Assessment 2 Scaffolding Guide

Assessment 2 Scaffolding Guide

Comparative Critical Review (1500 words, 35%)

Step 1: Selecting Your Articles

• Choose two peer-reviewed journal articles published within the last 10 years.
• Ensure both articles focus on social, cultural and/or political factors influencing leadership in early childhood education and care (ECEC) in Australia.
• Examples of themes:
  • Indigenous perspectives in leadership.
  • Gender and leadership roles in ECEC.
  • Policy reforms (e.g., NQF, EYLF, NQS) shaping leadership.
  • Cultural diversity and inclusive leadership.

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Tip: Check library databases (EBSCO, ERIC, ProQuest)

Step 2: Reading and Note-Taking

As you read each article, record:

• Key arguments / thesis of each author.
• Theoretical frameworks used (e.g., distributed leadership, critical pedagogy).
• Methodology (qualitative, quantitative, case study, policy analysis).
• Findings – What does the study reveal about leadership in ECEC?
• Limitations – What gaps, biases, or weaknesses exist?

Step 3: Structuring Your Review

A 1500-word comparative critical review usually includes the following:

🔹 Introduction (150–200 words)

• Introduce the topic (leadership in ECEC).
• State why social, cultural, or political factors matter for ECEC leadership.
• Introduce the two selected articles (with full references).
• Outline your purpose: to critically compare and discuss implications for leadership practice.

🔹Article Summaries (400–500 words total)

• Summarize Article 1: key arguments, methodology, findings, and significance.
• Summarize Article 2: same structure as above.
• Keep summaries concise—focus on the aspects relevant to leadership in the Australian ECEC context.

🔹 Comparative Analysis (600–650 words)

Use a thematic approach rather than discussing each article separately. Possible angles:

• Similarities:
  • Do both articles highlight the same challenges (e.g., funding inequalities, cultural responsiveness)?
  • Do they use similar theoretical perspectives?
• Differences:
  • Do they prioritise different factors (social vs. political)?
  • Do they use different methodologies leading to contrasting insights?
• Critical evaluation:
  • Which article provides stronger evidence?
  • Which one better addresses the Australian ECEC context?
  • Are there gaps (e.g., limited voices, lack of practitioner perspective)?

🔹 Implications for Practice (200–250 words)

• Reflect on what these insights mean for you as a future leader in ECEC.
• Consider practical examples:
  • Building culturally responsive leadership.
  • Navigating policy changes.
  • Advocating for equity and social justice.
• Show how the articles shape your own leadership philosophy.

🔹 Conclusion (100–150 words)

• Restate your main findings from the comparison.
• Highlight the importance of critically engaging with research.
• Conclude with a forward-looking statement (e.g., how leaders can continue to grow in awareness of social, cultural, and political factors).

Step 4: Referencing

• Use APA 7th edition for in-text citations and reference list.
• Minimum: the two selected articles.
• Stronger papers will integrate additional supporting sources (policy documents, frameworks, scholarly works).

Step 5: Writing Style Tips

• Use academic, formal tone.
• Avoid long descriptive summaries; focus on analysis and evaluation.
• Use transition words for comparison: similarly, in contrast, whereas, however, on the other hand.

Checklist Before Submission

• Have I clearly introduced both articles and their relevance?
• Have I compared the articles thematically, not just described them?
• Have I critically evaluated strengths, weaknesses, and gaps?
• Have I linked the findings to leadership practice in ECEC?
• Is my essay within the word limit (1500 ± 10%)?
• Is referencing complete and accurate?

Resource: For more examples of comparative analysis structures, see Harvard Comparative Analysis Guide [https://genedwrites.fas.harvard.edu/tfs-tas/comparative-analysis]

Introduction

Leadership in early childhood education and care (ECEC) is shaped not only by pedagogical practices but also by the broader social, cultural, and political environments in which services operate. In Australia, leadership in ECEC has become increasingly complex, influenced by factors such as cultural diversity, Indigenous perspectives, evolving gender roles, and national policy reforms, including the National Quality Framework (NQF) and the Early Years Learning Framework (EYLF). Understanding these influences is essential, as effective leadership is a key driver of equity, quality, and inclusivity in early learning contexts.

This review critically examines two recent peer-reviewed articles that investigate leadership in Australian ECEC through different lenses. The first article explores Indigenous perspectives in leadership, while the second focuses on the impact of policy reforms on leadership practice. Both contribute valuable insights into how leadership is enacted, challenged, and reshaped within the sector. The purpose of this review is to compare and contrast the arguments, methodologies, and findings of the two studies, evaluate their strengths and limitations, and discuss their implications for leadership practice in ECEC.

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