This assessment item requires you to observe one child aged up to five years engaged in solitary or group play, with or without adult participation. These observations will be used to write two learning stories – one science-focused and one mathematics-focused. These two learning stories form the assessable component of this task.
Here are the steps you need to undertake in order to complete this task:
- Select one child (aged up to five years) to focus on for this task, and carry out a series of observations of the child engaged in solitary or group play, with and/or without adult participation. These observations will need to be recorded by any means approved within the setting (e.g. photographs, video, running record). Three or more observations may be required, each no longer than 10-15 minutes. These observations should be based on spontaneous learning, rather than planned activities for the purpose of this task.Before you observe children, you must gain permission from the parent and carer. An information sheet and consent form are provided on the Interact site. NOTE:The observations are not an assessable component of the task, and do not need to be submitted. They simply need to be undertaken in order to complete the assessable component (the learning stories).
- Select two observations to develop into learning stories.One must be science-focused while the other must be mathematics-focused. You also need to think about the child’s use of technology for both.
- Write one learning story for each of the two selected observations.Each learning story should be no more than 1000 words. Your learning stories must be written in a way that you would share with early childhood colleagues; that is, they should be written in an academic manner, utilising appropriate literature. However, at the end of your learning story there are sections directed towards the parents/carers and the child (see points below), and these should be written in a more “friendly” manner. This will give you practice in writing learning stories for different audiences.
Each learning story must address the following points:
- Describe the context, i.e. the child’s age, where the observation took place, what activity the child was involved in, and who else took part (150 words).
- Describe the scientific/mathematical processes evident in the child’s play. You must refer to Bishop’s mathematical activities in your mathematics story and the 5Es science model in your science story (250 words).
- Identify the child’s use of technology in their play, and describe how that technology supported their mathematical/scientific learning (100 words).
- Describe how the physical and social environment has supported the child in their learning, using at least two references to support your ideas. This must include reflection on social constructivism and the role of any adults or peers involved in the play (200 words).
- Identify which EYLF outcome/s the child is working towards and how this is evident. Also consider how you might extend the child to further develop the outcome/s (100 words).
- Write a paragraph to the parents/carers explaining the mathematics/science their child appears to be exploring, and what they could do at home to build on this learning (100 words).
- Write a paragraph to the child to provide feedback to them on their development as a mathematics/science learner (100 words).
You only need to submit your two learning stories and your reference list. You do not need to submit your observations. Please submit your learning stories and reference list as a single file.
You will be provided with a Help with Assessment Item 1 resource during the session, which will provide further guidance about this task.
NOTE: If you are not currently employed in an early childhood service, please contact your Subject Coordinator to discuss alternative settings for completing this assessment item.
Rationale
This assessment task will assess the following learning outcome/s:
- be able to identify and explain the ways in which the integrative nature of young children’s play and other informal contexts can support their construction of knowledge and acquisition and use of early mathematics, science and technology concepts.
- have expanded and consolidated their own science, mathematics and technological knowledge, and the historical and cultural sources of that knowledge.
- be able to identify and explain opportunities for spontaneous learning where mathematics, science and technology serve the purposes of investigating a phenomenon, question or problem.
- be able to explain and demonstrate specific communication and teaching strategies which support children’s construction of mathematical, scientific and technological knowledge.
- be able to access the human and technological resources most appropriate for exploring and examining all aspects of the subject.
Students should be developing an understanding of how children learn mathematically and scientifically in open-context situations in early childhood. Students should appreciate the importance of intrinsically motivating learning contexts, the role of the physical and social environment, and communication in the children’s learning.
Marking criteria and standards
| ASSESSMENT CRITERIA
(40 marks) |
High Distinction
(85-100%) |
Distinction
(75-84%) |
Credit
(65-74%) |
Pass
(50-64%) |
Fail
(0-49%) |
| Description of the context for mathematical and scientific learning
(2 marks) |
Comprehensive description of the context, including information about the child, the setting, the activity, and any other participants.
Specific examples of the observed actions, dialogue and interactions are given. |
Detailed description of the context, including information about the child, the setting, the activity, and any other participants.
Specific examples of the child’s participation are given. |
Clear description of the context, including information about the child, the setting, the activity, and any other participants. | Limited description of the context, with only the basic information about the child and the observed activity listed. | Insufficient contextual information is provided, and it is not clear who or what was observed. |
| Understanding of mathematical and scientific
processes in early childhood settings
(10 marks) |
Learning stories contain analysis which reflects a deep understanding of mathematical and scientific processes.
Learning stories analyse the spontaneous learning opportunities, reflecting a deep and well-informed understanding of the MST concepts being investigated. Analysis is supported with reference to Bishop’s activities and the 5Es, additional subject readings, as well as readings sourced by the student. |
Learning stories contain analysis which reflects understanding of mathematical and scientific processes.
Learning stories analyse the spontaneous learning opportunities, reflecting a strong understanding of the MST concepts being investigated. Analysis is supported with reference to Bishop’s activities and the 5Es, as well as additional subject readings.
|
Learning stories reflect an understanding of mathematical and scientific processes.
Learning stories identify and explain spontaneous learning opportunities and show an understanding of the MST concepts being investigated. Analysis is supported with reference to Bishop’s activities and the 5Es. Additional subject readings may also be used.
|
Learning stories show some understanding of mathematical and scientific processes.
Learning stories identify and explain spontaneous learning opportunities and show some understanding of the MST concepts being investigated by children. Analysis is supported with reference to Bishop’s activities and the 5Es.
|
Learning stories do not demonstrate understanding of mathematical and scientific processes.
AND/OR
No or inadequate identification and/or explanation of spontaneous learning opportunities and/or the MST concepts being investigated by children. AND/OR There is no reference to Bishop’s activities and the 5Es.
|
| Ability to identify children’s use of technology in their play
(5 marks) |
Child’s use of technology is identified and described, giving consideration to a range of tools which may have been utilised by the child.
Detailed and insightful explanation of how the technology supported the child’s mathematical and scientific learning is provided, giving specific examples. |
Child’s use of technology is identified and described, giving consideration to a range of tools which may have been utilised by the child.
Detailed explanation of how the technology supported the child’s mathematical and scientific learning is provided. |
Child’s use of technology is identified and described.
Clear explanation of how the technology supported the child’s mathematical and scientific learning is provided. |
Limited identification of child’s use of technology.
Some explanation of how the technology supported the child’s mathematical and scientific learning is provided. |
The child’s use of technology is not identified. |
| Understanding of the role of the physical and social environment in the learning
(10 marks) |
Learning stories contain insightful analysis of the role of the physical and social environment in the learning, with reflection upon the roles of adults and other children in the play.
Learning stories reflect thorough knowledge of social constructivism as it relates to mathematical, scientific and technological development in early childhood, with specific theorists cited.
Discussion is supported by at least two readings from the subject, and may also include additional readings sourced by the student. |
Learning stories contain detailed description of the role of the physical and social environment in the learning, with some reflection upon the roles of adults and other children in the play.
Learning stories reflect knowledge of social constructivism as it relates to mathematical, scientific and technological development in early childhood.
Discussion is supported by at least two readings from the subject. |
Learning stories contain description of the role of the physical and social environment in the learning.
Learning stories reflect some knowledge of social constructivism as it relates to mathematical, scientific and technological development in early childhood.
Discussion is supported by at least two readings from the subject. |
Learning stories contain description of the physical and social environment.
Learning stories reflect some knowledge of social constructivism.
Two readings from the subject are referenced. |
Learning stories do not address the physical and social environment.
AND/OR
Social constructivism is not considered.
AND/OR
Discussion is not supported by at least two readings from the subject. |
| Understanding of the EYLF and its relationship to children’s mathematical and scientific development
(5 marks) |
The student demonstrates an ability to identify the potential for mathematics and science learning in the EYLF outcomes, with discussion of the scope for further development.
Extension towards additional outcomes is considered. |
The student demonstrates an ability to identify the potential for mathematics and science learning in the EYLF outcomes, with discussion of the scope for further development. | The student demonstrates an ability to identify the potential for mathematics and science learning in the EYLF outcomes. | The student draws some links to the EYLF outcomes. | The student does not demonstrate an ability to identify the potential for mathematics and science learning in the EYLF outcomes. |
| Ability to communicate children’s mathematical and scientific learning in different ways for different audiences
(5 marks) |
Parents/caregivers section is written in an appropriate tone, provides specific feedback about the child’s mathematical and scientific learning, and offers professional advice as to how this learning might be supported at home.
Child section is written in an appropriate tone and provides specific feedback about their development as a mathematics and science learner. |
Parents/caregivers section is written in an appropriate tone, provides feedback about the child’s mathematical and scientific learning, and offers advice as to how this learning might be supported at home.
Child section is written in an appropriate tone and provides feedback about their development as a mathematics and science learner.
|
Parents/caregivers section provides feedback about the child’s mathematical and scientific learning, and offers advice as to how this learning might be supported at home.
Child section provides feedback about their development as a mathematics and science learner.
|
Parents/caregivers section provides some feedback about the child’s mathematical and scientific learning and how this might be supported at home.
Child section provides some feedback about their development as a mathematics and science learner.
|
Parents/caregivers section does not describe the child’s mathematical and scientific learning.
AND/OR
Advice to parents/caregivers does not relate to the mathematical and scientific learning described.
AND/OR
Feedback to the child does not describe their mathematical and scientific learning.
|
| Academic writing and APA-style referencing
(3 marks) |
A wide range of appropriate academic literature is used to support the ideas presented in the assignment.
No errors in spelling, editing or sentence construction. Referencing demonstrates academic integrity and conforms exactly to APA 6thstyle conventions. Word count is adhered to. |
A range of appropriate academic literature is used to support the ideas presented in the assignment.
Few errors in spelling, editing or sentence construction. Referencing demonstrates academic integrity, and mostly conforms to APA 6thstyle conventions. Word count is adhered to. |
Appropriate academic literature is used to support the ideas presented in the assignment.
Consistent errors in spelling, editing or sentence construction. Referencing demonstrates academic integrity, and generally uses of APA 6th style conventions appropriately. Word count is adhered to. |
Literature is used to support the ideas presented in the assignment.
Frequent errors in spelling, editing or sentence construction.
Referencing demonstrates academic integrity, and generally uses of APA 6th style conventions appropriately. Word count is adhered to. |
Literature is not used to support the ideas presented in the assignment.
AND/OR
Sources are not referenced according to APA 6th edition style.
AND/OR
Standard of writing is unacceptable. AND/OR Word count exceeds the maximum allowed and the learning outcome was not met within the allowed word count |
Presentation
The assignment must be saved as a Word doc file and submitted via the EASTS gateway. One file must be submitted – please do not submit your learning stories as separate files. APA 6th edition style referencing must be used to acknowledge all sources cited in the assignment.
Requirements
You must be able to provide evidence, if called upon by your lecturer, of parent/carer consent to children having been observed. An Information Sheet and Consent Form can be found in The Useful Folder in the Interact site.
