TCHR5003: Principles and Practices in Early Childhood Education

Assessment 2: Portfolio

Develop a 1,500-word portfolio that critiques and showcases your understanding of three EYLF v2.0 principles and three practices through creative tasks, linking each to high-quality early childhood pedagogy, theory, and research for the Master of Education (Early Childhood) at Southern Cross University.

Unit Details

Unit Learning Outcomes

This assessment task maps to the following ULOs:

• ULO1: Describe and apply the key principles and practices of the Early Years Learning Framework (AGDE, 2022).
• ULO2: Understand and analyse the importance of relationships and how to build and foster them with children, families, staff and the community respecting the diversities of their histories and background.
• ULO3: Develop the knowledge and skills regarding setting up learning environments for children that are flexible and sustainable both indoors and outdoors.
• ULO4: Reflect upon and critique the holistic approaches of principles and practices.

Assessment Rationale

Early childhood educators are required to understand the importance of high-quality practice and be able to identify what high-quality practice looks like. In this assessment, you will be asked to identify high-quality practice and determine the principles, theory and research that underpins such practice. This assessment aims to develop your understanding of how to align practice, principles, theory and research.

Task Description

This task requires you to reflect upon the Early Years Learning Framework (EYLF) (Australian Government Department of Education [AGDE], 2022) principles and practices and create a portfolio demonstrating your ability to identify and critique high-quality early childhood pedagogy. Engage with Modules 1-6 to support you in developing your assessment.

Task Instructions

Section 1: Introduction (150 words)

Write a short introduction explaining the significance of the Early Years Learning Framework in guiding high-quality early childhood pedagogy.

Section 2: Principles and Practices Creative Tasks

Develop a portfolio showcasing your understanding of three principles and three practices of the Early Years Learning Framework (AGDE, 2022) using your choice of creative tasks. The three principles and three practices of the EYLF (AGDE, 2022) must include two (2) compulsory principles and one (1) principle of your choice, and two (2) compulsory practices and one (1) practice of your choice listed below.

EYLF Principles

• Compulsory: Respect for diversity
• Compulsory: Sustainability
• Choose one: Secure, respectful and reciprocal relationships; Partnerships; Aboriginal and Torres Strait Islander perspectives; Equity, inclusion and high expectations; Critical reflection and ongoing professional learning; Collaborative leadership and teamwork

EYLF Practices

• Compulsory: Responsiveness to children
• Compulsory: Learning environments
• Choose one: Holistic, integrated and interconnected approaches; Play-based learning and intentionality; Cultural responsiveness; Continuity of learning and transitions; Assessment and evaluation for learning, development and wellbeing

Creative Task Choices

Decide how you will present each principle and practice from the creative choice tasks in the table below. Use a range of creative tasks to develop your portfolio. Choose between 2-6 creative tasks to make up your portfolio.

1) Written Statement (250 words)

Clearly identify and explain the principle or practice using the Early Years Learning Framework V2.0 as your supporting resource. Provide examples of how the principle or practice is applied in practice in early childhood education and care settings. Critically analyse how the principle or practice supports high-quality ECEC practice; making links to at least three professional and academic sources to support your analysis.

2) Letter to Future Self (250 words)

Write a letter to your future teacher self, identifying and explaining the principle or practice using the Early Years Learning Framework V2.0 as your supporting resource. Share examples of how you hope to apply the principle or practice in your future early childhood education and care setting. Critically analyse how the principle or practice supports high-quality ECEC practice; making links to at least three professional and academic sources to support your analysis.

3) Labelled Learning Environment Diagram and Written Statement (250 words)

Write a brief written explanation of the principle or practice using the Early Years Learning Framework V2.0 as your supporting resource. Then, create a diagram of a Preschool (3-5 years) setting that demonstrates how the principle or practice is applied in the preschool setting. Each element on the diagram must include a detailed label to explain how the principle or practice supports high-quality ECEC practice. Your diagram can be hand drawn, or you can create it in Word or PowerPoint. Generative Artificial intelligence is NOT to be used to create the diagram.

4) Visual Journal Entry (250 words)

Write a journal entry that clearly identifies and explains the principle or practice using the Early Years Learning Framework V2.0 as your supporting resource. Then, critically analyse how the principle or practice supports high-quality ECEC practice; making links to at least three professional and academic sources to support your analysis. Finally, add images to show examples of how the principle or practice is applied in practice in early childhood education and care settings. You may use Generative Artificial Intelligence to create the images. Make sure you reference the GenAI tool you use.

5) Short Video (2 minutes)

Create a short video where you clearly identify and explain the principle or practice. Provide examples of how the principle or practice is applied in practice in early childhood education and care settings. Critically analyse how the principle or practice supports high-quality ECEC practice; making links to at least three professional and academic sources to support your analysis. Ensure your video can be accessed via link and paste this onto your word document. Videos that cannot be accessed will not be marked and this will affect your assessment grade.

6) Mini Podcast Episode (2 minutes)

Record a mini podcast episode discussing a principle or practice. In your discussion, clearly identify and explain the principle or practice. Provide concrete examples of how the principle or practice is applied in practice in early childhood education and care settings. Critically analyse how the principle or practice supports high-quality ECEC practice; making links to at least three professional and academic sources to support your analysis. Ensure your podcast can be accessed via link and paste this onto your word document. Videos that cannot be accessed will not be marked and this will affect your assessment grade.

7) Blog Post (250 words)

Write a blog post that clearly explains the principle or practice using the Early Years Learning Framework V2.0 as your supporting resource. Provide examples of how the principle or practice is applied in practice in early childhood education and care settings. Critically analyse how the principle or practice supports high-quality ECEC practice; making links to at least three professional and academic sources to support your analysis.

8) Teaching Resource and 250-Word Statement

Create a teaching resource for Preschool aged children with a play and diversity focus. Take a photo of the teaching resource and write a 250-word supporting statement. In your statement, briefly explain the chosen principle or practice and how the teaching resource you have created supports the principle or practice. Then, critically analyse how the principle or practice supports high-quality ECEC practice; making links to at least three professional and academic sources to support your analysis.

9) Brochure for Families (250 words)

Design a brochure for families that clearly explains the principle or practice using the Early Years Learning Framework V2.0 as your supporting resource. Provide examples of how the principle or practice is applied in practice in early childhood education and care settings and how families could apply it at home. Critically analyse how the principle or practice supports high-quality ECEC practice; making links to at least three professional and academic sources to support your analysis.

Requirements for Each Creative Task

For each creative task you must:

1. Clearly identify and explain the principle or practice; using the Early Years Learning Framework V2.0 as your supporting resource.
2. Provide concrete examples of how the principle or practice is applied in practice in early childhood education and care settings.
3. Critically analyse how the principle or practice supports high-quality ECEC practice; making links to at least three professional and academic sources to support your analysis.

Marking Criteria and Rubric

Criterion 1: Introduction to the EYLF (10%)

Criterion 2: Identification and Explanation of Principles and Practices (30%)

Criterion 3: Concrete Examples in Practice (25%)

Criterion 4: Critical Analysis and Use of Sources (25%)

Criterion 5: Creativity, Presentation, and Referencing (10%)

Referencing Requirements

• APA 7th formatting is required for this task.
• Include the TCHR5003 A2 cover page that can be found in the assessment 2 folder.
• Include a reference list on a new page at the end of your portfolio.
• At a minimum, your sources for this task will include the EYLF v2.0 (AGDE, 2022), the NQS (ACECQA, 2023), and broader current scholarly literature.
• Broader literature may include textbooks, peer reviewed articles, and published newspaper and/or media articles by reputable sources (for example, the ABC, The Conversation, Early Childhood Australia).
• You need to include at least three professional and academic sources for each creative task.

Formatting Guidelines

• Use the provided template for this assessment.
• Include clear headings / sub-headings for each section and task.
• Use a 12-point font.
• Use 1.5 or double line spacing for your writing and your reference list as this gives space for the markers to write feedback.
• Centre headings on bold.

Academic Integrity

Adherence to SCU’s academic integrity policies is mandatory. Breaches may result in severe penalties, including failing the assessment or the unit.

Note: Academic Integrity breaches include poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating information.

Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, are permitted for the preparation of this Assessment Task, within university guidelines. If you use GenAI tools, you must use these ethically and acknowledge their use. Students are permitted to use GenAI to:

• Clarify concepts, theories, ideas, etc., discussed in class
• Generate preliminary ideas for writing
• Edit a working draft of the assessment
• Read and summarise research and supporting evidence for the assessment
• Create images for visual journal entries (with appropriate referencing of the GenAI tool)

Students are not permitted to use Generative AI to:

• Generate definitions or writing used in their final submission
• Produce arguments or refine thinking on their final submission
• Create labelled learning environment diagrams

Any of these actions will constitute and be treated as a breach of academic integrity.

Task Submission

• Submission of your assessment is via TURNITIN. The submission link can be found in the Assessment Tasks and Submission Tab in the TCHR5003 Blackboard site, in the Assessment 2 folder.
• Label the Word file with your surname and the assessment number, e.g., Simpson_A2.docx
• It is your responsibility to ensure that you have submitted the correct file and the final version of your assessment for marking before the due date/time.
• When you have submitted your assignment to Turnitin it is essential you download the Digital Receipt.
• You are strongly advised to undertake your own similarity check via Turnitin, prior to the due date, to identify and resolve any academic integrity issues prior to submitting.
• No resubmissions of assignments are permitted in this unit.

Special Consideration

Students wishing to request special consideration to extend the due date of an assessment must submit a Request for Special Consideration form via their My Enrolment 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.

Late Submissions and Penalties

• 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 on each subsequent calendar day until the mark reaches zero.

Grades & Feedback

Grades and feedback will be posted to the ‘Grades and Feedback’ section on the Blackboard unit site using the rubric for the marking criteria and grading standards. Please allow 7-10 days for grades to be posted.

Description of SCU Grades

• High Distinction: The student’s 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 student’s performance could be described as outstanding in relation to the learning requirements specified.
• Distinction: The student’s 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 student’s performance could be described as distinguished in relation to the learning requirements specified.
• Credit: The student’s 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 student’s performance could be described as competent in relation to the learning requirements specified.
• Pass: The student’s 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 student’s performance could be described as satisfactory in relation to the learning requirements specified.
• Fail: The student’s performance fails to satisfy the learning requirements specified.

Sample Portfolio Excerpt: EYLF Principles and Practices

Introduction: The EYLF as a Living Document

The Early Years Learning Framework v2.0 is not merely a policy document to be filed and forgotten; it is a living guide that shapes every interaction, environment, and decision in quality early childhood settings. Since its original release in 2009 and subsequent update in 2022, the EYLF has provided Australian educators with a shared language for describing what matters in the education and care of young children from birth to five years. [The framework’s eight principles and nine practices](https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf) offer a coherent philosophical foundation that connects daily pedagogy to the National Quality Standard, ensuring that services move beyond compliance toward genuine quality (AGDE, 2022). For educators in the Master of Education (Early Childhood), understanding the EYLF at this depth is essential because it transforms abstract principles into observable, assessable, and improvable practice.

Respect for Diversity in Practice

Respect for diversity is one of the compulsory principles in this portfolio, and it demands more than passive tolerance of difference; it requires active pedagogical commitment to understanding and honouring the multiple identities children bring to the early childhood setting. The EYLF v2.0 defines this principle as recognising that “children’s learning and development is shaped by their diverse social and cultural contexts, and that these contexts are valuable resources for educators to draw upon” (AGDE, 2022, p. 13). In practice, this means moving beyond multicultural craft activities toward embedding children’s home languages, family structures, and cultural knowledges into the everyday curriculum. For example, an educator working with a group that includes children from Sudanese, Vietnamese, and Anglo-Australian families might invite families to share traditional cooking methods during the lunch routine, then document the children’s questions and observations to inform subsequent investigations into food, geography, and family history. Derman-Sparks and Edwards (2020) argue that this approach moves from “tourist curriculum” toward genuine anti-bias education, where diversity is not a special event but the fabric of daily life. When educators partner with families to learn correct pronunciation of names, understand dietary requirements, and recognise significant cultural celebrations, they enact the EYLF Practice of “Cultural responsiveness” while simultaneously building the trust that makes NQS Quality Area 6 (Collaborative partnerships with families and communities) achievable (ACECQA, 2023).

Sustainability and Learning Environments

Sustainability as an EYLF principle extends far beyond recycling bins and compost heaps; it encompasses ecological, social, and economic dimensions that invite children to think critically about their relationship with the natural world and their responsibilities to future generations. The EYLF v2.0 positions sustainability as a principle that “encourages children to develop appreciation and care for the natural environment and to understand the interdependence between people, plants, animals and the land” (AGDE, 2022, p. 16). In a preschool setting, this principle comes alive through the Practice of “Learning environments” when educators design outdoor spaces that include native plant gardens, rainwater collection systems, and loose parts made from natural and recycled materials. Davis (2015) contends that early childhood educators have a unique opportunity to foster environmental stewardship because young children are naturally curious about living things and are forming dispositions toward nature that will persist into adulthood. A concrete example would be establishing a “worm hotel” project where children observe decomposition, discuss waste reduction with families, and document changes over time through photographs and drawings. This single project integrates scientific inquiry, literacy, numeracy, and community partnership while modelling the sustainable practices that the NQS Quality Area 3 (Physical environment) expects services to embed (ACECQA, 2023). Critically, sustainability education in early childhood is not about burdening children with anxiety over climate change; it is about cultivating wonder, agency, and the belief that their actions matter.

Responsiveness to Children and Play-Based Learning

The compulsory Practice of “Responsiveness to children” requires educators to be attuned to children’s cues, interests, and emerging capabilities, then adjust their teaching strategies in the moment to extend learning. The EYLF v2.0 explains that responsive educators “value and build on children’s strengths, skills and knowledge, and they respond to children’s expertise, cultural traditions and ways of knowing” (AGDE, 2022, p. 20). This practice is inseparable from “Play-based learning and intentionality,” which I have selected as my optional practice. When a group of four-year-olds becomes fascinated by shadows cast during outdoor play, a responsive educator does not redirect them to the planned activity; instead, she brings out torches and opaque objects, asks “What do you notice about the shadow when you move the torch closer?”, and documents their predictions to revisit later. Fleer (2021) describes this as “conceptual play,” where educators intentionally introduce scientific concepts within play contexts that children have initiated. The combination of responsiveness and intentionality distinguishes quality play-based pedagogy from mere supervision. Siraj-Blatchford (2009) adds that sustained shared thinking; those extended conversational exchanges where educator and child co-construct understanding; is the mechanism through which responsiveness becomes transformative rather than merely pleasant. For families who worry that play-based settings lack structure, explaining that responsiveness is actually a highly skilled form of differentiated instruction; where every child’s current level of understanding becomes the starting point for the next challenge; can shift their perception of what quality early childhood education looks like.

Why This Matters in Practice

Early childhood educators who can articulate the connections between EYLF principles, practices, and daily pedagogy are better equipped to lead teams, advocate for children, and meet the expectations of the National Quality Framework. The Australian Children’s Education and Care Quality Authority (ACECQA) notes that services rated Exceeding the NQS consistently demonstrate educator practices that are “informed by critical reflection” and “shaped by meaningful engagement with families and communities” (ACECQA, 2023). When pre-service teachers complete assessments such as TCHR5003 Assessment 2, they develop the professional habit of translating framework language into observable classroom actions. This means an educator can explain to a colleague why sustainability belongs in the infant room as much as the preschool; can design a learning environment that makes respect for diversity visible to families before they even enter the room; and can justify responsive pedagogy to an administrator who prefers more teacher-directed approaches.

Common Misconceptions About the Portfolio

Several recurring errors weaken submissions in this assessment. First, students sometimes confuse principles with practices; principles are the philosophical commitments that guide decision-making, while practices are the observable actions educators take. High Distinction responses maintain this distinction consistently. Second, some students select creative tasks that do not allow them to demonstrate critical analysis; a brochure for families is excellent for explaining concepts accessibly, but it must still include analytical depth supported by three academic sources. Third, students occasionally use the same three sources for every task; the rubric rewards breadth of reading, so drawing on different theorists and researchers for each principle and practice demonstrates wider engagement. Fourth, GenAI images are permitted for visual journal entries but must be referenced, while diagrams of learning environments must NOT use GenAI; confusing these rules constitutes an academic integrity breach. Fifth, the introduction is only 150 words, yet some students write 400 words here and then struggle to fit analytical depth into their creative tasks. Students who plan their six tasks carefully, ensuring each one uses distinct sources and a different creative format, consistently produce portfolios that stand out.

Key Study Points for Rubric Alignment

• Keep the introduction to approximately 150 words; it should set up the portfolio, not dominate it.
• Clearly distinguish between principles (philosophical foundations) and practices (observable actions) in every task.
• Each creative task must cite the EYLF v2.0 directly and include at least three different professional or academic sources.
• Use a range of creative tasks (2-6 different types) to demonstrate versatility; do not submit six written statements.
• For visual journal entries, reference any GenAI tools used to create images; for labelled diagrams, create them manually without GenAI.
• Ensure all video or podcast links are accessible; broken links will result in that section receiving zero marks.
• Connect each principle and practice to concrete examples from early childhood settings; vague or generic examples earn Pass marks at best.

References / Learning Materials / Resources

Australian Children’s Education and Care Quality Authority (ACECQA). (2023). National Quality Standard. https://www.acecqa.gov.au/nqf/national-quality-standard

Australian Government Department of Education (AGDE). (2022). Belonging, being and becoming: The Early Years Learning Framework for Australia v2.0. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

Davis, J. (2015). Young children and the environment: Early education for sustainability (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781107337533

Derman-Sparks, L., & Edwards, J. O. (2020). Anti-bias education for young children and ourselves (2nd ed.). National Association for the Education of Young Children.

Fleer, M. (2021). Play in the early years. Cambridge University Press. https://doi.org/10.1017/9781108779913

McLachlan, C., Fleer, M., & Edwards, S. (2018). Early childhood curriculum: Planning, assessment, and implementation (2nd ed.). Cambridge University Press.

Rouse, E., & Church, A. (2022). Teaching and learning in the early years: A critical reflection. Cambridge University Press.

Siraj-Blatchford, I. (2009). Conceptualising progression in the pedagogy of play and sustained shared thinking in early childhood education: A Vygotskian perspective. Educational and Child Psychology, 26(2), 77-89. https://doi.org/10.53841/bpsecp.2009.26.2.77

Stonehouse, A. (2021). Trusting children: The early childhood educator’s role in shaping a democratic society. Pademelon Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

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Develop a 1,500-word portfolio showcasing three EYLF v2.0 principles and three practices through creative tasks, linking each to high-quality early childhood pedagogy, theory, and research for TCHR5003 at Southern Cross University.

Create a 4- to 5-page APA-formatted portfolio that critiques EYLF principles and practices using creative tasks such as visual journals, videos, blog posts, and teaching resources for early childhood settings.

Build a portfolio of creative tasks analysing EYLF v2.0 principles and practices, connecting theory and research to high-quality early childhood pedagogy.

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Next Assessment: TCHR5003 Assessment 1 – Critical Review (Likely Week 4)

Assessment Type: Critical Review

Length: 1,500 words (3 x 500-word responses)

Weighting: 50%

Due Date: Monday 17 November 2026 (Week 4) at 11:59 pm AEST

Task Overview

Assessment 1 requires you to develop a professional response to three scenarios that have occurred in early childhood settings, making reference to the unit materials, the National Quality Standard (ACECQA, 2020) and the Early Years Learning Framework V2.0 (AGDE, 2022). The scenarios relate to the early childhood principles and practices explored over the first three weeks of the unit (Modules 1-3).

Task Instructions

Develop a professional response to each scenario below (500 words each) to demonstrate your understanding of the importance of relationships and how to build and foster them with children, families, staff and the community respecting the diversities of their histories and backgrounds. Refer to the EYLF, NQS, unit materials, and academic literature to support your points.

Scenario 1: Children’s Agency in the Toddler Room

You are the early childhood teacher in the toddler room. Increasingly, you notice some of your colleagues have a deficit view of the toddlers in their care. Your colleagues demonstrate behaviours that suggest the toddlers are not capable of making choices and completing routines on their own. Critically analyse this learning environment in terms of a) the need for children’s agency and b) the practices you would implement for improved children’s agency in this setting. When synthesising your response, justify your analysis with one NQS Quality Area (ACECQA, 2020), one EYLF Principle and one EYLF Practice (AGDE, 2022) and academic literature.

Scenario 2: Healthy Eating Across Cultural Diversity

As the early childhood teacher responsible for the Preschool room at a long day care service, you are eager to introduce a healthier eating program. Your goal is to involve both families and the community in this initiative. Your service caters to a diverse range of family backgrounds, each with unique cultural influences and dietary requirements and preferences. How can you effectively implement a healthier eating program, considering the diverse backgrounds and preferences? Additionally, how can you ensure participation and support from both families and the broader community in this initiative? When constructing your response, justify your answer with one NQS Quality Area (ACECQA, 2020), one EYLF Principle and one EYLF Practice (AGDE, 2022) and academic literature.

Scenario 3: Separation Anxiety at Drop-Off

You are the educator in the 0-2-year-old room. You have a number of new families who are concerned about their children who become very upset at drop-off time. Critically analyse this situation in terms of attachment theory and responsive pedagogy. What specific strategies would you implement to support both the children and their families during this transition period? When synthesising your response, justify your analysis with one NQS Quality Area (ACECQA, 2020), one EYLF Principle and one EYLF Practice (AGDE, 2022) and academic literature.