support the holistic development of children in early childhood

Uncategorized

short answers assignment
Fill up answers in the template with the sample already given

Task 1: Intentional Teaching Strategies

Identify one strategy you could implement to assist children to develop trusting relationships with educators and other adults

Identify one strategy you could implement to assist children when they are having difficulty understanding or communicating with each other

Provide one strategy you would implement to assist children make informed choices about their behaviours appropriate to their level of understanding

Identify one strategy you would implement to ensure children experienced pride and confidence in their achievements

Provide one strategy you would use to motivate and encourage children to persevere with challenges when faced with a frustrating task.

Provide one strategy you would use to encourage children to see mistakes as an opportunity for learning.

Identify one strategy you would use to assist a child express and manage their feelings appropriately

Identify one strategy you will use to share children’s successes with families

Identify one strategy you could implement to value the child’s linguistic heritage and encourage the use and acquisition of home languages

Identity 3 strategies you would implement to support children’s creative development

Identify what you would do if a child indicated they did not want to participate in an experience.

Task 2: Group Time

Using the Group time template B provided, design one 10 minute group time suitable for children aged 2 to 3 years utilising a song, book and one prop (such as treasure basket, puppet or picture talk). You will then present this group time to the class.

Group/Circle Time Program Template B (what to consider) Name: Group of children or initials/code of individual child Written By: Planners name Date: Experience and setting: Name of experience, Where the experience will take place (Indoors or Outdoor, Age of children, individual or small or large group.
Rationale	Learning outcome and Goal	Reflection on Practice You/children/group time/goal
Reason for the group time. This should be linked to your observations	Identify the specific outcome and goal. What do you want to achieve during this group time?	Questions to guide reflection Myself as an Educator What did I do well? What skills do I need to improve? Did I engage of children Did I encourage collaboration and critical thinking? What would I change next time? *Children* Were children engaged in the group time Did children ask questions and give comments? *Group time* Positioning-Did it work? Did it flow? Gaining Attention- did strategies work? *Feedback for other educators/ supervisor?* Ask for feedback How successful was the group time in achieving goals and outcomes? What lines of inquiry were raised? Did the children have a chance to collaborate?
	Resources
	What do you need, remember you want to have everything ready so group time flows.
Intentional Teaching strategies
Consider the following: Positioning Where will children sit? Where will you sit? Gain Attention Sing song: Open shut them, open shut them. Introduction How will you introduce children to the concepts or understandings you wish to share? What will you say? Set the scene so children understand what is expected of them. Tell them what we are going to do during group time. Main What understandings do you wish to introduce? You Goals of the group time? How do you want to present it- For example if it’s a story you may want to read through without interruption to ensure the flow of the rhythm. Question- What questions will you ask to encourage collaboration and engagement? *Transition* How will you transition children to the next routine or experience?
		Future planning- *What next? How could you extend this group time within other areas of program?*
		This is where you consider options for extending based on your reflections. Think of ways to transfer your group time to the play area so children can further explore understandings in play you introduced. E.g.: a felt board story told in group time- moved to play area for exploration Concepts about water conservation- Could be implemented in routines; children could help to transfer water to the garden to after water play.
Staff initials as acknowledgment of consultation & viewing of group time: _______________

Group/Circle Time Program Template B- Example Name: JM (2.8) Written By: K Edwards Date: 27-2-14 Experience and setting: Music group time indoors- small group (2-3 years Children)
Rationale	Learning outcome and Goal	Reflection on Practice You/children/group time/goal
As seen in observation 25^th February, 2014 J is very interested in music, she is also learning to listen and follow directions. This experience involving auditory discrimination, listening skills and following directions will assist with both this interest and skill.	*Outcome 5:* *Children interact verbally and non-verbally with others for a range of purposes* 1. To extend J’s Receptive language skills by answering questions about the objects in the treasure basket. 2. To Extend J’s Auditory discrimination skills by stand still when the music stops.	The children loved the treasure basket. I needed to sit them closer as passing the objects became an issue with some children wanting to keep the object. I moved closer which let me physically assist them to pass on the object. I will sit them closer next time. J was able to answer many questions including naming objects and knew all the noises the animals made. The children enjoyed dancing to music, however, did need reminding to stop when the music stopped including J. After a few turns I was able to remove my modelling, however, still needed to give verbal prompts to both J and the other children. The laying down at the end didn’t work at all. The children were very excited. I thought I would change the music to a slower tempo next time during the dance making them “less excited”. One of the staff recommended I let them dance for a longer period as this will use their energy prior to laying them on the floor. I will try this next time.
	Resources
	CD player and fast and soft music. Treasure basket: Animals, CD, Shells, puppet, Ball.
Intentional Teaching strategies
Have children sit on the mat in a small circle. *Gain Attention* Sing song: Open shut them, open shut them. Introduction *Introduction* What have I got? (Show them the basket) What do you think might be in here? Wait for responses, acknowledge children’s ideas. *Main* Open and remove one item. Discuss item. Ask question such as, what do you think it is? What is it for? What noise does it make? Etc. Pass the objects around for them to feel. Praise children’s efforts at answering and contributing to the conversation. Continue with rest of items. The final object is the CD- after discussion; ask them if they would like you to play it. They can guess what song it might be. Encourage children to dance and stand really still when the music stops. Repeat direction after stopping if needed and model behaviour of stopping. When children are confident at stopping remove modelling and direction to see if J and other children can stop without assistance. Finish by lying down and listening to soft music. *Transition* Transition to bathroom by calling names whilst continue to listen to music
		Future planning- *What next? How could you extend this group time within other areas of program?*
		Moving to changes in tempo of the music. Using scarfs to different genres of music Place music and treasure basket in the play area for children to explore during play.
Staff initials as acknowledgment of consultation & viewing of group time: _______________

Group/Circle Time Program Template B Name: Written By: Date: Experience and setting:
Rationale	Learning outcome and Goal	Reflection on Practice You/children/group time/goal
	Outcome: Goal/s:
	Resources

Intentional Teaching strategies

		Future planning- *What next? How could you extend this group time within other areas of program?*

Staff initials as acknowledgment of consultation & viewing of group time: _______________

Task 3: Experiences for a Range of Ages (E1-6)

Write a list of experiences suitable for each area of development for the following age groups.

Age Groups

0-18 Months
18 Months-3 Years
3-6 Years

Areas of Development

Cognitive Development
Physical Development (include gross and fine motor)
Language Development (include expressive and receptive language)
Social Development (includes self-help, pro-social and cultural awareness/identity, morality)
Emotional Development

Please note a total of 15 experiences are required

(1 experience for each area of development for each age group).

Choose three of the above experiences (one for each age range) and complete the table below. Please include additional information, which includes:

The skills, understandings and concepts related to the area of development
The learning processes the child may use whilst engaged in this experience
Intentional teaching strategies you will implement to support children’s learning

Please remember these experiences can come from anywhere; Learning guides, Workplace ideas and the internet.

Experiences Template

Name of Experience	Age range suitable (Please consider safety)	Main area of development supported	Skills and understandings/ concepts supported during this experience	The learning processes the child may use whilst engaged in this experience	Intentional teaching strategies you will implement to support children’s learning
Open Lid Posting Box (tin and block) (Example)	5-9 months	Cognitive Development	*Related to area of development:* Problem solving, anticipation, cause and effect, attending. Other skills and concepts: Listening, following directions, palmer grasp, eye-hand co-ordination, transfer between hands, cross midline, uni-lateral movements.	Experimentation, Trial and error, Exploration Discovery.	Sit baby on floor. Position post box in front of baby. Place block in tin and shake container to gain attention. Encourage baby to explore posting box. Model dropping the block into the box. Use phrases such as, “what happened?”, “where is it?” to gain attention and encourage exploration. Acknowledge babies attempt to post or remove block.
			*Related to area of development:* Other skills and concepts
			*Related to area of development:* Other skills and concepts
			*Related to area of development:* Other skills and concepts

Task 4: Theorists

Part 1

In groups, research and present a 5-10 minute talk of 1 of the following theorists, covering the points below (groups and theorists will be assigned in class.

Gardner’s – Multi-Intelligence theory
Critical Theories
Post structuralist
Vygotsky
Erikson
Rogoff

Outline the following:

Who they are/were
The years their theories were developed or used
Main points about their theory / their beliefs
How is this theory reflected today in EYLF (Consider key elements, principles, practices and outcomes).

Part 2

Complete the following chart identifying 2 strategies you would implement as an educator if you believed in this theorist.

Piaget
Vygotsky
Erikson
Bronfenbrenner
Skinner or Watson
Bandura
Rogoff
Perkins, Tishman & Jay – Dispositional theory
Gardner’s – Multi-Intelligence theory
Critical Theories
Post structuralist

Part 2: Theorist table

Name of theorists

Identify 2 strategies you would implement as an educator if you believed in this theory to support children’s holistic development.

Behaviourism

Skinner /Watson

Praise children’s appropriate behaviour

Follow through on consequences for inappropriate behaviour

Social Constructivist theory

Vygotsky

Piaget

Constructivist theory

Erikson

Psychoanalytical theory

Bronfenbrenner

Ecological theory

Bandura

Social Learning theory

Perkins, Tishman & Jay

Dispositional theory

Rogoff
Howard Gardner Multi-Intelligence theory
Post structuralist
Critical Theories

Continue to order Get a quote

Place your order

Type of paper

Academic level

Deadline

Pages (550 words)

Approximate price: $22

Calculate the price of your order

Type of paper needed:

Pages:

550 words

Academic level:

We'll send you the first draft for approval by September 11, 2018 at 10:52 AM

Total price:

$26

The price is based on these factors:

Academic level

Number of pages

Urgency

Basic features

Free title page and bibliography
Unlimited revisions
Plagiarism-free guarantee
Money-back guarantee
24/7 support

On-demand options

Writer’s samples
Part-by-part delivery
Overnight delivery
Copies of used sources
Expert Proofreading

Paper format

275 words per page
12 pt Arial/Times New Roman
Double line spacing
Any citation style (APA, MLA, Chicago/Turabian, Harvard)

support the holistic development of children in early childhood

Recent Posts

Recent Comments

Calculate the price of your order

Our guarantees

Money-back guarantee

Zero-plagiarism guarantee

Free-revision policy

Privacy policy

Fair-cooperation guarantee