Development in Context
Weekly Reflective Journal – Weeks 2–10 (Ongoing Assessment)
Assessment Overview
Course code/title: EDUC 325 – Child Development in Context
Assessment type: Ongoing individual reflective journal (weekly entries)
Weighting: 15% of overall course grade
Duration: Weeks 2–10 (8 entries)
Length per entry: 250–350 words
Citation style: APA 7th edition when sources are mentioned
Submission: One combined document uploaded at Week 10, plus short weekly posts in the LMS Journal tool
Purpose and Rationale
Many early childhood and child development programs expect students to keep a brief reflective journal that runs across the semester, as it supports deeper thinking about theory, practice, and personal beliefs. The EDUC 325 journal gives you a regular space to connect lecture content, readings, and (where relevant) practicum or observation experiences with your emerging views about children and learning. Regular reflection has been shown to help educators notice patterns in their responses to children and to adjust practice in more intentional ways over time.
[1][2][3]
Weekly Task Description
For Weeks 2–10, write one short entry (250–350 words) that responds to a guiding question posted in the LMS. Guiding questions relate to that week’s topic, such as attachment, play, self‑regulation, language development, or cultural perspectives on childhood.
For each weekly entry, you should:
- Briefly describe one idea, reading, classroom example, or personal observation from the week that stayed with you.
- Explain why this stood out and how it connects to your prior beliefs or experiences with children.
- Identify at least one implication for your future work with children and families in your regional context.
- When relevant, refer to an assigned reading or credible source to support your thinking (a short paraphrase and an in‑text citation are enough).
Focus and tone
- Write in the first person, as this is a reflective task.
- Keep the focus on your learning and developing professional judgement, not on evaluating specific individuals or institutions.
- Avoid using children’s or schools’ real names if you refer to practice situations.
Submission and Organisation
- Post each entry in the LMS Journal space by Sunday 11:59 p.m. (local time) of that week.
- At Week 10, download or copy your 8 entries into a single Word document, add a brief 150–200 word overview of what has changed in your thinking, and upload to the “Weekly Reflective Journal” assignment link.
- Entries may be sampled or read in full for grading, so each week’s writing needs to be complete.
Weekly Reflective Journal Rubric (15%)
| Criterion | Excellent (A range) | Good (B range) | Satisfactory (C range) | Limited (D range) | Unsatisfactory (F) | Weight |
|---|---|---|---|---|---|---|
| 1. Completion and consistency | All 8 entries are present, on time, and within 250–350 words; Week 10 overview is included and clearly labelled. | 7 entries submitted or minor variation in word length; overview present. | 5–6 entries submitted; overview present or partially completed. | 3–4 entries submitted; overview missing or very brief. | 2 or fewer entries submitted; assessment requirements not met. | 25% |
| 2. Depth of reflection | Entries show thoughtful engagement with weekly topics, including honest questioning of assumptions and evidence of personal and professional growth. | Entries show clear engagement and some insight into beliefs and practice, with occasional deeper questioning. | Entries are mostly descriptive (what happened or what was read) with limited analysis of meaning or impact. | Entries are brief or repetitive, with little indication of learning or change across weeks. | Entries show minimal engagement or appear copied from other course materials; no evidence of reflection. | 30% |
| 3. Connection to theory and evidence | Most entries link experiences or ideas to course concepts or research findings; references are used accurately and meaningfully when included. | Several entries connect to theory or readings, though some links remain general; basic citation attempts are visible. | Occasional mention of theory or readings with limited or unclear connection to the reflection. | Rare or inaccurate reference to theory; reflections rely mainly on personal opinion. | No reference to course concepts or evidence across the journal. | 20% |
| 4. Attention to context and professional values | Reflections consider cultural, linguistic, and family contexts, and show awareness of ethical and inclusive practice in early childhood settings. | Reflections acknowledge context and values in a general way. | Reflections mention context briefly but do not explore its significance. | Reflections show limited awareness of context or rely on generalisations about children and families. | Reflections include comments that conflict with professional standards or lack respect for diversity. | 15% |
| 5. Writing quality and organisation | Writing is clear and coherent, with few language errors; entries have a logical flow; APA style is followed when sources are cited. | Writing is generally clear with some minor errors; entries are readable and mostly well structured. | Writing is understandable but occasionally confusing due to grammar or organisation issues. | Frequent errors or unclear structure interrupt the flow of ideas. | Writing is very difficult to follow; standard academic conventions are not observed. | 10% |
Short Sample Reflection
Lecture discussions around children’s emotional regulation have stayed with me this week, especially the idea that behaviour often communicates unmet needs rather than “naughtiness.” In a recent practicum visit, a four‑year‑old boy in my group pushed another child during clean‑up time, and my first reaction was to feel frustrated. After thinking about the self‑regulation cycle we studied, I began to wonder how transitions and noise levels might be overwhelming for him in that moment and what cues I might be missing. Reading about reflective practice in early childhood education has reminded me that careful observation and honest self‑questioning can help teachers respond more calmly and adjust routines to reduce stress for children and adults (Storypark, 2022). Over the next week, I plan to pay closer attention to how I prepare children for transitions and to practise pausing before I label behaviour as “difficult.”
Scholarly / Professional References (APA 7th)
- Storypark. (2022, September 12). Reflective practice in early childhood education. Storypark Blog. https://blog.storypark.com/2022/09/reflective-practice-in-early-childhood-education/
[2]
- BYU Center for Teaching and Learning. (2025). Reflective writing rubrics. Brigham Young University. https://reflectivewriting.byu.edu/rubrics/
[5]
- Brock University Centre for Pedagogical Innovation. (2023). Critical reflection rubric. Brock University. https://brocku.ca/…/Critical-Reflection-Rubric.pdf
[4]
- Boost Child & Youth Advocacy Centre. (2024). What is reflection in childcare? Boost CYAC. https://monashvaleelc.vic.edu.au/what-is-reflection-in-childcare/
[6]