TCHR2003 Curriculum Studies in Early Childhood Education Report 2 Sample

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TCHR2003 Curriculum Studies in Early Childhood Education Report 2 Sample

Task Description

The purpose of this assignment is to develop deeper knowledge and understanding of how everyday objects, routines, and resources in the early childhood setting can be used to promote children’s learning and development across the learning areas (Australian Curriculum- Foundation year) with links to the EYLF Principles and Practices and Learning Outcomes and NQS QA. It is also important that early childhood educators have a deep understanding of the role of children’s play in these learning environments to best promote children’s conceptual knowledge in learning areas appropriate to birth to five years. Assessment 2 requires you to analyse 2 early childhood education photos and explain how the environment is used to support children’s learning and development. Relevant links to theory and key learning areas and the EYLF Principals and Practices will be used to justify the pedagogical approaches used by the educator teacher to support children’s early learning and development.

Instructions

There are four photos of different early learning environments in early childhood settings provided in the Assessment 2 folder.

Choose two of the photos and respond to the following for each (750 words for each photo):

1. Explain how each of the environments in the 2 selected photos can be used to promote children’s learning and development and list 2 relevant EYLF Learning Outcomes. Make relevant links to the NQS QA and justify your explanation using theory and the unit content and readings to support your discussion.

2. Analyse what children can learn within each environment of the 2 selected photos across two learning areas (Australian Curriculum Foundation Year; English, Humanities and Social Sciences, Health and Physical Education, Languages, Mathematics, Science, Technologies, and The Arts) with relevant links to the EYLF Learning Outcomes and NQS QA.

3. Explain and justify the pedagogical approaches that you see the early childhood educator using in each of the learning environments in the 2 selected photos to promote children’s learning and development. Make relevant links to the EYLF Principles and Practices.

Use APA 7 referencing throughout and double-lined spacing, Times Roman 12-point

Solution

Figure: 1

Learning and development for Figure 1

A study of the learning and training process in the Sandpit Environment

The sandpit fosters physical learning and development and also challenges children to play freely and experiment with several results. Structures that provide opportunities for children to play and manipulate such as sand enable the child affected to develop fine master skills, social relationships, models and solve problems.

EYLF Learning Outcome 2: Children use and participate in their environment.

The sandpit also enables children to share tools, team up as well as negotiate which in turn them feel a part of the group.

EYLF Learning Outcome 4: Children are active participants and confident and adaptive learners.

National Quality Standard (NQS) Quality Area (QA) 3: Physical Environment is also useful here because ???? than encourages the creation of environments that enable the children to perform such activities that would help them develop mental and physical abilities. This environment allows children to manage teaching/learning materials and engage in socio-dramatic play, thus embracing Vygotsky's cognitive theory that postulates learning occurs in a meaningful context through interactions with other children and/ or adults.

Learning Areas under Sandpit Context Figure 1

In two learning areas Mathematics and Health and Physical Education, children can potentially build their learning foundations for university assignment help.

Mathematics: A few examples of such Conceptions: Quantity: Children differentiate between sand volume scooped, Heaped & Calculated amount M: Measurement, Space awareness: Children use buckets and other objects to measure how much space an object occupies.

EYLF Learning Outcome 5: Children can communicate in one way or the other. In such an environment, children develop operation words like ‘more’, ‘less’, ‘big, and ‘small’ this in turn helps the children to talk about and compare quantity relationships between objects (acecqa.gov.au, 2022).

NQS QA 1: Play and learning: Helps in intentional teaching because as the children play with the sand to scoop it or even put sand in different receptacles they may be encouraged to count, or compare the size of their spoons or cups, as well as see symmetrical and balanced similar to patterning sand structures from the sand.

Health and Physical Education: Shovelling and movement help in developing the gross motor as well as holding small tools and handling and helps in developing the fine motor of the children.

EYLF Learning Outcome 3: Children have a good and sound mentality. Such an outcome is in line with the children using the environment to gain reciprocal usage of their strength, coordination as well as resilience as they play in a group formation.

NQS QA 2: Teaching: Attends to children’s physical well-being and invests in the physical safety of the spaces enabling children to explore appropriately and in the safe presence of educators.

Behavioural Management Strategies in the Sandpit Setting Figure 1

The educator of early childhood employs an observational and responsive pattern of intervening and supporting the children’s plays without dominating the process. This corresponds with constructivism which is a learning model that assumes the child learns on their own and the teacher comes in only to facilitate learning.

EYLF Principle 1: Positive and responsive relationships are evidenced by the physical presence of the educator and the trust promoted in the environment (acecqa.gov.au, 2022). She lets kids engage in risky behaviours (digging, using tools) but hangs around at a distance to restrain the children if they get out of hand.

EYLF Practice: Implementation of learning through play is well showcased as the children play as they learn and this is core to their learning process. The educator provides situations where children can experience different types of material, discuss and act in groups.

Using the Social Constructivism by Vygotsky, the educator can watch children’s interactions and be ready to support them as needed by for instance using questions or tools to build on children’s problem-solving abilities. Similarly, Piaget cognitive development theory supports the idea of play activities such as the activity involving the sandpit where children are able to have a feeling of reality and where they can test their assumptions with concern for the real world, and examine the effects of certain causes (San, Myint and Oo, 2021).

A sandpit is an open space that can be easily adjusted to the children’s activities and that delivers a lot of opportunities for sensory and social learning. So the educator gives open material to the educator and supervises the kids the educator should foster agency, creativity, collaboration, and learning EYLF LOs as well as NQS

QA. These approaches make sure that children are growing up to be well-rounded individuals as they learn about their environment physically as well as solve social problems.

Figure: 2

Environments Promoting Learning and Development Figure 2

The photo discovers that it is a play corner in the form of a playhouse that the children use for play-based learning which entails construction with blocks, toy manipulation and social play for young children. Such an environment fosters learning and development in children because they get full sensory, motor, and social experience. Here's how it contributes to children's growth:

Cognitive and Physical Development: Large building blocks facilitate improved fine motor control and spatial orientation given the processes involved in placing the blocks. Also, the presence of a train track on the floor as part of the puzzle enables children to control the toys while solving problems, apart from enhancing their hand-eye coordination when they are dealing with the fits of the toys.

Social and Emotional Development: Children are with other kids and an educator to model interactions and problem-solve, as well as develop communication strategies. When children are using materials, they are also taught how to share, rotate, and understand the emotions of others which is appropriate for young learners (australiancurriculum.edu.au, 2024).

Exploratory Play: Such colourful and reasonable shapes and toys (puzzles, blocks, etc.) make children engaged not only in play but even comprehend fantasy, which enhances the exercises of imagination and criticism in children.

EYLF Learning Outcomes:

Outcome 1 - Children have a strong sense of identity: The activeness of children is encouraged in constructing confidence by being assisted by an adult. They grow independence and accomplishment within a safe environment.

Outcome 4 - Children are confident and involved learners: From toy blocks, children show curiosity as well as an ability to find relationships between shapes and solve problems when placed in an environment that lets them experiment and come up with solutions on their own.

Relevant NQS Quality Areas (QA):

QA1: Play: It is asserted that education for young children is characterized by play; in an environment with well-organized opportunities to learn and then to play, it is agreed that children can learn through play.

QA3: The artwork and the physical layouts of the corner complement the appropriate resources and toys for gross and fine motor play at development.

Two learning areas for figure 2

Two learning areas can best be understood from the photo and they are; Mathematics, Health and Physical Education.

Mathematics: The child, who is playing with blocks, is in the process of trying to control the train tracks and is practising early math. During block play, the child builds one block on top of another and tries to put the right shapes together a key component of geometry; while figuring out the height and width of the block towers, they practice measurement; counting the blocks advances the number sense. The trial-and-error approach to building the track also relates to some of the early problem-solving skills which are focal points of mathematical thinking.

Health and Physical Education: The environment enhances fiddly (manipulative and personal objects such as blocks and small toys) and gross motor if there is movement related to the large equipment. Through construction play, children also learn about the mobility and control that the body is capable of realizing (Cohrssen, 2023). This in turn is connected with the provision of needs for physical development and children’s participation in physical processes.

EYLF Learning Outcomes:

Outcome 3 - Children have a strong sense of well-being: Interaction with toys and equipment creates an environment of well-being as a child gains confidence in handling them as well as their motor skills.

NQS Quality Areas (QA) :

QA2: Children’s health and safety: The environment provides safe access to physical play which fosters children’s gross and fine motor as well as their health (acecqa.gov.au, 2024).

These teaching methods applied by the Educator are discussed below for Figure 3:

The educator in the photo is observed to be observing, and perhaps instructing by sitting and playing alongside the children. The pedagogical approaches visible in this setting include:

Play-based Learning: The educator is thus promoting play as an activity that allows children to gain knowledge through games, and play that has no direction and is free (Khalil et al., 2022). It activates cognitive, social and emotional domains because children are free to make their own decisions regarding the objects they would like to engage them with and from which they derive their meanings.

EYLF Principles and Practices:

Principle 1: Safe, caring, and balanced relationships: The educator is building positive relationships with the kids by demonstrating a positive attitude, trusting, and caring about the kids so they can feel free to try whatever they want.

Practice: Through play: The environment and strategies used involve learning through play which is one of the ten key practices espoused in EYLF. It is effective for children to learn at their own rate so they get to explore through fun and age-appropriate forms of play. 

References

acecqa.gov.au, (2022). Retrieved from: https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf [Retrieved on: 26.09.2024]

acecqa.gov.au, (2024). Retrieved from: https://www.acecqa.gov.au/nqf/national-quality-standard [Retrieved on: 26.09.2024]

Cohrssen, C., 2023. The contribution of learning trajectories to enacting the Early Years Learning Framework V2. 0.

Khalil, N., Aljanazrah, A., Hamed, G. and Murtagh, E., 2022. Exploring teacher educators’ perspectives of play-based learning: a mixed method approach. Education Sciences, 12(2), p.95.

San, N.M.H., Myint, A.A. and Oo, C.Z., 2021. Using play to improve the social and emotional development of preschool children. Southeast Asia Early Childhood Journal, 10(2), pp.16-35.

v9.australiancurriculum.edu.au, (2024). Retrieved from: https://v9.australiancurriculum.edu.au/ [Retrieved on: 26.09.2024]

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