This task requires you to collect information related to one child in the form of observations of aspects of development, as well as their ecological contexts to draw conclusions about the possible risk or protective factors that may impact on his/ her entry to primary school.

To complete this task, follow the steps outlined below.

1. You will be allocated one child from the ABC Life Series. Analyse the videos (Life at 1 and Life at 3 series only) to extract evidence of the child's physical, social, emotional, cognitive and linguistic development and the interaction between these characteristics and the contexts he/she experiences. Note: A model for this process will be provided throughout the course.

        a. Keep records of your observations of the child in the table provided for this task (Australian Professional Standards for Teachers 1.1).

        b. Analyse the observations you have made and collected in the table to identify what these tell us about the child’s development in the five domains: physical, cognitive, linguistic, social and emotional (Australian Professional Standards for Teachers 5.4).

        c. Identify and describe the implications of these understandings for their teachers (Australian Professional Standards for Teachers 1.3 & 1.5).

        d. This table of observations, analysis and implications should be located as an appendix at the end of your paper.

2. Construct a table describing possible risk and protective factors and the possible consequences of the interaction between these factors on the child's areas of development and entry to primary school. You may construct your table using colour, images, arrows, symbols, words or any other codes you devise to show connections between the ideas (Australian Professional Standards for Teachers 4.4). This table should be located as an appendix at the end of your paper.

3. Write a paper describing the findings of your child study, using your tables to justify the conclusions you have drawn and which clearly shows your understanding of the impact of potential risk and protective factors on a child's development. Your findings should:

        a. Written in third person.

        b. Be no more than 1200 words.

        c. Indicate why you have identified a particular characteristic as a possible influence on learning and successful transition to primary school by making reference to one or more of the developmental theories studied throughout the course (Australian Professional Standards for Teachers 1.2).

        d. You should consider both positive and negative influences and ways in which potential risk or protective factors are offset by other influences operating in the child's family and / or community contexts (Australian Professional Standards for Teachers 4.4).

        e. Include references used to construct the written component using APA style (6th edition).

4. Your entire paper should be presented using APA style format.

WORD COUNT for written assignments:

The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations.

Criterion 1:
Child observations:

Demonstrates knowledge and understanding of physical, social, emotional, cognitive and linguistic development and characteristics of students and how these may affect learning (Australian Professional Standards for Teachers 1.1).

Criterion 2:
Analysis and Implications for Teachers :

Demonstrate the capacity to interpret student assessment data (observations) to evaluate student learning and modify teaching practice (Australian Professional Standards for Teachers 5.4). Demonstrates knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds (Australian Professional Standards for Teachers 1.3). Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities (Australian Professional Standards for Teachers 1.5).

Criterion 3:
Justification of assumptions:

Student adopts a critical perspective demonstrating knowledge and understanding of research into how students learn and the implications for teaching (Australian Professional Standards for Teachers 1.2), to explain and justify the assumptions drawn that are related to the child’s development.

Criterion 4:
Influence on enrolment:

Demonstrates an understanding of the risk and protective factors that may influence entry into educational settings, and strategies which support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements (Australian Professional Standards for Teachers 4.4). Demonstrate broad knowledge and understanding of the impact of family / home / community contexts on the education of students; including the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds (Australian Professional Standards for Teachers 1.4).

Criterion 5:
Academic detail:
Student presents information in accordance with accepted academic conventions including spelling, grammar, paragraphing and accurate use of APA formatting and APA referencing.

Referencing Style: American Psychological Association (6th Edition)

This is a written task that builds on your child study completed for Assessment Task 1.

This task requires you to construct a profile that describes your focus child at age twelve. Although the profile will be invented, you should use your knowledge of the child's characteristics and contextual factors experienced up to the age of five, seven and nine as identified in the "Life Series" examined in this course. You are also expected to draw on course readings that describe the changes that occur as children move from early to middle childhood.

To complete this task, follow the steps outlined below:

1. Describe the child's physical, social, emotional, linguistic and cognitive characteristics at twelve years of age.

2. Describe any events or interaction in social contexts that could have shaped the child's development, including the relationship between their identity, wellbeing and their learning.

3. Describe protective and risk factors which may impact the child’s engagement in schooling and learning including behaviour and attitude, school culture, teacher expectations, self-image, self-identity and social interactions.

4. Research and describe teaching strategies and possible resources, including Information Communication Technologies (ICTs) that are responsive to "your” child's identified strengths, interests and developmental needs and that encourage his/her active participation in classroom activities; promote learning; and support the development of social relationships and self-esteem.

5. Use theories/theorists and other authoritative sources to support your claims and assumptions about your child’s development, protective and risk factors, and why you have chosen particular teaching strategies and resources.

6. Your entire paper should be presented using APA format.

The total word limit of this assignment is a maximum of 2000 words.

WORD COUNT for written assignments:

The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations.

Criterion 1:

Child Profile

A realistic profile of the focus child at age twelve is developed which demonstrates knowledge and understanding of physical, social, emotional, cognitive and linguistic development and characteristics of students and how these may affect learning (Australian Professional Standards for Teachers 1.1).

Criterion 2:

Influences on Development

Demonstrate knowledge and understanding of the impact of the interconnections between home and school settings; including culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds (Australian Professional Standards for Teachers 1.4). Demonstrate knowledge and understanding of research into how students learn and the implications for teachers (Australian Professional Standards for Teachers 1.2). Describe strategies which support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements (Australian Professional Standards for Teachers 4.4).

Criterion 3:

School contexts

Identifies strategies to support inclusive student participation and engagement in classroom activities (Australian Professional Standards for Teachers 4.1), including consideration of protective and risk factors, school culture, and teacher expectations that supports learning, motivation and engagement in schooling. This includes social interaction, choice, decision-making, self-image, identity and how teachers use their knowledge of practical approaches to manage challenging behaviours (Australian Professional Standards for Teachers 4.3)

Criterion 4:

Identification and attention to child’s needs

Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds (Australian Professional Standards for Teachers 1.3). Demonstrate knowledge of a range of resources, including Information Communication Technologies (ICTs) that engage students in their learning (Australian Professional Standards for Teachers 3.4).

Criterion 5:

Academic writing

Student presents information in accordance with accepted academic conventions including the conventions of writing, including spelling, grammar, paragraphing through the accurate use of APA style and APA referencing format.