EC201 Designing Early Learning Environments Sem 01 Assessment 01 Brief 2025

Assessment Objective

Pre-service teachers will reflect on their own life experiences of space and place. They will design two concept/mind maps that evaluate the extent to which they provoke interest (ULO2) and relate to environmental design principles and learning theory (ULO4).

Map 1

Aspects of buildings/spaces in a building that are important to students and pay attention to responses to the environment.

Students enter an unfamiliar local public building and record their reactions to it: the colour scheme, the arrangement of furniture, the noise levels, the amount of space, what catches the students' attention, and how the environment makes them feel.

Map 2

Place identity

Pre-service teachers are asked to identify a favourite place in a local city or town and indicate: How does the student feel in that place? What is it about the space that makes it special to the student? Identify other aspects of the place that are important to the student.

In conclusion, pre-service teachers will list the aspects of space that are important to them and which might influence their design of early learning environments, and awaken awareness of what provokes interest and responds to individual characteristics of adults and children (ULO2, ULO3).

Instructions to Students

Pre-service teachers are required to design two concept/mind maps and provide written reflections that explain the ideas behind each map. Each mind map will reflect a different aspect of their experiences with space and place.

1. Map 1: Aspects of Buildings/Spaces

Visit an unfamiliar public building and record your reactions to the space. Consider the following:

• Colour scheme
• Arrangement of furniture
• Noise levels
• Amount of space
• What captures your attention?
• How does the environment make you feel?

Reflection:

Write a short paragraph explaining your experience in the building, focusing on the specific aspects that stood out to you and how they made you feel. Highlight how these elements may influence your understanding of learning spaces.

2. Map 2: Place Identity

Identify a favourite place in your local city or town. Reflect on:

How do you feel in this space?

What makes the place special to you?

Other aspects of the space that are important to you.

Reflection:

Write a paragraph explaining why this place holds significance for you. Discuss how it reflects your identity and consider how these insights could apply to creating early learning environments.

Conclusion:

In a final reflective paragraph, list the key aspects of space that are important to you and explain how these insights could shape your approach to designing early childhood learning environments.

Format/Structure

Two concept/mind maps

Three written paragraphs

Ensure proper formatting, including a clear and concise visual representation of the maps.

Word/Page limit

Equivalent: 1000 words, Font Calibri 12, and Word (.doc)

Referencing Style

American Psychological Association (APA) version 7

Submission Guidelines

No formal CIHE cover sheet is required. Instead, your name, student ID and group number must appear at the beginning of your report. This assessment must be submitted to Turnitin. Log in to your Turnitin account, locate and click on the assignment submission link, carefully review the instructions, and then submit your assessment.

If you need to apply for an extension, please email the Unit Coordinator, Chutima Pra Adissorn: Pra.adissorn@cihe.edu.au or your lecturer to explain the circumstances and attach all necessary supporting documentation.

Plagiarism and Academic Integrity

At CIHE, we take academic integrity seriously and expect all students to maintain the highest standards of honesty and ethical behaviour in their academic work. As a student, it is your responsibility to ensure that all your academic endeavours are conducted with integrity and under the principles of honesty, fairness, and respect for intellectual property. Please refer to the CIHE Student Academic Integrity and Honesty Policy in Moodle for details.

Late Submission Policy

Requests for extensions will be granted only for exceptional circumstances that are supported by credible evidence. The duration of the extension period is a maximum of 5 days. Late submissions are subject to a 10% reduction in marks for each day of delay. Submissions

After the extended date will not be marked.

Marking Rubric

Marking Criteria

High Distinction

Distinction (D)

Credit (C)

Pass (P)

Fail (F)

Explanation factors, causes, reason and effect (5%)

Excellent explanation sequence

Good explanation sequence

Above-average explanation sequence

Satisfactory explanation sequence

Unsatisfactory explanation sequence

A coherent reflective writing

(5%)

Excellent and insightful reflective writing with highly detailed examples, demonstrating a deep understanding of space and place

Good and detailed reflective writing with strong analysis and connection to space and place. Above average reflective writing with clear analysis supporting and demonstrating a reasonable connection to space and place. of Satisfactory reflective writing with surface analysis and demonstrates connection to space and place

Unsatisfactory or irrelevant reflective writing. No analysis and no demonstration of connection to space and place

Conclusion approach to designing early childhood learning environments (5%)

The conclusion effectively summarises the key findings and recommendations. It provides a clear and insightful analysis of the implications, and the report's conclusion mostly summarises the key findings and recommendations. It provides a generally clear analysis of The report's conclusion is somewhat unclear or incomplete in summarising the key findings and recommendations.

The report's conclusion is unclear or absent in summarising the key findings and recommendations.