TCHR5009 Theory to Practice: Education and Care of Infants and Toddlers
\nAssessment Task 2
\nName:
\nStudent ID:
\nTutor:
\nUnit Assessor:
\nDate Submitted:
\n\u2003<\/p>\n
Task 1: Record of observation and analysis<\/p>\n
Task 2: Learning Experience Plan and Reflection <\/p>\n
Child\u2019s name\/s <\/p>\n
\tAge\/s
\n\tDate and Time:\tStudent\/observer name
\nAim\/objective
\nGive this learning experience a name, what is the overall goal of the experience, what do you want the child\/ren to learn and what are the intended EYLF outcomes and indicators that will be achieved?
\nRationale
\nWhy have you planned this learning experience for the child\/ren? Clearly articulate the planning cycle including the dates of the observation that the plan links to.<\/p>\n
Setting and timing
\nOutline where the plan will be implemented and at what time of day.<\/p>\n
Timing\tProcedure- how you will implement this Plan\tConsiderations- space, time, supervision, routines, caregiving, responsive relationships, play elements\tEnvironment:
\nResources\/materials required
\nTeaching strategies<\/p>\n
Introduction to the learning experience<\/p>\n
Body of the learning experience<\/p>\n
Conclusion and transition <\/p>\n
\t\t\tThis section must clearly link to each section of the procedure. Think about your approach to teaching each step of your procedure, what teaching strategies will you use? What practices will be best to assist in delivering the learning experience?<\/p>\n
(b) Reflection and evaluation of practice<\/p>\n
Respond to the following prompts, making reference to the unit textbook, EYLF, NQS, theory and literature.<\/p>\n
1.\tBriefly record what happened when you implemented the above experience:<\/p>\n
2.\tEvaluate and analyse what the children learned:<\/p>\n
3.\tReflect on your delivery of the effectiveness of resources, teaching strategies, transitions and questioning. What are the skills and strategies that were effective, what do you need to focus on improving?<\/p>\n
4.\tSuggest two follow up ideas:<\/p>\n
References<\/p>\n
TCHR5009 Theory to Practice: Education and Care of Infants and Toddlers
\nAssessment Task 2
\nName:
\nStudent ID:
\nTutor:
\nUnit Assessor:
\nDate Submitted:
\n\u2003<\/p>\n
Task 1: Record of observation and analysis
\nDuring a sensory exploration learning activity, 13-month-old Nathaniel displayed numerous interesting actions and responses. Nathaniel explored and manipulated sensory materials with curiosity. His tactile exploration of fabric scraps, soft toys, and plastic blocks showed his sensory sensitivity. Nathaniel grabbed, touched, and manipulated objects during exploration. He enjoyed showing a positive and pleasurable connection with the materials. For his age, Nathaniel focused on each texture for an appropriate duration.
\nWhile playing with soft toys and making up simple stories, Nathaniel was social. He responded to prompts and played with toys, indicating inventiveness and language development. The observation matches Nathaniel’s age-appropriate developmental milestones (ACECQA, 2018a). The recorded observations reveal Nathaniel’s sensory exploration, fine motor skill development, and early social interactions, giving the basis for the learning experience plan and reflection.<\/p>\n
Task 2: Learning Experience Plan and Reflection <\/p>\n
Child\u2019s name\/s
\n Nathaniel
\n\tAge\/s
\nNathaniel (1 year, one month)\tDate and Time:
\nNovember 20, 2023, 10:00 AM – 11:00 AM\tStudent\/observer name<\/p>\n
Aim\/objective
\nThis learning experience focuses on early socialization and sensory discovery in Nathaniel (1 year, one month). The aim is to motivate him to express sensory experiences, enhance fine motor skills, and nurture creativity and language through engaging hands-on activities.<\/p>\n
Rationale
\nThe rationale for this learning experience is based on its alignment with Nathaniel’s developmental requirements and preferences, with a specific focus on promoting sensory exploration, which is crucial for newborns (Loebach & Cox, 2022). Based on observed preferences, the activity guarantees a secure and exciting setting, which fosters ideal learning conditions (Sims & Hutchins, 2020). The planned approach is designed to accommodate Nathaniel’s stage of development, promoting active involvement and inquisitiveness through a tactile and investigative sensory encounter.
\nSetting and timing
\nThe Plan will be implemented in the daycare play area during the morning session when Nathaniel is alert and engaged.
\nTiming:
\n\u2022\tIntroduction: 5 minutes
\n\u2022\tMain Exploration: 15 minutes
\n\u2022\tSorting and Transferring Activities: 10 minutes
\n\u2022\tStacking with Blocks: 10 minutes
\n\u2022\tImaginative Play with Soft Toys: 10 minutes
\n\u2022\tConclusion and Transition: 5 minutes
\nTiming\tProcedure- how you will implement this Plan\tConsiderations- space, time, supervision, routines, caregiving, responsive relationships, play elements\tEnvironment:
\nResources\/materials required
\nTeaching strategies<\/p>\n
Introduction to the Learning Experience
\n\u2022\tDiscuss the sensory bin’s textures using Early Years Learning Framework language principles (EYLF, 2022).
\n\u2022\tIntroduce textures to Nathaniel in simple terminology to prepare him for the exploration.
\nBody of the Learning Experience
\n\u2022\tMain Exploration
\n\u2022\tLet Nathaniel explore different textures in the sensory bin.
\n\u2022\t Follow newborn sensory development guidelines by encouraging him to touch (Loebach & Cox, 2022).
\n\u2022\tSorting and Transferring
\n\u2022\t Involve Nathaniel in fine motor skills exercises using containers and scoops, following the National Quality Framework (ACECQA, 2018a).
\n\u2022\tProvide supervised and safe space for these activities to maximize learning.
\n\u2022\tStacking with Blocks
\n\u2022\t Use plastic or wooden blocks to improve hand-eye coordination and spatial awareness, following EYLF principles (EYLF, 2022).
\n\u2022\tPlace this activity in a space big enough for stacking and exploring.
\n\u2022\tImaginative Play
\n\u2022\tEncourage imaginative play and language development by incorporating soft toys, as suggested by Harrison and McTavish (2018).
\n\u2022\tEncourage imaginative play so Nathaniel can try different scenarios with the soft toys.
\nConclusion and Transition
\n\u2022\tAccording to EYLF (2022), discuss Nathaniel’s favorite textures to reinforce sensation vocabulary.
\n\u2022\tComplete learning and language growth throughout this time to reflect on the experience.<\/p>\n
\t\u2022\tSpace
\n\u2022\tA well-organized and safe place is crucial for Nathaniel’s safety and involvement.
\n\u2022\tThe National Quality Framework (ACECQA, 2018a) guarantees that the environment meets early children’s education and care standards.
\n\u2022\tAn organized setting helps Nathaniel navigate learning phases by allocating spaces for different tasks.
\nTime
\n\u2022\tEffective time management is crucial to accommodate Nathaniel’s attention span and interests. <\/p>\n
\u2022\tEarly Years Learning Framework (EYLF, 2022) principles ensure that each learning phase is adequately timed.<\/p>\n
\u2022\tConsider Nathaniel’s engagement levels while scheduling activities to offer flexibility. This keeps learning dynamic and responsive to Nathaniel’s changing needs and interests.<\/p>\n
\u2022\tSupervision<\/p>\n
\u2022\tContinuous supervision is essential for Nathaniel’s safety and learning success. According to the National Quality Framework (ACECQA, 2018a), constant supervision is essential, especially during fine motor skills and imaginative play. <\/p>\n
\u2022\tCaregiver support addresses new needs and boosts Nathaniel’s security.
\n\u2022\tRoutines and Caregiving
\n\u2022\tThe Early Years Learning Framework (EYLF, 2022) supports integrating learning into established routines and caregiving.
\n\u2022\tRoutines provide Nathaniel with security and familiarity.
\n\u2022\tResponding to Nathaniel’s requirements throughout the event shows a dedication to individualized support.
\n\u2022\tThis method follows the Code of Ethics (ECA, 2016), which requires early childhood practitioners to emphasize child well-being.
\n\u2022\tConsiderations include environmental elements and situations that support different play activities for younger children outside (Loebach & Cox, 2022). Including these factors in the classroom environment guarantees Nathaniel’s curiosity goes beyond the inside, offering a holistic and varied learning experience.\t\u2022\tLarge shallow plastic bin
\n\u2022\tSensory materials (rice, fabric scraps, soft toys)
\n\u2022\tPlastic or wooden blocks
\n\u2022\tContainers, cups, and scoops
\n\u2022\tSoft blanket or mat\t\u2022\tInteractive Language Use
\n\u2022\tUsing participatory language in the introduction, as recommended by the National Quality Framework (ACECQA, 2018a), helps develop a connection with Nathaniel.
\n\u2022\tTo help him grasp textures, this method uses basic, appealing language.
\n\u2022\tInteractive language use meets early childhood education quality criteria by following frameworks.
\n\u2022\tHands-On Exploration
\n\u2022\tThe hands-on exploration phase is based on the premise that children learn best via active participation (Sims & Hutchins, 2020). Nathaniel’s sensory experience supports the Early Years Learning Framework’s (EYLF, 2022) play-based learning.
\n\u2022\tThis method lets Nathaniel actively explore textures, improving his sensory comprehension.
\n\u2022\tGuided Activities
\nFacilitating sorting, transferring, and stacking tasks for Nathaniel corresponds with EYLF (2022) concepts of responsive teaching. This technique emphasizes individualized support to maximize Nathaniel’s engagement. This promotes an inclusive learning environment by adapting activities to each child’s developmental needs.
\n\u2022\tEncouragement of Creativity
\n\u2022\tPromoting creativity with soft toys resonates with the belief that creativity is essential for early childhood development (Harrison & McTavish, 2018). This technique promotes holistic learning and recognizes originality in language development.
\n\u2022\tUsing soft toys in the investigation enhances Nathaniel’s imagination and learning experience.
\n\u2022\tReflective Closure
\n\u2022\tEYLF (2022) recommends using a reflective closure method to consolidate learning and reinforce language.
\n\u2022\tThis method will help Nathaniel remember and use language by reflecting on his sensory experiences.
\n\u2022\tThe reflective closure follows excellent education and structures the learning process.<\/p>\n
(b) Reflection and evaluation of practice<\/p>\n
Respond to the following prompts, referring to the unit textbook, EYLF, NQS, theory, and literature.
\n1.\tBriefly record what happened when you implemented the above experience:
\n\u2022\tNathaniel actively participated throughout the instructional process.
\n\u2022\t His enthusiasm for hands-on inquiry and imaginative play showed a good response.
\n\u2022\tConsolidating his experiences with reflective closure strengthened his language and textures.<\/p>\n
2.\tEvaluate and analyze what the children learned:
\n\u2022\tSensory exploration helped Nathaniel grasp textures (EYLF, 2022).
\n\u2022\tHis coordination also improved with fine motor skill training (ACECQA, 2018a).
\n\u2022\t In addition, imaginative play helps language development (Harrison & McTavish, 2018). The learning outcomes follow early childhood development principles.<\/p>\n
3.\tReflect on your delivery of the effectiveness of resources, teaching strategies, transitions, and questioning. What skills and strategies were practical, and what should you focus on improving?
\n\u2022\tThe sensory bin and soft toys engaged Nathaniel (Loebach & Cox, 2022). Interactive language use and hands-on exploration kept students engaged.
\n\u2022\tWell-organized learning spaces made activity transitions easy. The reflective closure questioning helped Nathaniel express his experiences.
\n\u2022\tTo meet Nathaniel’s changing needs, sorting and stacking guidance should be more personalized.
\n\u2022\t Using different questioning methods can also improve reflective closure and introspection.<\/p>\n
4.\tSuggest two follow-up ideas:
\na. Texture Journal: Encourage Nathaniel to record daily textures in a journal. This enhances his knowledge and literacy (EYLF, 2022; Harrison & McTavish, 2018).
\nb. Collaborative Texture Art: Lead a group of kids in creating texture art. This fosters creativity, socialization, and shared experiences (EYLF, 2022; Loebach & Cox, 2022).<\/p>\n
References
\nACECQA. (2018a). The guide to the National Quality Framework. Retrieved March 8, 2018, from https:\/\/www.acecqa.gov.au\/sites\/default\/files\/2019-10\/Guide-to-the-NQF.pdf
\nCavazos Quero, L., Lee, C. H., & Cho, J. D. (2021). Multi-sensory color code based on sound and scent for visual art appreciation. Electronics, 10(14), 1696.
\nEarly Childhood Australia (ECA). (2016). Code of Ethics. http:\/\/www.earlychildhoodaustralia.org.au\/
\nEYLF (2022, May 23). EYLF principles and strategies to implement them. Aussie Childcare Network. https:\/\/aussiechildcarenetwork.com.au\/articles\/childcare-programming\/eylf-principles-and-strategies-to-implement-them
\nHarrison, E., & McTavish, M. (2018). Babies: Infants\u2019 and toddlers\u2019 emergent language and literacy in a digital culture of iDevices. Page Essay – Journal of Early Childhood Literacy, 18(2), 163\u2013188.
\nLoebach, J., & Cox, A. (2022). Playing in \u2018The Backyard\u2019: Environmental Features and Conditions of a Natural Playspace Which Support Diverse Outdoor Play Activities among Younger Children. International Page Essay – Journal of Environmental Research and Public Health, 19(19), 12661.
\nRodd, J. (2013). Leadership in Early Childhood: Pathway to Professionalism 4 ed. Taylor & Francis. Australia
\nSims, M., & Hutchins, T. (2020). Program planning for infants and toddlers: In search of relationships. Pademelon Press.<\/p>\n","protected":false},"excerpt":{"rendered":"
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