TCHR5010: Competency and capability of Preschoolers Assessment Two: Portfolio Task Description: This Portfolio is comprised of two tasks. You must submit your assessment

This Portfolio is comprised of two tasks. You must submit your assessment as one document. Task 1: Anecdotal record and learning experience Anecdotal record View the video of pre-schoolers provided under the link "Video for Assessment 2" and complete a detailed anecdotal record of the children’s learning (use the template provided). The link for the video is also here: https://youtu.be/sjon4rRQ_08 Learning experience plan Based on the anecdotal record, write a plan on the planning template of a learning experience to follow up on and enhance the pre-school children's learning and development. Task 2: Reflective practice This is a real-world project based on scenarios or ethical dilemmas that you are likely to encounter in your professional work with preschoolers. It is important that you develop skills and understanding of these issues, and reflect on how to address them, with reference to your theoretical understanding, the National Quality Standards (NQS), the Early Years Learning Framework (EYLF) and current research in the field. Background for the scenario You are the trained teacher in a room with 25 children aged 3-5 years. The other educators in the room include one trained with a Diploma in Children's Services, Michelle, and the other educator, Zarla, is working towards Certificate III in Children's Services. Your centre is open for ten and a half hours per day from 7.30am until 6pm. You work full time on a variety of eight-hour shifts. The centre is licensed for 79 children and is a for-profit early learning centre. Scenario One of the children, Ishmael, in your room, who is 4.0 years old, sleeps for one hour per day at your centre. The child arrives at the centre every morning at 7.45am and is picked up at 5.45pm five days per week. Both parents work full time. The parents come to you, as the teacher in the preschool room, and say they do not want Ishmael to sleep anymore at the centre because she is not going to sleep at home until 11pm. They need their sleep, as they are both busy working. How do you respond to the parents, and what do you do to ensure that the parents and the children are achieving the best outcomes possible? Address the unit material, the relevant principles of the EYLF V2.0 (AGDE, 2022) and the NQS (ACECQA, 2018)- especially Quality areas 1, 2 a

Reflective Practice: Navigating Ethical Dilemmas Around Sleep in Early Childhood

Education

Ethical dilemmas in early childhood education can be quite complicated, and educators have

to reflect on them, consult, and refer to the regulatory framework, including the National

Quality Standard (NQS) and the Early Years Learning Framework (EYLF) (Ghiatau, 2024).

The dilemma related to this is how to regulate the sleep schedules among preschoolers

without interfering with the child's and families' demands. The reflective writing concerns a

practical situation involving a four-year-old boy, Ishmael, who studies at a long-day early

learning service. Ishmael takes a normal nap in the afternoon, but his parents have

complained that the daytime sleep has been interfering with his nighttime sleep, thus

disturbing the normalcy and health of the whole family. The reflection will consider the

position of all stakeholders involved, examine the situation through theoretical frameworks

and pedagogical principles, and suggest a responsive, ethical, and professional practice that

would correspond to the EYLF V2.0, the NQS, and the latest scholarly research.