Chcece promote children agencyacecqa feb national quality standard

	CHCECE022 Promote children's agency

	CHCECE022 Promote children's agency

You are required to attach a reference list at the end of your assessment following APA referencing system (copy available on Moodle under “Study Skills”).

	CHCECE022 Promote children's agency

	CHCECE022 Promote children's agency

Part B – Routines and agency

	Children have agency to make decision where they want to play, indoor or outdoor.
	Children have agency to make decision when they want to wake up while sleep time.



	Children have agency to make decision they want to change the nappy now or later.
2-3 years


3-5 years	Meal time, pre-schoolers are able to choose their lunch/tea time partner, listen to children feeling if they want with their friend have same time on the lunch/tea time.

	Children have agency to make decision who they want to play with, educators or peers.

Part C – Theories to support agency

According Bowlby's theory, Attachment theory that we can know about evolutionary theory of attachment develops through a series of stages: Asocial (0 - 6 weeks): use body language such as smile, want from caregiver to get the care and feel safety. Indiscriminate Attachments (6 weeks to 7 months): indiscriminately enjoy human company and respond to any caregiver also it's easily comfortable by a regular caregiver.

(2) Using eye-to-eye contact with gentle murmured conversation to soothe if children feel stress; make children calming then responding accordingly. (3) When change the nappy can use massage to soothe and calm a child that make children feel safety after do activities with the children in their care.

Building on the short-term goal we can support children as: • When they need to help then find educator who they trust to help them.

For the long-term goal it can includes:

• Increase the capability of forming warm physical and emotional bonds with the parents or caregivers

- Have eye to eyes contact after listening what the children needs then responding accordingly;

it makes children feel security.

Question 2
a) For the two (2) theorists below describe in your own words their theory and how it supports

children’s agency. Provide a minimum of 250 words.

2. Piaget's stage theory describes the cognitive development of children what involves changes in cognitive process and abilities.Piaget was one of the first to identify that the way that children think is different from the way adults think. For Piaget's view, early cognitive development involves processes based upon actions and later progresses to changes in mental operations, now we have look at the theory of cognitive development by Jean Piaget, he has four different stages of mental development:

Sensorimotor stage: birth to 2 years

With regards to Piaget’s theory that we understanding cognitive development has four different stages of mental development, children developing sense of agency which we know children experience rapid growth and learning, they gaining knowledge through sensory experiences and manipulation of objects after

children begin to thinking logically about concrete events, children from here have own creativity and



The key difference between Piaget and Vygotsky is that Piaget believed that self-discovery is crucial, whereas Vygotsky stated that learning is done through being taught by a More Knowledgeable Other. Educators to set up the program build on the Piaget's theory will make children go through by self. For example, activities such as building with blocks, creating with art supplies, and role playing with costumes and props are among the multiple ways children have opportunities for physical experiences.

Intentional teaching Is encouraging; is an active process and a way of relating to children that embraces and builds on their strengths either. Its educator use own way clearly defined learning objectives for children, employs instructional strategies likely to help children achieve the objectives; is can be interests, ideas and needs. Intentional teaching extends children’s thinking, educator needs to do is using a range and balance of strategies to cater for and promote all children’s learning.

▪	Peers scaffolding – set up the book box; during free choice reading time the children selected books from their book box to read with a friend. If a child came across a word that he/she did not know, often their partner could help them figure it out.

According to "Vygotsky scaffolding" or just "scaffolding," is a teaching method that helps children learn more by working with an educator or a more advanced people to achieve their learning goals. Children learn more when collaborating with others who have a wider range of skills and knowledge than the children currently does. As a result, children play in the group time or with peer that developing quickly than play by single. For example, the child doesn't understand how to finish the puzzle but the child's friend comes over then say can help, they finish the puzzle together, next time the child already can independent to finish the puzzle.

▪ Group work – encourage children engage in the group project work that can play with peers also support children developing their cooperation of social skills and learning from each other.

04/QA1_SupportingAgencyInvolvingChildreninDecisionMaking.pdf>

ACECQA (Feb, 2018) ‘BELONGING, BEING & BECOMING’ <https://www.acecqa.gov.au/sites/default/files/2018-

Goodstart Early Learning (2020) ‘Children’s healthy and safety’ Children’s Health and Safety(Pp.2) < https://www.goodstart.org.au/getmedia/665365b5-510d-4ebd-be60-39f9f0249841/NQS2-Childrens-Health-and-Safety-POLICY.pdf;.aspx;.jpg>

Kendra Cherry Medically reviewed by Steven Gans, MD(2020) ‘Background and Key Concepts of Piaget's Theory’ <https://www.verywellmind.com/piagets-stages-of-cognitive-development-2795457>

Karen Kearns ‘Frameworks for Learning & Development 4th edition’ (2017) Curriculum and children’s agency (Pp.32)

Karen Kearns ‘Frameworks for Learning & Development 4th edition’ (2017) Piaget’s theory of cognitive development (Pp.205) and Criticisms of Piaget’s theories (Pp.206)