CHCECE017 Foster the Holistic Development and Wellbeing of the Child in Early Childhood

CHCECE017 Foster the
holistic development and
wellbeing of the child in early
childhood

Table of Contents
INTRODUCTION...........................................................................................................................2
MAIN BODY..................................................................................................................................2
A. Services need to observe.........................................................................................................2
B. Observing and monitoring the development skills.................................................................2
C. Analysing and reflecting on the data which has been collected.............................................3
D. Early years learning framework..............................................................................................3
E. Sharing the information to the colleague and supervisor........................................................3
PART B...........................................................................................................................................3
A. Plan and implementation........................................................................................................3
B. Range of experiences..............................................................................................................4
C. Plan and provide an experience for the child that fosters skills..............................................4
D. Experience for the child that fosters social development.......................................................4
E. The child that fosters emotional and psychological development..........................................4
F. One experience for the child that provides children with the opportunity to participate in
science, mathematics and technology experiences......................................................................4
G. One experience for the child that fosters language and literacy development through play. .4
PART – C........................................................................................................................................5
How you facilitated the families’ diverse contributions to the learning environment................5
Integration of spontaneous teachable moments for child’s learning and skill development.......5
How you facilitated a balance between child-initiated, self-directed play and educator-
supported learning.......................................................................................................................5
Identification of the learning environment..................................................................................5
Identifyication of EYLF Outcomes and Sub-Outcomes met during the experience...................6
Focus on one experience that was offered for the child..............................................................6
CONCLUSION................................................................................................................................6
REFERENCES................................................................................................................................7
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INTRODUCTION
Healthy lifestyle is one of the major and important activities which are required to be adopted by
the individual person to stay fit, safe and healthy. Fostering of the holistic development and a
well-being of the child in the early childhood can help them to live a healthy and wellness life. In
this report, it will contain the two types of age group of the children and inspect the development
checklist which is supplied by the trainer (Elenbaas, 2019).
MAIN BODY
A. Services need to observe
The present report will consider observing the two age group of the children’s which are 2-4
years and 4-5 years. Accordingly, mentioned the development areas and methods of the children
below:
B. Observing and monitoring the development skills
Physical skills, including fine and gross motor skills: The children’s of the age group 2-4
years do not have so much of understanding and physical energy where they only can crawl,
walk from one place another. However, the age group of 4-5 years children can easily walk and
run.
Social skills and development: Children of 2-4 years have the social skills as they get involved
to the people and can interact with them and start playing and enjoy. Accordingly, the 4-6 years
of children have the social skills efficiently and can easily communicate with the people.
Emotional and psychological development: The children of 2-4 years have the higher level of
emotional development as the child attachment from their parents and siblings whereas the 4-6
years of children also interact and have the attachment with their friends (Leckman, and Britto,
2018).
Cognitive skills and development: Children of 2-4 years have the initial stage of the cognitive
development where they started to remember the things like how to play with the toy.
Accordingly, the 4-6 years of the children has the capability to adopt the skills and develop.
Language skills and development: 2-4 years of the children do not able to speak the proper
language and can speak the two lines sentences as maximum whereas the 4-6 years of the
children state the language effectively and can read the poems.
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