CHCECE024 Curriculum Design and Implementation for Children's Learning and Development

This article discusses the co-construction of meaning with the child, examples of interaction, learning disposition from ELYF outcome, and implementation of experience to pedagogical practices. It also covers how to collect feedback from families and children, how to collect data using a range of approaches, how to assure regular assessment and evaluation of curriculum and learning experience, and how to utilize evaluations and assessments to influence the design of further learning experience and curriculum.

TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................3
MAIN BODY..................................................................................................................................3
CONCLUSION................................................................................................................................3
REFERENCES................................................................................................................................4

INTRODUCTION
MAIN BODY
Part A
D- Discussion on the co-construction of the meaning with the child
The activity was effective in providing the child with the confidence that they were
comfortable in having a conversation with me and was not afraid. This helped them in
developing the skills of having effective communication with the educators. This helped in
the co-construction of the meaning with the child as I have first made them comfortable in
having a conversation with me and give their views and opinions so that I can understand
them better (Evans, 2021).
E- Examples of interaction
There are 3 examples that can be given that can help in understanding the involvement in
the interaction.
 Providing resources- I have provided the child with the resources that was necessary so
that they can perform the activity successfully.
 Asking questions- The child were asking me various questions so that they can
understand how to use the glue.
 Helping in paper cutting- I have helped the child in cutting the paper so that they are not
harmed because of the scissors.
F- Learning disposition from ELYF outcome
The learning disposition from the ELYF outcome 4 is that the child was confident as they
have not been hesitating in having a conversation with me and asking me for help. The
child was involved learners as they were coming to me with the various new ideas of
cutting the paper (esell, 2021).
G- Implementation of the experience to the pedagogical practices
The experience was designed as I wanted the child to learn the new and creative skills that
can help them in taking creative decisions and make the effective use of resources that has
been provided to them. This experience has been implemented as I will be developing the

new skills that can help in increasing creativity which will be able to improve my
pedagogical practices.

PART B
A- Discussing how I used and established chances to collect feedback from families and
children.
It is quite essential for me to do develop opportunities for purpose of collecting feedback
from children’s and their families in appropriate manner. In order to conduct this practice, I like
to take strategic initiatives in form of conducting a meeting, where families are invited to share
their reviews regarding learning experience that their child experienced while conducting
specific activity or taking part in that. It is one of the best opportunity that I utilized and establish
too in order to reach desire outcomes and that is collection of valuable feedback from families.
Another approach that I prefer to take and use for purpose of collecting valuable reviews and
feedback from child, is creation of positive environment in the classroom where they share
information about what they had experienced and required to learn new things. I used face to
face communication and establish the same opportunity, that encourage children’s to provide
their reviews and share opinions with me regarding anything or everything that matters for them
in varied terms.
B- Demonstrating how I collected data using a range of approaches.
There are different types of approaches and techniques accessible in the world of
education, that I utilized to collect essential and beneficial data in order to assess and examine
teaching and learning, whether it is unplanned or planned. Informal student feedback is the best
approach that I prefer to use that help to collect appropriate information about learning and
teaching. It also enables me to examine and strategically assess teaching as well as learning in
appropriate manner. Students whom teachers teacher and provide chance to learn something that
they apply further, are the best source or method, that I used in systematic and ethical terms.
Another technique that apply in the context of similar concept or purpose is questionnaires, as I
provide some question to individual regarding teaching and learning practices or initiatives,
which in turn provide desire outcomes to me, as it drive my attention toward assessing and
examining where the development or improvement related to both activities are needed. It is the
best and effective approach that provide expected outcomes to me that provide varied benefits.

C- Discussing how I assured that my assessment and evaluations of curriculum and learning
experience are regular.
It is important for me to make assure that overall evaluation and assessment regard
curriculum and learning experience is accountable to service guidelines or not. In regard to this
practice I used key approaches and adopt ways such as curriculum understanding among
students, that enable them to learn new things, which they apply further for purpose of gaining
unpredictable outcomes. I can take effort to take reviews from children’s about their
comprehending and satisfaction about curriculum and learning experience, either it is positive or
negative. It enables me to assure that everything is going according to the service guidelines that
is essential for teachers to consider and take actions accordingly, which put positive impact on
their performance and practices. Another effort that I put to assure I am continually assessing and
evaluating of learning experience & curriculum is considering the scoring of students that they
scored after following curriculum and gaining positive learning experience, which play
significant role in the context of their growth and career success, in the future while playing a
specific role.
D- Discussing how I utilized evaluations and assessment to influence the design of further
learning experience and curriculum.
The practices of curriculum and learning experience evaluation and strategic assessment
provide me the benefit of collecting information and gaining knowledges about positive and
negative consequences or areas where the improvement is needed. The information that I gather
in form of conducting these practices enable me to influence design of curriculum and learning
experience further, in positive manner. As I had considered those mistakes that impact negatively
upon child learning experience, which I do not attempt to repeat in the current time. I used
evaluations and assessments to influence or affect designing process related to both terms in
positive manner. For example, I prefer to add those subjects and concepts, which is quite
essential for students to understand and develop their comprehending regarding these. By taking
initiatives to affect positively upon both terms, I will provide each student change to grow and
succeed in form of obtaining high scores in each academic year, when they work harder and in
appropriate way.

REFERENCES
Books and Journals
esell, A., 2021. Child development. Prabhat Prakashan.
Evans, G.W., 2021. The physical context of child development. Current Directions in
Psychological Science. 30(1). pp.41-48.
Lin, J and et.al., 2018. Developing shared appraisals of diabetes risk through family health
history feedback: the case of Mexican-heritage families. Annals of Behavioral Medicine.
52(3). pp.262-271.