Blocks various sizes stack and arrange play scissors

ASSESSMENT TWO: WRITTEN QUESTIONS

CHCECE017 Foster the holistic development and wellbeing of the child in early Childhood



Date	June 14 2020

Using your “guiding documents” booklet, read the Learning Outcomes and Indicators of the EYLF

listed in the table below and suggest one pedagogical practice (educator strategy) that will support



Goals	Pedagogical practices


Preschool Group (3 years – 6 years) Learning Outcome 1: Children have a strong sense of identity Indicator: Children learn to interact in relation to others with care, empathy and respect
Goals

	Engage with the children. For example sitting and playing withchildren for extended period ;talking, laughing, listening,observing, connecting and learning together, both individuallyand in groups.

Question 2
To complete this task, refer to your textbook “The Early Childhood Educator for Diploma” page 99-101


	Combining two words (More bubbles)

3-5 years:

Question 3

To complete this task refer to (pp105-114) of your text “The Early Childhood Educator for Diploma”

a) What strategies would you use, as an educator to support children to learn how to

understand and self-regulate their emotions? (100-150 words)
Erick Erickson He developed a psychosocial theory to understand how we each develop our individual identities: why some of us are independent and others needy; feel able or useless; optimistic or pessimistic. He believed people develop through 8 stages. At each stage, there is one important problem or issue to solve in order to develop a healthy sense of self.

• Tune in to children’s interests and skill levels and offer just enough support to help them do things for themselves.

• Provide a variety of play experiences so children can explore and choose what to do.

support children to explore self-identity.

0-2 years

3-5 years	Encourage be patient when waiting for their turn, become more aware

Identify the language skills for each age group.

List one teaching strategy you would use to support the development of language and literacy skills in each age group.



	3 - 6 months

Language skill:	‘Babbling’ , a string of connected sounds , using ‘sing-song’ sound patterns of adult speech,sing along with favourite music.Recognises common objects by name,recognises some words ‘bottle’, ‘mummy’, ‘daddy’ ‘no’ ;uses simple gestures such as clapping hands, understands simple requests, recognises and responds to own name

	9 - 12 months





 2 ½ - 5 years

Language skill:

To complete this task, refer to your reading on Canvas:

 Letters and Words.

2. The activities are cute but time-consuming .I’m sure you’ve seen or used cute letter crafts, but do they really teach children letters? I’m sure it does help some children recognize letters and works on fine motor skills, but for how much time it takes to prepare the materials (especially for an entire class), I don’t think it’s worth it. In my opinion, it’s a lot of work for not much return. I just believe there are easier and more effective activities.

3. Not every letter requires the same instructional attention. Some letters have multiple sounds, are harder to recognize or learn to write and need more time on it. Most kids can recognize O, B, X, and A, but when it comes to lowercase letters b and d, it’s more challenging. There shouldn’t be just one week per letter. Instead, I believe teaching multiple letters in cycles and spending more time on more challenging letters. Learning the alphabet is not always easy: the English alphabet comprises forty different shapes! That’s a lot for children to learning.

1. Sing nursery rhymes with children. Nursery rhymes teach children language, rhyme, repetition and rhythm. We can try ‘Baa baa black sheep’, ‘Miss Polly had a dolly’ or the ‘Alphabet song’. 2. Repeat sounds children makes, or make up sounds and see whether children can copy them. For example, ‘Cows say moo.

Can you say moo?’
3. Encourage children to act out the story that you’re reading. For example, you can ask children to hop like the kangaroo in the book.

Consider how you can support a child who uses a different language at home. How will you ensure

that you incorporate some of the child’s language and cultural heritage into your interactions with

 Literacies, Communities and Under 5’s.

Consider the different types of texts referred to in the reading and prepare a list of resources and

 Oral texts : FULL CLASS DISCUSSION

 Digital texts : CARTOONS ON WHITE BOARD

The munch and Move website: -

List the 3 fundamental movement skills and develop one teaching strategy for each.

To complete this task, refer to your text “The Early Childhood Educator for Diploma” page 92.

a) What is the definition of Fine motor skills?

- Play different kinds of music, or make sounds with your voice or instruments. This can encourage dancing and a sense of rhythm.

c) What is the definition of Gross motor skills?

	Play puzzles with varying size handles or knobs, blocks of various sizes to stack and arrange Play scissors, paints, brushes, markers, crayons, and large chalk that are all child-safe

Question 10:

The benefits of Physical activity for young children include but is not limited to :
1. Promoting healthy growth and development
2. Helping to achieve and maintain a healthy weight
3. Building strong bones and muscles
4. Improving cardiovascular fitness
5. Improving balance , coordination and strength
6. Improving sleep
Promoting physical fitness includes consideration of the best ways to set up the environment; appropriate levels of challenging experiences; the range of equipment on offer and gross and fine motor and fundamental movement skill activities. An open-ended and child-orientated (rather than an adult-directed) approach, where children are provided with
opportunities to experiment and develop physical skills, results in an environment that supports active play. Educators ensure that the
equipment and space to move in is both physically and psychologically safe, that they are there to support the development of emerging skills, and that there is an appropriate level of challenge. These strategies promote the children’s participation, skills and physical fitness.

Experiences are planned that are appropriate to the interests, ideas, knowledge and skills of the children in the group and that support all areas of physical development. Educators also ensure that there is ample time to practise in order for new skills to be learned and improved so a child can achieve mastery.

characteristics for each of these stages (100-150 word for each stage).

For example, a researcher might take a lump of clay, divide it into two equal pieces, and then give a child the choice between two pieces of clay to play with. One piece of clay is rolled into a compact ball while the other is smashed into a flat pancake shape. Since the flat
shape looks larger, the preoperational child will likely choose that piece even though the two pieces are exactly the same size.

Concrete
	1.During this stage, children begin to thinking logically about concrete

2.They begin to understand the concept of conservation; that the amount of liquid in a short, wide cup is equal to that in a tall, skinny glass, for example 3.Their thinking becomes more logical and organized, but still very concrete 4.Children begin using inductive logic, or reasoning from specific information to a general principle While children are still very concrete and literal in their thinking at this point in development, they become much more adept at using logic.2 The egocentrism of the previous stage begins to disappear as kids become better at thinking about how other people might view a situation. While thinking becomes much more logical during the concrete operational state, it can also be very rigid. Kids at this point in development tend to struggle with abstract and hypothetical concepts. During this stage, children also become less egocentric and begin to think about how other people might think and feel. Kids in the concrete operational stage also begin to understand that their thoughts are unique to them and that not everyone else necessarily shares their thoughts, feelings, and opinions.
Formal
	1.At this stage, the adolescent or young adult begins to think
(11 years and
	2.Abstract thought emerges
3.Teens begin to think more about moral, philosophical, ethical, social, and political issues that require theoretical and abstract reasoning 4.Begin to use deductive logic, or reasoning from a general principle to specific information The final stage of Piaget's theory involves an increase in logic, the ability to use deductive reasoning, and an understanding of abstract ideas.3At this point, people become capable of seeing multiple potential solutions to problems and think more scientifically about the world around them. The ability to thinking about abstract ideas and situations is the key hallmark of the formal operational stage of cognitive development. The ability to systematically plan for the future and reason about hypothetical situations are also critical

 Belonging, Being and Becoming the Early Years Learning Framework for Australia.

 Code of Ethics.

Scenario: Noticing the difference

children had brought in to represent their family. Sally (3 years 8 months) notices that Jason’s symbol

Take action to assist other children to participate in social groups.Broaden their understanding of the world in which they live.

Express an opinion in matters that affect them.

Are playful and respond positively to others, reaching out for company and friendship.

Contribute to fair decision-making about matters that affect them