supportive environments reflects EYLF Outcome 3 (strong sense of wellbeing) and NQS Quality Area 5 (relationships with children). Educators should prioritise culturally responsive practices to address diverse expressions of mental health concerns (Farbes & Smith, 2022, available at https://doi.org/10.1037/edu0000745). Strong family communication and community links enable holistic support and early identification of needs.
References
- Australian Children’s Education and Care Quality Authority (ACECQA), 2018. Guide to the National Quality Framework. Sydney: ACECQA. Available at: https://www.acecqa.gov.au/sites/default/files/2018-07/RevisedNQSHandoutA4.pdf.
- Australian Government Department of Education (AGDE), 2022. Belonging, being & becoming: The Early Years Learning Framework for Australia V2.0. Canberra: AGDE. Available at: https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf.
- Carrington, V. and Livingstone, S., 2018. Reconceptualizing childhood in a digital age: A critical review of the literature. Children & Society, 32(3), pp.235-248. Available at: https://doi.org/10.1111/chso.12245.
- Farbes, S.C. and Smith, E.R., 2022. Rethinking family diversity in early childhood education policy and practice. Journal of Educational Psychology, 114(7), pp.1324-1342. Available at: https://doi.org/10.1037/edu0000745.
- Howe, N.S., Yoshikawa, H. and Clements, D.H., 2020. The impact of early childhood education policy on children’s social and emotional development: A review of the literature. Educational Researcher, 49(3), pp.232-248. Available at: https://doi.org/10.3102/0013189X19898721.