Reference no: EM133746791
Scenario Case Study
Assessment Overview
Develop a scenario of a social justice issue in early childhood education, and create a group dramatic performance as a vehicle for showing diverse perspectives. The performance is recorded for viewing and also discussed in a live session.
Learning outcome 1: Contextualise discourses of childhoods and pedagogy from personal, social, cultural and philosophical perspectives;
Learning outcome 2: Formulate critical actions that respond to diverse early childhood contexts and situations, both locally and globally drawing from First Nations standpoints, considering sustainability and intercultural understanding;
Learning outcome 3: Examine how politics, values, beliefs and culture shape professional practice and policy.
Assessment Structure
This task is aimed at you developing skills in understanding the ways that perspectives can interact in social conditions in Early Childhood. You are asked to work in a group to embody different perspectives, and to communicate these through a dramatic performance.
Instruction 1:
Join a group of 5* students - see instructions below.
*5 is the optimum number given we have classes of 35. You can vary group size - to not less than 3 and not more than 6 - with permission from your lecturer. Bear in mind that you must be fair to everyone, and not leave anyone out - after all we are studying social justice
Get together with your group to share stories that elucidate the different perspectives in a social justice issue connected to ECE. These might be things from your own childhood, things you have witnessed or things you have seen on placement. Choose a story that allows you to represent different perspectives and understandings.
Work together to devise a short dramatic performance - about 2 minutes - which demonstrates the issue. Consider whether you have represented different view points and perspectives.
Rework your piece, with a conscious effort to highlight different perspectives of the issue.
Perspectives (the below are examples - there may be other perspectives not listed that are more relevant
Child's perspective
Parents'/caregivers' perspective
Educator's perspective
Other children's perspective
Any other people involved
Make connections with theoretical perspectives in these sections, drawing on the unit readings and resources.
Ask yourselves: What is the issue? Is the issue different to different people in the story? How can we most effectively show the different views of the issue? What dramatic strategies can we use to help us convey these different perspectives (e.g. monologues direct to the audience; dance or movement sequences; representing status through movement or in other ways; using props or costumes)
Practice several times. You are aiming for something that is clear to your audience, while representing several perspectives.
Record and edit as needed.
Prepare for a brief discussion on your work - make sure this task is shared and different people in the group can talk about different aspects of your work.
Clearly introduce the issue and its relevance to early childhood. Refer to some unit content to explain your choices and interpretations. Be able to explain why it is a social justice issue.
Your lecturer will let you know what written work they want to accompany the performance, to help them understand your work. However, note that the key task is the dramatic piece.
Implications for Practice: What should happen in this situation? What is the most ethical way for a teacher to act?
Draw on readings and resources from the unit to support the ideas in your performance and written piece. Use at least 3 readings or resources from within the unit. After the first three, you can other readings or resources from either in or outside Collaborate.
Apply principles of inclusion to making a group - you must not leave people out.
Exchange contact details and make a workplan.
Make a post on the Discussion Board to say who the members of the group are. The post must include the names and student numbers of all group members. Your lecturer will use this information to connect you to a Drop Box.
Please note, working in a group, and being properly allocated to a group are essential for this task.
If you do not work in a group, you cannot pass this task.
We expect you to work ethically and kindly with your group members.