• ULO1: compare and critique historical and contemporary constructions of childhood and families, including those pertaining to Indigenous childhoods.
• ULO2: identify the ways to ensure children feel that they are belonging, being, and becoming.
• ULO3: 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.

eflect upon key issues presented in Modules 1-3 and complete three (3) x 500 word responses to the questions below under Task Instructions.

Rationale
Working with, and supporting children and families within the context of their community can present challenges. Early childhood professionals should reflect on the diversity of issues that face children and families. The aim of this assessment task is for students to demonstrate their knowledge and understanding regarding contemporary and diverse issues facing children, families and communities.

Task Instructions
You are required to answer each of the following three questions in approximately 500 words. All responses must be literature supported.

Question 1

Part A: In your own words, write a short definition (2-3 sentences) for proximal processes.

Part B: Think about the aspects that influence children’s lives today and those that have influenced them in the past. Discuss how contemporary life may enhance or hinder proximal processes and outcomes compared to how life influenced them in the past. Frame your answer using the levels in Bronfenbrenner’s Ecological Model.

Question 2

The extent to which victims of bullying suffer negative outcomes is partly determined by how they cope with being bullying. In your future practice, how can you ensure the children in your care have the skills and strategies to overcome bullying incidents. Make links to the Early Years Learning Framework (DET, 2019) where relevant.

Question 3

You are working at a long day care centre where a new family has enrolled. You have planned a cooking experience with the children when the boy (aged 4) states, “cooking is the girl’s job, boys should not cook!” Discuss the following points:
 What language and actions would you use to handle this situation?
 How can you teach gender equality as part of the Australian culture with children aged 3-5?
 What are the strategies you could implement to work towards social justice and equity?

Follow the steps to complete the task:

• Create a new Word Document and save it with your surname and initials and the assessment task’s name. E.g: MillsA_assessment1_portfolio
• Create a cover page with the following details:
o Student name
o Student ID
o Unit code
o Unit Assessor and Tutor names
o Date submitted
• Complete three (3) x 500 word responses to the prompts listed above. Responses must be literature supported.
• Complete one reference list for the entire assessment task.
• Once complete, submit task via the Turnitin link in the Assessment and Submission section of the unit site.
• Adhere to APA7 formatting guidelines

Assessments should be submitted using the Turnitin activity titled “Assessment 1: Portfolio” in the Assessments Tasks & Submission section on the Blackboard TCHR2002 site. Only Microsoft Word documents submitted via the Turnitin portal on Blackboard will be accepted. You must label your submission with your surname and initials and the assessment task’s name, e.g: MillsA_assessment1_portfolio

Special Consideration
Students wishing to request special consideration to extend the due date of an assessment task must submit a Request for Special Consideration form via their MyEnrolment 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 & Penalties
Except when special consideration is awarded, late submission of assessment tasks will lead automatically to the imposition of a penalty. Penalties will be incurred as soon as the deadline is reached.
• 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 achieved on each subsequent calendar day until the mark reaches zero.”