Theory Activity

Theory Activity
1 Children in your room are generally struggling to deal with feelings of frustration. As a result, they are hitting each other often. Provide 3 daily routines you can implement to support their learning and explain in detail how you would implement them and why.
 
Workplace Activity
2 Design 2 activities. One focusing on developing gross motor skills and the other one should focus on developing fine motor skills. After designing the activity, you will need to implement the activity for the children and record their response. Please use the experience plan template available in resource folder.
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Theory Activity
3 Jonny is 4 and struggling to play hopscotch with his peers. He has a hard time balancing on one foot. What should you do to support him? If your efforts are not working, what do you do?
 
Workplace Activity
4 How do you support children taking responsibility for their health and wellbeing?
 
5 Provide at least three suggestions of things you could implement at your centre to improve this.
 

 

 

 Section 2 – Support social development

The objective of these questions, are to provide you with an opportunity to:

  • Support children to understand and accept responsibility for their own actions appropriate to their level of understanding.
  • Create opportunities for one-on-one interactions.
  • Model care, empathy and respect for children, educators and families.
  • Join in play and social experiences with other children.
  • Assist and support children when they are having difficulty understanding or communicating with each other and model language that children can use to express ideas, negotiate roles and collaborate to achieve goals.
  • Assist children to develop trusting relationships with educators and other adults.
  • Encourage children to respect and regard each other’s individual differences.
  • Offer children play choices and respect children’s choice to watch and observe.

 

Theory Activity
1 18-month old Dylan has been biting his friends at the centre when he gets frustrated. Four-year-old Jaime has been hitting her friends when they do not play the game she wants to play. What strategies would you use to support Dylan and Jaime to understand and accept responsibility for their own actions, appropriate to their level of understanding?
 
2 Provide 5 examples when you could create opportunities for a one-on-one interaction with a child. What could be challenging in each example?
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Workplace Activity
3 Provide 3 examples of when you would role model empathy, care and respect in your room. Provide details of what you would do, what you would say, and how you would intentionally encourage the acquisition of these skills afterwards.
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Theory Activity
4 William is playing with his best friend Nikki. They often fight and you are trying to engage with them in their play to help with difficult situations. What do you do? Outline the specific steps you take to join in.
 
5 William is playing with his best friend Nikki. They often fight and you are trying to engage with them in their play to help with difficult situations

After you have joined their game, they begin to fight about who gets to use the green car. How do you help them work through the interaction?

 
Workplace Activity
6 List 3 things you think are done well in your setting to provide an environment that develops trusting relationships between children and educators.
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7 Then, make 3 suggestions of ways to improve the development of trusting relationships between children and educators.
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Theory Activity
8 Julian is teasing Annie about her glasses. You overhear him telling her that they are ugly and then she calls him ugly. What should you do? Outline the steps you would take.
 
9 Jackson frequently stands on his own during outside playtime, not participating with the other children. What do you do? Outline the steps you would take.
 

 

Section 3 – Support emotional development

The objective of these questions, are to provide you with an opportunity to:

  • Provide children with a range of strategies to make informed choices about their behaviours appropriate to their level of understanding.
  • Ensure children experience pride and confidence in their achievements and provide acknowledgement and support if a child experiences frustration, and encourage children to see mistakes as an opportunity to learn.
  • Encourage children to express and manage feelings appropriately.
  • support children’s efforts, assisting and encouraging as appropriate, motivate and encourage children to persevere with challenges and share children’s successes with families.
Theory Activity
1 Respond to the following situations in your room:
Peggy yells at Jason when he takes her toy.
 
Travis tips over the paints, saying, “This is dumb.”
 
Lucy keeps pulling out toys from her backpack.
 
Claire takes food from her friends during snack time.
 
Workplace Activity
2 Write 2 short case studies about situations when children are frustrated. One should be about a social situation and one should be a learning situation.
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3 What would you do in each situation?
 
Theory Activity
4 You have come back from holiday and a new child, Lisa, is in your room. You notice that she is often upset and frustrated. She doesn’t like it when her peers take the toys she is using and pushes children away from her.

Outline 5 things you can do to help support Lisa to express and manage her feelings appropriately.

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  Declan is a fantastic Lego builder. He uses his imagination to build incredibly detailed cities. One day, he asks you to look at something he’s made: it is a bunch of Lego pieces in a pile on the floor. When you say, “Tell me about your creation” He responds with:

Ø  There was an earthquake and one of the buildings fell down.

Ø  It’s nothing. I don’t know how to build anything.

Ø  It’s just a pile.

 
5 How would you respond to each of these statements?
 
6 What would you say to his parents later that day about this?
 

 

 

Section 4 – Support cognitive development

The objective of these questions, are to provide you with an opportunity to:

  • Intentionally scaffold children’s learning
  • Provide children with a range of materials, resources, technologies and experiences to explore and problem-solve to stimulate cognitive development and provide experiences that allow children to explore a range of concepts.
Theory Activity
1 The children in your room have been excited about frogs. You had an idea to talk with the children about where they live. Create 3 lessons that demonstrate your ability to scaffold learning using this information.
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Workplace Activity
2 Plan an activity or excursion that is intended to stimulate cognitive development and encourage children to explore a range of concepts. Provide your rationale for choosing this activity based on the specific needs of the children in your room. Include a list of materials, resources and technologies you will need. Please use the template provided in the resource folder.
 

 

 

 

 

 

 

 

 

 

Section 5 – Support communication development

The objective of these questions, are to provide you with an opportunity to:

  • Value the child’s linguistic heritage and encourage the use and acquisition of home languages.
  • Select, read and tell developmentally appropriate stories, use puppets, and other props to stimulate children’s enjoyment of language and literature.
  • Model and encourage two-way communication through questions and careful listening.
  • Encourage children to explore symbols, patterns and their relationships and draw children’s attention to symbols and patterns in their environment and talk about patterns and relationships, including the relationship between letters and sounds.
  • Create opportunities for group discussions and exchange of views between children.
  • Ask and answer questions during the reading and discussion of books or other text.
  • Model language and encourage children to express themselves through language in a range of contexts and for a range of purposes.
Theory Activity
1 Ling is a new 3-year-old girl in your room. She is very shy and does not speak often. She speaks English quite well, but seems nervous to speak because she thinks she sounds different.

What can you do to help her feel comfortable while valuing her linguistic heritage and encouraging the use of her home language?

 
2 List three (3) activities that involve story-telling and using puppets or other props to stimulate children’s enjoyment of language and literature.
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3 Provide  three (3) examples of when you need to model two-way communication with a child. Explain what you would do in each example.
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Workplace Activity
4 List 2 activities that you can plan to draw children’s attention to symbols, patterns and their relationships.
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5 Create an activity to foster a group discussion for your room. Explain when you will initiate this discussion and why you chose it.
 
6 Reflect on 2 occasions when you have observed an educator asking questions during reading time. Explain the situations and your observations. What went well? What didn’t?
 
Theory Activity
7 How do you model language and encourage children to express themselves through language in a range of contexts and for a range of purposes?
 

 

 

 

 

 

 

 

 

 

 

 

Section 6 – Create an environment for holistic learning and development

The objective of these questions, are to provide you with an opportunity to:

  • Support and initiate inquiry processes, try new ideas and take on challenges and provide resources and materials that offer challenge, intrigue and surprise.
  • Assist to promote children’s sense of belonging and connectedness.
  • Engage children in sustained shared conversations to extend their thinking and provide the opportunity for scaffolding learning and development.
  • Assist children to see their mistakes as opportunities to learn and grow.
  • Facilitate families’ diverse contributions to the learning community.
  • Share information with colleagues about child development and wellbeing.
Theory Activity
1 Plan an activity that:

ü  Initiates the inquiry process

ü  Encourages children to try new ideas and challenges

What resources and materials would you provide for this activity that offer challenge, intrigue and surprise?

 
Workplace Activity
2 Reflect on a time when you observed a child not feeling connected in your setting? What did it look like? What was done to remedy the situation? Was it effective?

(If you have never witnessed this, write about a hypothetical situation and answer the questions.)

 
Theory Activity
3 Choose one topic that children in pre-school might be interested in. Plan three (3) activities/ experiences that build upon one another to demonstrate your ability to scaffold learning.
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4 How would you use sustained conversations to extend learning in these activities? 
 
Workplace Activity
5 Complete this table
Common frustrations children experience Specific example from your centre What you can do to help
Having trouble with work accuracy    
Feeling blameless in a conflict    
Self-protective dishonesty    
Loss of personal control    
6 How does your centre encourage and facilitate family involvement?
 
7 Provide three (3) new suggestions of ways your centre could improve this.
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8 Provide two (2) examples of situations when sharing information with a colleague about a child’s development or wellbeing might not go well. Explain why.
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Section 7 – Skills and Knowledge

The objective of these questions, are to provide you with an opportunity to:

  • Demonstrate your skills and knowledge for this unit.
  • Revise the Unit
Theory Activity
This is a major activity

Complete the following individually and attach your completed work to your workbook. Complete this activity individually, using a computer.

Successful completion of this activity [along with those above] will enable you to demonstrate your knowledge and skills of:

ü  Code of ethics

ü  United Nations Convention on the Rights of the Child

ü  How to access:

–          the National Quality Framework

–          the National Quality Standards

–          the relevant approved learning framework

ü  How to navigate through framework and standards documents to find areas relevant to this unit of competency

ü  Introductory-level child development for children, including:

–          early brain development

–          importance of the early years for subsequent educational success

–          foundational knowledge of developmental theory

ü  Aspects of poor early childhood development, such as:

–          poor diet

–          lack of play

–          limited stimulation of brain development

–          lack of materials and resources

–          inconsistent or non-existent emotional support or comfort

–          trauma

–          other life experiences which interrupt appropriate childhood activities, and their potential long-term harmful impacts

ü  Biological and environmental influences on development

ü  Symbol systems including letters, numbers, time, money and musical notation

ü  Supported the development of children in at least three different situations/activities (including different age groups and abilities), including:

–          Interacting with children to holistically support development and learning appropriate to the child’s abilities and age

–          Providing a variety of experiences and environments to support the different areas of children’s development (including a combination of physical, creative, social, emotional, language and cognitive)

1 National Framework and Standards

Locate and use the following documents:

ü  National Quality Framework

ü  National Quality Standards

ü  Or the relevant approved learning framework used in the service if different from those above

ü  United Nations Convention on the Rights of the Child

ü  Your organisation’s standards, policies, procedures and guidelines

 

Outline what each of these standards specifically say about ensuring educators:

ü  Support physical development

ü  Support social development

ü  Support emotional development

ü  Support cognitive development

ü  Support communication development

ü  Create an environment for holistic learning and development

 
2 Research and summarise the following:

ü  The main causes of poor early childhood development

ü  Early brain development

ü  The importance of the early years for subsequent educational success

ü  The foundational knowledge of developmental theory

 
3 Individually, complete the following and present it as a portfolio.

 

Completing this activity will demonstrate your ability to support and recognise the interrelationship between the physical, social, emotional, cognitive and communication development of children.

Tom is 6 months old. He is just starting to try and roll over from his back to his stomach. He follows some things with his eyes, but often struggles. He rarely smiles.
Alice is 2 ½  years old. She hits and bites her friends daily and has been for months. The parents of the other children are frustrated with her behaviour and are asking that their children not be allowed to play near her.
Morgan is a 5 years-old who loves to play quietly by himself. When trying to get him involved in a group discussion, he appears frightened. He likes to play with blocks and finger paints. He is not socialising with the other children in the room. He seems happy most of the time.
For each of the 3 case studies, complete the following assessment activities:

ü  What kinds of activities could you implement to support their physical, social, emotional, cognitive and communication development? List potential activities for each aspect of development and your reason for choosing them.

ü  Based on your concerns about each child, how would you go about scaffolding activities to best support them in their struggles?

ü  Who would you communicate with about your concerns and how would you go about it?

ü  Write a reflection about each child and your perspective on the interrelationship between their physical, social, emotional, cognitive and communication development.

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