Analysis and Observations based on key principles of Belonging

Running Head: SOCIOLOGY 1
Analysis and observations based on key principles of Belonging
Name of University

SOCIOLOGY 2
Introduction
Early childhood is looked upon as a vital phase for learning and development among
young growing children.Australian and State and Territory Governments place considerable
efforts in this direction and have devised a framework for early childhood academics so that the
children experience quality teaching and learning (Australian Government Department of
Education and Training, 2020). There is a specific emphasis on play-based learning, and the
framework acknowledges the significance of social and emotional development, along with
communication and language. Early childhood educators and parents and families work together
to make the program successful and reinforce the principles laid out in the framework in their
daily practice.
The five key principles that underpin the learning practice focus on maintaining
respectful relationships build partnerships, high expectations, respect for diversity, and ongoing
learning and reflection. As fundamental to the Early Years Learning Framework is characterized
by belonging, being, and becoming, the children should feel connected to their community
culture and place during the earliest phases of development. The paper makes observations of
three different settings for children and makes a combined analysis of these observations in
relation to its implication to key principles of belonging, being, and becoming.
Observation 1
Sampling: Observations of Cooperative Behavior (Kindergarten 2)
The child under observation is Adam, and the location is a Childcare Centre. It is a bright
sunny morning, and the group of children is busy with their classroom activities. The classroom
of the Childcare Centre is large and spacious, and there are three other children, John, Ken,
David, along with Adam. The time period of observations extends over a couple of hours, and
the children engage in different activities.

SOCIOLOGY 3
The study of cooperative behavior includes solitary, parallel, and cooperative behaviors
in the subject of focus here, Adam. He shows a significant amount of cooperative behaviors
when he interacts with John, Ken, David, and the teacher. There are discussions among the
children as to why they should beep in front of the camera, and Adam lies on the ground with
friends and teacher and listens to a story told by the teacher. Adam does show parallel and
solitary behaviors, but for a shorter period of time. For example, when David says that the
camera is going to explode and runs away, Adam does not show any anxious behaviors and is
not influenced by David.
Adam shows initiative and awareness of his surrounding and shares space and cooperates
with the teacher and his pers. He reflects good psychosocial development. When he sits with the
teacher and listens to the story, he shows emergent literacy skills and interests in books. He
demonstrates a positive sense of self as he decides when to play with his friends and when to
look for some solitary time for himself. He certainly displays age-appropriate social development
because of the higher level of cooperative behaviors when engaged in activities with his teachers,
classmates, and tasks.
The observation of the above clearly links to the two principles of Belonging, Being &
Becoming as learning, developing secure, respectful, and reciprocal relationships and strengthen
partnerships.
Observation 2
Event Recording (Kindergarten 1):
The next observation is made for a group of children, Jane, Ann Carrie, Dan, Lynn, and
Susan, for an event recording in school. The time is morning, and the focus is on observing the