Children's Learning About the Sea
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AI Summary
This assignment focuses on a scenario where children enthusiastically discuss sea animals, prompting their educator to create a dedicated space for them to share their knowledge and engage with the topic further. The response analyzes the benefits of this approach, highlighting how it fosters children's communication skills, encourages collaborative learning, and deepens their understanding of marine life through visual aids and individual thought sharing.
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Running head: EARLY CHILDHOOD EDUCATION AND CARE
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1EARLY CHILDHOOD EDUCATION AND CARE
Table of Contents
Answer 1..............................................................................................................................6
Answer 2..............................................................................................................................7
Answer 3..............................................................................................................................8
Answer 4..............................................................................................................................8
Answer 4.1.......................................................................................................................8
Answer 4.2.......................................................................................................................9
Answer 4.3.......................................................................................................................9
Answer 4.4.....................................................................................................................10
Answer 5............................................................................................................................10
Answer 6............................................................................................................................12
Answer 7............................................................................................................................13
Answer 7.1.....................................................................................................................13
Answer 7.2.....................................................................................................................14
Answer 8............................................................................................................................14
Answer 8.1.....................................................................................................................14
Answer 8.2.....................................................................................................................15
Answer 9............................................................................................................................16
Answer 10..........................................................................................................................17
Answer 10.1...................................................................................................................17
Table of Contents
Answer 1..............................................................................................................................6
Answer 2..............................................................................................................................7
Answer 3..............................................................................................................................8
Answer 4..............................................................................................................................8
Answer 4.1.......................................................................................................................8
Answer 4.2.......................................................................................................................9
Answer 4.3.......................................................................................................................9
Answer 4.4.....................................................................................................................10
Answer 5............................................................................................................................10
Answer 6............................................................................................................................12
Answer 7............................................................................................................................13
Answer 7.1.....................................................................................................................13
Answer 7.2.....................................................................................................................14
Answer 8............................................................................................................................14
Answer 8.1.....................................................................................................................14
Answer 8.2.....................................................................................................................15
Answer 9............................................................................................................................16
Answer 10..........................................................................................................................17
Answer 10.1...................................................................................................................17
2EARLY CHILDHOOD EDUCATION AND CARE
Answer 10.2.......................................................................................................................18
Answer 10.3...................................................................................................................18
Answer 11..........................................................................................................................19
Answer 11.1...................................................................................................................19
Answer 11.2...................................................................................................................19
Answer 12..........................................................................................................................19
Answer 13..........................................................................................................................20
Answer 14..........................................................................................................................20
Answer 15..........................................................................................................................20
Answer 16..........................................................................................................................21
Answer 17..........................................................................................................................21
Answer 18..........................................................................................................................21
Answer 19..........................................................................................................................22
Answer 20..........................................................................................................................22
Answer 21..........................................................................................................................23
Answer 21.1...................................................................................................................23
Answer 21.2...................................................................................................................23
Answer 22..........................................................................................................................24
Answer 23..........................................................................................................................24
Answer 24..........................................................................................................................25
Answer 10.2.......................................................................................................................18
Answer 10.3...................................................................................................................18
Answer 11..........................................................................................................................19
Answer 11.1...................................................................................................................19
Answer 11.2...................................................................................................................19
Answer 12..........................................................................................................................19
Answer 13..........................................................................................................................20
Answer 14..........................................................................................................................20
Answer 15..........................................................................................................................20
Answer 16..........................................................................................................................21
Answer 17..........................................................................................................................21
Answer 18..........................................................................................................................21
Answer 19..........................................................................................................................22
Answer 20..........................................................................................................................22
Answer 21..........................................................................................................................23
Answer 21.1...................................................................................................................23
Answer 21.2...................................................................................................................23
Answer 22..........................................................................................................................24
Answer 23..........................................................................................................................24
Answer 24..........................................................................................................................25
3EARLY CHILDHOOD EDUCATION AND CARE
Answer 24.1...................................................................................................................25
Answer 24.2...................................................................................................................25
Answer 24.3...................................................................................................................25
Answer 25..........................................................................................................................25
Answer 26..........................................................................................................................26
Answer 27..........................................................................................................................26
Answer 28..........................................................................................................................27
Answer 29..........................................................................................................................28
Answer 30..........................................................................................................................28
Answer 31..........................................................................................................................28
Answer 32..........................................................................................................................29
Answer 33..........................................................................................................................29
Answer 33.1...................................................................................................................29
Answer 33.2...................................................................................................................29
Answer 33.3...................................................................................................................29
Answer 33.4...................................................................................................................30
Answer 33.5...................................................................................................................30
Answer 33.6...................................................................................................................30
Answer 33.7...................................................................................................................30
Answer 33.8...................................................................................................................31
Answer 24.1...................................................................................................................25
Answer 24.2...................................................................................................................25
Answer 24.3...................................................................................................................25
Answer 25..........................................................................................................................25
Answer 26..........................................................................................................................26
Answer 27..........................................................................................................................26
Answer 28..........................................................................................................................27
Answer 29..........................................................................................................................28
Answer 30..........................................................................................................................28
Answer 31..........................................................................................................................28
Answer 32..........................................................................................................................29
Answer 33..........................................................................................................................29
Answer 33.1...................................................................................................................29
Answer 33.2...................................................................................................................29
Answer 33.3...................................................................................................................29
Answer 33.4...................................................................................................................30
Answer 33.5...................................................................................................................30
Answer 33.6...................................................................................................................30
Answer 33.7...................................................................................................................30
Answer 33.8...................................................................................................................31
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4EARLY CHILDHOOD EDUCATION AND CARE
Answer 34..........................................................................................................................31
Part B.................................................................................................................................31
Case study 1.......................................................................................................................31
Answer 1........................................................................................................................31
Answer 2........................................................................................................................32
Answer 3........................................................................................................................32
Answer 4........................................................................................................................32
Case study 2.......................................................................................................................32
Case study 3.......................................................................................................................33
Answer 1........................................................................................................................33
Answer 2........................................................................................................................33
Answer 3........................................................................................................................33
Answer 4........................................................................................................................33
Answer 5........................................................................................................................33
Case study 4.......................................................................................................................34
Answer 1........................................................................................................................34
Answer 2........................................................................................................................34
Answer 3........................................................................................................................34
Answer 4........................................................................................................................34
Answer 5........................................................................................................................34
Answer 34..........................................................................................................................31
Part B.................................................................................................................................31
Case study 1.......................................................................................................................31
Answer 1........................................................................................................................31
Answer 2........................................................................................................................32
Answer 3........................................................................................................................32
Answer 4........................................................................................................................32
Case study 2.......................................................................................................................32
Case study 3.......................................................................................................................33
Answer 1........................................................................................................................33
Answer 2........................................................................................................................33
Answer 3........................................................................................................................33
Answer 4........................................................................................................................33
Answer 5........................................................................................................................33
Case study 4.......................................................................................................................34
Answer 1........................................................................................................................34
Answer 2........................................................................................................................34
Answer 3........................................................................................................................34
Answer 4........................................................................................................................34
Answer 5........................................................................................................................34
5EARLY CHILDHOOD EDUCATION AND CARE
Answer 6........................................................................................................................35
References..........................................................................................................................36
Answer 6........................................................................................................................35
References..........................................................................................................................36
6EARLY CHILDHOOD EDUCATION AND CARE
Answer 1
Physical needs Child can be encouraged to run, swing and climb and other
physical activities so that his/her physical development can
occur at a normal pace.
Early education and care workers should observe every child
and assess their needs..
Emotional needs There are different emotional needs of a child. He or she may
feel sensitive; have a strong sense of justice and perfection.
Workers of these settings need to observe every child to
understand their emotional quotient and address their emotions
positively.
Acceptance of
individual differences
Different children differ in their growth due to gender, age, nutrition, race and
many more factors.
Opportunities to learn This is the most important factor in education and growth (physical and
mental) of every children.
Respect and self-esteem Self-esteem comes from the love, recognition and support of family and
teachers. Hence, the teachers should recognize every achievement of the child
to increase his confidence.
Answer 1
Physical needs Child can be encouraged to run, swing and climb and other
physical activities so that his/her physical development can
occur at a normal pace.
Early education and care workers should observe every child
and assess their needs..
Emotional needs There are different emotional needs of a child. He or she may
feel sensitive; have a strong sense of justice and perfection.
Workers of these settings need to observe every child to
understand their emotional quotient and address their emotions
positively.
Acceptance of
individual differences
Different children differ in their growth due to gender, age, nutrition, race and
many more factors.
Opportunities to learn This is the most important factor in education and growth (physical and
mental) of every children.
Respect and self-esteem Self-esteem comes from the love, recognition and support of family and
teachers. Hence, the teachers should recognize every achievement of the child
to increase his confidence.
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7EARLY CHILDHOOD EDUCATION AND CARE
Answer 2
Sequence of development It is a pattern of development for every children.
Every child has its own pattern for development. For
example, a toddler has to be able to walk before
running. However, another child will follow the
general process like sitting, rolling over then walking.
Individual differences Individual differences are factors that differs
one child from another. The differences can be – race,
ethnicity, genetic factors, nutritional factors, growth
environment and gender.
Readiness Readiness is a multi-dimensional concept, in which
the cognitive ability of the children decides their
success and wellbeing.
Age-appropriate development Age-appropriate development is the
development of communication norms largely agreed
upon within a society or amongst sociological and
psychological establishments to be suitable to a
child's growth of social skills
Stage of development This is related to the development of children, which
is divided into several stages and this division is
Answer 2
Sequence of development It is a pattern of development for every children.
Every child has its own pattern for development. For
example, a toddler has to be able to walk before
running. However, another child will follow the
general process like sitting, rolling over then walking.
Individual differences Individual differences are factors that differs
one child from another. The differences can be – race,
ethnicity, genetic factors, nutritional factors, growth
environment and gender.
Readiness Readiness is a multi-dimensional concept, in which
the cognitive ability of the children decides their
success and wellbeing.
Age-appropriate development Age-appropriate development is the
development of communication norms largely agreed
upon within a society or amongst sociological and
psychological establishments to be suitable to a
child's growth of social skills
Stage of development This is related to the development of children, which
is divided into several stages and this division is
8EARLY CHILDHOOD EDUCATION AND CARE
depending on the qualitative differences between
children.
Answer 3
Developmental milestones are physical skills or behavioral skills that is seen among the
children during their growth and development. These milestones are different for every age range
and the timeframe to acquire these depends on the ability of the child itself. These milestones
are- crawling, rolling, sitting, walking and talking. There is a general time range in which a child
reaches these milestones (Australian Government Department of Social Services, 2017).
Answer 4
Answer 4.1
As per the definition of the developmental milestones, one particular milestone has a
period, within which the milestone will be reached. However, every child has its own ability to
reach that milestone. Sometimes it takes minimal time for the baby to reach the milestone and
sometimes it takes longer to be able to acquire the skill. Hence, if a baby is not trying to sit or
roll in the age of 8 months, it should be treated as normal. The child may be focusing on other
aspect of development than sit up and roll. Hence, parents should not concern about the issue
(Westendorp et al., 2014).
Answer 4.2
Stammering in children is a serious problem as it creates a lot of confusion in their brain
and affects their mental development. However, in early ages, when the child learn to speak, it is
quite common. The child started using different words and hence, stammering seems quite
depending on the qualitative differences between
children.
Answer 3
Developmental milestones are physical skills or behavioral skills that is seen among the
children during their growth and development. These milestones are different for every age range
and the timeframe to acquire these depends on the ability of the child itself. These milestones
are- crawling, rolling, sitting, walking and talking. There is a general time range in which a child
reaches these milestones (Australian Government Department of Social Services, 2017).
Answer 4
Answer 4.1
As per the definition of the developmental milestones, one particular milestone has a
period, within which the milestone will be reached. However, every child has its own ability to
reach that milestone. Sometimes it takes minimal time for the baby to reach the milestone and
sometimes it takes longer to be able to acquire the skill. Hence, if a baby is not trying to sit or
roll in the age of 8 months, it should be treated as normal. The child may be focusing on other
aspect of development than sit up and roll. Hence, parents should not concern about the issue
(Westendorp et al., 2014).
Answer 4.2
Stammering in children is a serious problem as it creates a lot of confusion in their brain
and affects their mental development. However, in early ages, when the child learn to speak, it is
quite common. The child started using different words and hence, stammering seems quite
9EARLY CHILDHOOD EDUCATION AND CARE
natural for early development of children. However, if the habit persists until 1 to 2 year of age,
parents should seek the advice of doctors. This is because; childhood stammering generally
disappears after 1 to 3 year of age. Hence, if the stammering is persisting, the parents should seek
advice of doctors.
Answer 4.3
Involving parents in the developmental journey of every children is effective as children
spends most of their time developing in the presence of their parents. Hence, early educational
centers should involve the parents every time a child achieves his developmental goal or acquire
any skills. The parents should also be involved if the children is not able to achieve these goals
as parents can help the child to be motivated. Hence, a continuous review process should be
provided to all the parents to engage them in the developmental process of children.
The National Quality standards covers different areas of collaborative partnerships with
families and communities (ACECQA, 2017). These are-
It ensures that a positive, respectful and supportive relationship between families
and educational and care workers can be developed and maintained.
Families get support in parenting of their children
These services collaborates with other organizations to increase children’s
learning ability and wellbeing.
Answer 4.4
As per the situation provided in the question and the learning outcome of Early Years
Learning Framework (EYLF), it can be stated that the child acquired a strong sense of identity.
natural for early development of children. However, if the habit persists until 1 to 2 year of age,
parents should seek the advice of doctors. This is because; childhood stammering generally
disappears after 1 to 3 year of age. Hence, if the stammering is persisting, the parents should seek
advice of doctors.
Answer 4.3
Involving parents in the developmental journey of every children is effective as children
spends most of their time developing in the presence of their parents. Hence, early educational
centers should involve the parents every time a child achieves his developmental goal or acquire
any skills. The parents should also be involved if the children is not able to achieve these goals
as parents can help the child to be motivated. Hence, a continuous review process should be
provided to all the parents to engage them in the developmental process of children.
The National Quality standards covers different areas of collaborative partnerships with
families and communities (ACECQA, 2017). These are-
It ensures that a positive, respectful and supportive relationship between families
and educational and care workers can be developed and maintained.
Families get support in parenting of their children
These services collaborates with other organizations to increase children’s
learning ability and wellbeing.
Answer 4.4
As per the situation provided in the question and the learning outcome of Early Years
Learning Framework (EYLF), it can be stated that the child acquired a strong sense of identity.
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10EARLY CHILDHOOD EDUCATION AND CARE
According to this outcome, the two things that the educator can do to respond to the baby
and promote learning are –
The educator can start one to one interaction with the baby to become familiar
with its natural responses
The educator can use their interaction to understand his development speed..
Answer 5
Age group Developmental area Games/activities
3–5 years Physical Running, spinning in circle, leaping and
climbing can be activities that can help in
development of gross motor in children of this
age group
Cognitive Verbal games such as word game, Tic Tack
Toe, I spy and hide and seek, and different
board games such as connect four dots,
memory game, Uno, dominoes can be used to
increase the cognitive ability of children.
Age group Developmental area Games/activities
According to this outcome, the two things that the educator can do to respond to the baby
and promote learning are –
The educator can start one to one interaction with the baby to become familiar
with its natural responses
The educator can use their interaction to understand his development speed..
Answer 5
Age group Developmental area Games/activities
3–5 years Physical Running, spinning in circle, leaping and
climbing can be activities that can help in
development of gross motor in children of this
age group
Cognitive Verbal games such as word game, Tic Tack
Toe, I spy and hide and seek, and different
board games such as connect four dots,
memory game, Uno, dominoes can be used to
increase the cognitive ability of children.
Age group Developmental area Games/activities
11EARLY CHILDHOOD EDUCATION AND CARE
Age group Developmental area Games/activities
2–3 years Language Group games to encourage conversations,
games to use the verbal skills, I spy game that
encourages the lingual participation. singing
songs or rhymes to encourage speech
Physical Dance to music, running, jumping, tumbling
1–2 years Cognitive Activities and games like pull and peel the tape,
color separation can be color identification can
be used to increase the cognitive ability
Social The child should be taught with the value of
empathy and personal space. The child be
aware of the social norms and behaviors. He
should be able to understand the differences in
the tone of voice and difference in behavior.
8–12 months Cognitive Puzzles, stacking up toys, hiding, color puzzles
can help to increase the cognitive capability of
the kid.
Language Activities to make the kid babble and interact,
singing songs along with the kid, and showing
colorful alphabets and pictures
Age group Developmental area Games/activities
2–3 years Language Group games to encourage conversations,
games to use the verbal skills, I spy game that
encourages the lingual participation. singing
songs or rhymes to encourage speech
Physical Dance to music, running, jumping, tumbling
1–2 years Cognitive Activities and games like pull and peel the tape,
color separation can be color identification can
be used to increase the cognitive ability
Social The child should be taught with the value of
empathy and personal space. The child be
aware of the social norms and behaviors. He
should be able to understand the differences in
the tone of voice and difference in behavior.
8–12 months Cognitive Puzzles, stacking up toys, hiding, color puzzles
can help to increase the cognitive capability of
the kid.
Language Activities to make the kid babble and interact,
singing songs along with the kid, and showing
colorful alphabets and pictures
12EARLY CHILDHOOD EDUCATION AND CARE
Age group Developmental area Games/activities
4–8 months Physical Dancing. crawling, sitting and massage can be
appropriate activities for a child to be
developed completely in this age group
Cognitive The kid should be introduced to sound by
providing him few noisy toys. Mirrors should
be hanged to their level and parents should read
out stories for them.
Birth to 4
months Physical Moving legs and hands in circular motion,
massage are the main physical activities
Emotional Crying due to hunger of fear, smiling by
watching familiar faces are prime emotional
activities
Answer 6
Age group Physical development in this age group
0–4 months Lift their head and chest while lying on stomach, control movement of their
arm and legs, able to drag dangling objects, randomly opens and shuts their
hands and grasps objects too.
4–8 months plays with toes and feet, rolls from back to stomach, eyes smoothly follow
object or person and moves in unison, crawling movements using both hands
Age group Developmental area Games/activities
4–8 months Physical Dancing. crawling, sitting and massage can be
appropriate activities for a child to be
developed completely in this age group
Cognitive The kid should be introduced to sound by
providing him few noisy toys. Mirrors should
be hanged to their level and parents should read
out stories for them.
Birth to 4
months Physical Moving legs and hands in circular motion,
massage are the main physical activities
Emotional Crying due to hunger of fear, smiling by
watching familiar faces are prime emotional
activities
Answer 6
Age group Physical development in this age group
0–4 months Lift their head and chest while lying on stomach, control movement of their
arm and legs, able to drag dangling objects, randomly opens and shuts their
hands and grasps objects too.
4–8 months plays with toes and feet, rolls from back to stomach, eyes smoothly follow
object or person and moves in unison, crawling movements using both hands
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13EARLY CHILDHOOD EDUCATION AND CARE
and feet, turns head to sound of voices
8–12 months Pull themselves to standing position with support, able to crawl maturely, can
pick and throw small objects, becomes anxious when parents are not around,
and cry in the presence of strangers
1–3 years Walks, runs, climbs, dances to music in a position, seeks comfort when upset,
plays with other toddlers as well, can feed themselves
3–5 years Can dress and undress themselves, can hop and run easily, understands when
someone is hurt and comforts them, plays with other toddlers as well, answer
simple questions and speaks in sentences
6–12 years Can think logically, can read sentences and can form longer paragraphs, can
draw and adds three-dimensional effects to it, engages in activities with peers
and understands rules and complex games.
Answer 7
Answer 7.1
Gross motor development- motor development is known as the changes in the ability of
a kid to control his muscle movements. This change occurs from the spontaneous movement of
hands and kicks of infants to controlled movement of locomotion, reaching and complex sport
skills. Examples: running jumping and crawling are examples of gross motor development in
infancy.
and feet, turns head to sound of voices
8–12 months Pull themselves to standing position with support, able to crawl maturely, can
pick and throw small objects, becomes anxious when parents are not around,
and cry in the presence of strangers
1–3 years Walks, runs, climbs, dances to music in a position, seeks comfort when upset,
plays with other toddlers as well, can feed themselves
3–5 years Can dress and undress themselves, can hop and run easily, understands when
someone is hurt and comforts them, plays with other toddlers as well, answer
simple questions and speaks in sentences
6–12 years Can think logically, can read sentences and can form longer paragraphs, can
draw and adds three-dimensional effects to it, engages in activities with peers
and understands rules and complex games.
Answer 7
Answer 7.1
Gross motor development- motor development is known as the changes in the ability of
a kid to control his muscle movements. This change occurs from the spontaneous movement of
hands and kicks of infants to controlled movement of locomotion, reaching and complex sport
skills. Examples: running jumping and crawling are examples of gross motor development in
infancy.
14EARLY CHILDHOOD EDUCATION AND CARE
Answer 7.2
Age group Toys Equipment Games
Babies and Infants Color toys, simple
puzzles,
Massage, moving
hands in
uncontrolled motion
Color matching, grab and
hold objects in hand
Toddlers Running behind a ball,
jumping and hopping
practices
Ball, hula hoops,
shoes to jump
Hopping, jumping
and running behind a ball
Pre-schoolers Puzzles, color match,
running, hopping and
grabbing objects I hand
Puzzles, ball, hoop
and pulling pushing
objects
tic tack toe, racing,
running, jumping hopping
Primary school age Running, jumping,
hopping
Hula hoops, hoping
ball, gorilla gym
running track
Hide and seek, racing,
jumping
Answer 8
Answer 8.1
Fine motor development is known as the actions performed with the small muscles of
hands wrists and fingers. Eye-hand coordination is promoted when a child colors a picture or
writes her name with a pencil. Repeating this activity will help a child refine her fine motor
movements and become more precise. Three examples are: Ripped scrap papers, magnets and
glittertoons (Payen & Gregory, 2017).
Answer 7.2
Age group Toys Equipment Games
Babies and Infants Color toys, simple
puzzles,
Massage, moving
hands in
uncontrolled motion
Color matching, grab and
hold objects in hand
Toddlers Running behind a ball,
jumping and hopping
practices
Ball, hula hoops,
shoes to jump
Hopping, jumping
and running behind a ball
Pre-schoolers Puzzles, color match,
running, hopping and
grabbing objects I hand
Puzzles, ball, hoop
and pulling pushing
objects
tic tack toe, racing,
running, jumping hopping
Primary school age Running, jumping,
hopping
Hula hoops, hoping
ball, gorilla gym
running track
Hide and seek, racing,
jumping
Answer 8
Answer 8.1
Fine motor development is known as the actions performed with the small muscles of
hands wrists and fingers. Eye-hand coordination is promoted when a child colors a picture or
writes her name with a pencil. Repeating this activity will help a child refine her fine motor
movements and become more precise. Three examples are: Ripped scrap papers, magnets and
glittertoons (Payen & Gregory, 2017).
15EARLY CHILDHOOD EDUCATION AND CARE
Answer 8.2
Age group Toys Equipment Games
Babies and Infants Kids mobile It will contain song
and visual equipment
that will help babies
to understand visuals
and sounds
Identification of sounds
from the name of the animal
Toddlers I spy telescopes This toy will have
equipment’s that will
generate communal
harmony and peace
Spy games with other
toddlers
Pre-schoolers Dough, bead and
balls
This prime
equipment will
contain colorful clays
and crafts to affect
the finer motor
development of the
child
Clays can be used as
material for colorful
building blocks. beads and
balls will also be used to
develop the fine motor of
the preschoolers
Primary school
age
Analytical questions,
simple questions and
puzzle and riddles
can be played by
Books and
copies will the prime
equipment
Matching colors,
draw difficult painting and
answer to analytical
question can be used as
Answer 8.2
Age group Toys Equipment Games
Babies and Infants Kids mobile It will contain song
and visual equipment
that will help babies
to understand visuals
and sounds
Identification of sounds
from the name of the animal
Toddlers I spy telescopes This toy will have
equipment’s that will
generate communal
harmony and peace
Spy games with other
toddlers
Pre-schoolers Dough, bead and
balls
This prime
equipment will
contain colorful clays
and crafts to affect
the finer motor
development of the
child
Clays can be used as
material for colorful
building blocks. beads and
balls will also be used to
develop the fine motor of
the preschoolers
Primary school
age
Analytical questions,
simple questions and
puzzle and riddles
can be played by
Books and
copies will the prime
equipment
Matching colors,
draw difficult painting and
answer to analytical
question can be used as
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16EARLY CHILDHOOD EDUCATION AND CARE
Age group Toys Equipment Games
primary students games
Answer 9
Infants- there are very few daily activities that infants can do by their own. However,
few physical activities of their routine they should perform every day such as trying to walk and
sit up or drink water from a cup. This activity routine will help them to be independent and
reduce their cry habits.
Toddler- the daily routines of toddlers should include physical activities like running,
crawling and hopping for their gross motor development, drawing art and clay to develop their
fine motors. Now the toddler should introduced to hygiene and cleanliness so that he can protect
himself from infections.
Pre-schoolers- their daily routine should include physical, mental and social activities.
They should be able to understand about simple rules and regulations. Their activities should be
of group of toddlers so that they can grow in social aspect. Their physical activities should
include climbing, tumbling and running. They should be able to maintain personal hygiene and
maintain a clean environment around them.
Age group Toys Equipment Games
primary students games
Answer 9
Infants- there are very few daily activities that infants can do by their own. However,
few physical activities of their routine they should perform every day such as trying to walk and
sit up or drink water from a cup. This activity routine will help them to be independent and
reduce their cry habits.
Toddler- the daily routines of toddlers should include physical activities like running,
crawling and hopping for their gross motor development, drawing art and clay to develop their
fine motors. Now the toddler should introduced to hygiene and cleanliness so that he can protect
himself from infections.
Pre-schoolers- their daily routine should include physical, mental and social activities.
They should be able to understand about simple rules and regulations. Their activities should be
of group of toddlers so that they can grow in social aspect. Their physical activities should
include climbing, tumbling and running. They should be able to maintain personal hygiene and
maintain a clean environment around them.
17EARLY CHILDHOOD EDUCATION AND CARE
Answer 10
Answer 10.1
Impact Potential long term impacts
Poor diet obesity, mental illness, and
failure to thrive academically
Osteoporosis, cardiovascular problems,
type two diabetes mellitus
Lack of play Less developed bones and
muscles, socially isolated and
less confident
Affected social life, cardio vascular
disease and obesity
Limited stimulation of
brain (include reference
to development of brain
synapses)
The child is not able to sense one
of his sensory organs
Affects the cognitive development in
children by affecting one of the five
senses of human body.
Inconsistent or absent
emotional support and
comfort
Less social, insensitive to
feelings, cannot express their
pain and dilemma
Adult depression and suicidal tendency
with high health risks.
Answer 10
Answer 10.1
Impact Potential long term impacts
Poor diet obesity, mental illness, and
failure to thrive academically
Osteoporosis, cardiovascular problems,
type two diabetes mellitus
Lack of play Less developed bones and
muscles, socially isolated and
less confident
Affected social life, cardio vascular
disease and obesity
Limited stimulation of
brain (include reference
to development of brain
synapses)
The child is not able to sense one
of his sensory organs
Affects the cognitive development in
children by affecting one of the five
senses of human body.
Inconsistent or absent
emotional support and
comfort
Less social, insensitive to
feelings, cannot express their
pain and dilemma
Adult depression and suicidal tendency
with high health risks.
18EARLY CHILDHOOD EDUCATION AND CARE
Impact Potential long term impacts
Stress Their brain become wired to
react to stressful or threatening
conditions, making them slow in
coping life demands and slows
their growth rate as well.
Prolonged stress can elevate the level of
cortisol that can eventually damage the
developing brain and physical growth
and effects the immune system as well.
Lack of materials
and resources
Affects the child socially as it
creates an envy to acquire
everything their friend might
have
Less social, less sensitive and more angry
Answer 10.2
Biological factor- Nutrition
Environmental factor- economic status of the family.
Answer 10.3
According to neurological test reports, prenatal, perinatal and postnatal phase of
childhood is very important for the overall development of brain. The child gets to learn about
the world in these phases and the experience from these phases decides his future. His overall
physical emotional and social development will depend on this phase. Hence, early development
of a child is very important (Luby et al., 2013).
Impact Potential long term impacts
Stress Their brain become wired to
react to stressful or threatening
conditions, making them slow in
coping life demands and slows
their growth rate as well.
Prolonged stress can elevate the level of
cortisol that can eventually damage the
developing brain and physical growth
and effects the immune system as well.
Lack of materials
and resources
Affects the child socially as it
creates an envy to acquire
everything their friend might
have
Less social, less sensitive and more angry
Answer 10.2
Biological factor- Nutrition
Environmental factor- economic status of the family.
Answer 10.3
According to neurological test reports, prenatal, perinatal and postnatal phase of
childhood is very important for the overall development of brain. The child gets to learn about
the world in these phases and the experience from these phases decides his future. His overall
physical emotional and social development will depend on this phase. Hence, early development
of a child is very important (Luby et al., 2013).
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19EARLY CHILDHOOD EDUCATION AND CARE
Answer 11
Answer 11.1
Social development of a child is defines by his or her ability to understand his or her own
feelings, understand of others feelings and needs and the ability to interact positively. This is the
prime foundation of the child’s social life.
Answer 11.2
Age group Social development in this age group
0 – 1 year Recognize family people, began to communicate
1 – 3 years Uses imagination, seek out others too
3 – 6 years Enjoys with peers and communicate with strangers too
6 – 8 years Does not hesitate to communicate with strangers
Answer 12
Scaffolding is a process in which the children are provided with motivations and moves
to help them achieve comprehensive success and independent learning process. It is an essential
process in modern parenting and learning process and helps children to achieve success (Hill et
al., 2017).
Answer 11
Answer 11.1
Social development of a child is defines by his or her ability to understand his or her own
feelings, understand of others feelings and needs and the ability to interact positively. This is the
prime foundation of the child’s social life.
Answer 11.2
Age group Social development in this age group
0 – 1 year Recognize family people, began to communicate
1 – 3 years Uses imagination, seek out others too
3 – 6 years Enjoys with peers and communicate with strangers too
6 – 8 years Does not hesitate to communicate with strangers
Answer 12
Scaffolding is a process in which the children are provided with motivations and moves
to help them achieve comprehensive success and independent learning process. It is an essential
process in modern parenting and learning process and helps children to achieve success (Hill et
al., 2017).
20EARLY CHILDHOOD EDUCATION AND CARE
Example: a fragment of sentence, that need to be completed by the children and asking he
reason for its incompleteness.
Answer 13
By supporting, the child’s social and emotional skills and letting him
communicate clearly with everyone.
Providing him with activities that connects the family. Understand his point of
view for supporting them.
Creating a welcoming environment for all the children and families of
neighborhood so that the child can connect with all of them.
Answer 14
One-to-one interaction – this will help to the service provider to understand the
depth of the imagination of the child. It will be easier to assess the success and the
child will feel free to share his thoughts without any hesitation.
Small group interaction- this will help to assess the ability of the children to
communicate in a group freely, it will increase the child’s social communication
skills.
Large group interaction- this will also help to increase the capacity of the child to
communicate with peers and interact socially. He will be able to learn the idea of
cooperation and will become helpful to others.
Answer 15
Emotional development is a complex procedure that starts from the infancy and through
different stages, the child acquires these emotional skills. The first few emotions a child acquires
Example: a fragment of sentence, that need to be completed by the children and asking he
reason for its incompleteness.
Answer 13
By supporting, the child’s social and emotional skills and letting him
communicate clearly with everyone.
Providing him with activities that connects the family. Understand his point of
view for supporting them.
Creating a welcoming environment for all the children and families of
neighborhood so that the child can connect with all of them.
Answer 14
One-to-one interaction – this will help to the service provider to understand the
depth of the imagination of the child. It will be easier to assess the success and the
child will feel free to share his thoughts without any hesitation.
Small group interaction- this will help to assess the ability of the children to
communicate in a group freely, it will increase the child’s social communication
skills.
Large group interaction- this will also help to increase the capacity of the child to
communicate with peers and interact socially. He will be able to learn the idea of
cooperation and will become helpful to others.
Answer 15
Emotional development is a complex procedure that starts from the infancy and through
different stages, the child acquires these emotional skills. The first few emotions a child acquires
21EARLY CHILDHOOD EDUCATION AND CARE
are joy, anger, sadness and fear. Furthermore, due to development more emotions like surprise,
shyness, envy, shame and guilt can be acquired (Schore, 2015).
Answer 16
Age group Emotional development that occurs in this age group
0–1 year Joy, anger, cry seeks comfort
1–3 years Joy, anger, seeks comfort and fear
3–6 years Shyness, anger, joy, guilt, surprise, fear
6–12 years Fear, joy, anger, shyness, surprise, guilt envy, humble
Answer 17
1. Acknowledging the child’s emotions and feelings
2. Letting him play with other kids and observe his behavior with them
3. Loving them and showing affection towards them. Encouraging their social
opinions.
Answer 18
1. Publishing the work of children so that they can feel motivated and do better in
future.
are joy, anger, sadness and fear. Furthermore, due to development more emotions like surprise,
shyness, envy, shame and guilt can be acquired (Schore, 2015).
Answer 16
Age group Emotional development that occurs in this age group
0–1 year Joy, anger, cry seeks comfort
1–3 years Joy, anger, seeks comfort and fear
3–6 years Shyness, anger, joy, guilt, surprise, fear
6–12 years Fear, joy, anger, shyness, surprise, guilt envy, humble
Answer 17
1. Acknowledging the child’s emotions and feelings
2. Letting him play with other kids and observe his behavior with them
3. Loving them and showing affection towards them. Encouraging their social
opinions.
Answer 18
1. Publishing the work of children so that they can feel motivated and do better in
future.
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22EARLY CHILDHOOD EDUCATION AND CARE
2. Keep moving in the entire care center so that nobody in the class can feel
neglected, as the attention of teacher is very important for the students.
3. Seating arrangement of the students should be rotating, so that every child gets the
opportunity to sit near the teacher and the teacher can observe each student
closely.
Answer 19
Receptive language- it is defined by the ability to understand the communicative
information involving the meaning of words, sentences and phrases others say while
communication (Leonard, 2014).
Expressive language- it is the ability to reply with a properly framed words or sentences
when someone communicated. The ability to put words in the answer of some one’s receptive
language is known as expressive language (Leonard, 2014).
Answer 20
Age group Language development that occurs in this age group
Birth – 4 months Noise to express demands, responsive sounds, babbling, cries
4 – 8 months Babbling, speaks with vocals gestures
8 – 12 months Recognize names of few objects, babbling
1 - 2 years Recognize requests, babbling, recognize names of more objects,
understand gestures
2. Keep moving in the entire care center so that nobody in the class can feel
neglected, as the attention of teacher is very important for the students.
3. Seating arrangement of the students should be rotating, so that every child gets the
opportunity to sit near the teacher and the teacher can observe each student
closely.
Answer 19
Receptive language- it is defined by the ability to understand the communicative
information involving the meaning of words, sentences and phrases others say while
communication (Leonard, 2014).
Expressive language- it is the ability to reply with a properly framed words or sentences
when someone communicated. The ability to put words in the answer of some one’s receptive
language is known as expressive language (Leonard, 2014).
Answer 20
Age group Language development that occurs in this age group
Birth – 4 months Noise to express demands, responsive sounds, babbling, cries
4 – 8 months Babbling, speaks with vocals gestures
8 – 12 months Recognize names of few objects, babbling
1 - 2 years Recognize requests, babbling, recognize names of more objects,
understand gestures
23EARLY CHILDHOOD EDUCATION AND CARE
2 – 3 years Names actions, develops vocabulary follow instructions
3 – 5 years Uses 5 6 words in sentences, tells their names and what they are
doing
5 – 8 years Understands directions, speaks in phrases, understands grammar
Answer 21
Answer 21.1
1. By responding to the gestures, looks and sounds of the baby.
2. By talking with and listening to the child.
3. Helping children building their language skills and verbal skills.
4. helping children to create feeling vocabulary and recognize those feelings
5. Reading books with the child and singing songs with them.
6. Narrating daily routine so that the child can understand what they do all the day.
Answer 21.2
Literacy activities:
1. talking and singing with infants to develop listening and speaking skills
2. For school aged children, playing word games, reading stories, rhymes.
3. Encourage them to draw, letting them the opportunity to use words and sentences
they learn, in their verbal communication.
Numeracy skills
2 – 3 years Names actions, develops vocabulary follow instructions
3 – 5 years Uses 5 6 words in sentences, tells their names and what they are
doing
5 – 8 years Understands directions, speaks in phrases, understands grammar
Answer 21
Answer 21.1
1. By responding to the gestures, looks and sounds of the baby.
2. By talking with and listening to the child.
3. Helping children building their language skills and verbal skills.
4. helping children to create feeling vocabulary and recognize those feelings
5. Reading books with the child and singing songs with them.
6. Narrating daily routine so that the child can understand what they do all the day.
Answer 21.2
Literacy activities:
1. talking and singing with infants to develop listening and speaking skills
2. For school aged children, playing word games, reading stories, rhymes.
3. Encourage them to draw, letting them the opportunity to use words and sentences
they learn, in their verbal communication.
Numeracy skills
24EARLY CHILDHOOD EDUCATION AND CARE
4. Counting problems, idea of size, distance and speed, count cars, toys or tables.
5. comparing sizes of stones, trees, count the number of flowers in the garden
6. Use different shapes to identify.
Creativity skills:
7. establish expressive freedom amongst the children
8. allow them room, if they do some mistake
9. make them participate in creative learning programs
10. Use emotional connection to make them think creatively.
Answer 22
Cognitive development is a study in neuroscience and psychology concentrating on a
child's expansion in terms of information processing, perceptual ability, language knowledge,
and other aspects of brain growth and cognitive psychology compared to an adult's opinion
(Bjorklund & Causey, 2017). Different cognitive skills that are been developed are memory,
attention, thinking and so on.
Answer 23
1. The toys chosen for children encourages different ways to play them. Some
examples are homemade clays, blocks, cardboard boxes, cars and tracks and so
on. This can enhance the creativity inside each children, as the toys that has only
1 way to play hinders the thinking of the child and force him to think in one
direction only.
2. Each question of children are given value and a proper answer has been provided.
This helps to maintain the eagerness of knowledge in every child.
4. Counting problems, idea of size, distance and speed, count cars, toys or tables.
5. comparing sizes of stones, trees, count the number of flowers in the garden
6. Use different shapes to identify.
Creativity skills:
7. establish expressive freedom amongst the children
8. allow them room, if they do some mistake
9. make them participate in creative learning programs
10. Use emotional connection to make them think creatively.
Answer 22
Cognitive development is a study in neuroscience and psychology concentrating on a
child's expansion in terms of information processing, perceptual ability, language knowledge,
and other aspects of brain growth and cognitive psychology compared to an adult's opinion
(Bjorklund & Causey, 2017). Different cognitive skills that are been developed are memory,
attention, thinking and so on.
Answer 23
1. The toys chosen for children encourages different ways to play them. Some
examples are homemade clays, blocks, cardboard boxes, cars and tracks and so
on. This can enhance the creativity inside each children, as the toys that has only
1 way to play hinders the thinking of the child and force him to think in one
direction only.
2. Each question of children are given value and a proper answer has been provided.
This helps to maintain the eagerness of knowledge in every child.
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25EARLY CHILDHOOD EDUCATION AND CARE
Answer 24
Answer 24.1
A child in the care setting was sitting on a table trying to arrange the entire puzzle and
was unable to stack them in the puzzle tray. Hence, I went on to help the child and used my
spontaneous skills to communicate with him and understand his problem. I helped him to stack
the puzzle cubes. Therefore, his problem was solved (Merrell & Gimpel, 2014).
Answer 24.2
The EYLF defines intentional teaching as educators being thoughtful, determined and
considerate in their decisions and actions. The intentional teaching I applied was:
organized and took time to involve in personal discussions with children and their
families to make them feel comfortable and appreciated
invite children and families to share images, substances and resources that reflect
their cultural and social backgrounds
Answer 24.3
These two process of interacting with the family and the child will help to gain
confidence of the child. This is important as the child stays alone in the care settings and can
hesitate or fear to disclose all his needs or thoughts to the tutor. Hence, being comfortable with
the children, the tutor can understand the needs of the child. This is why the child in the first
scenario communicated to tell me about his problem and eventually I was able to make him
understand the value of communication.
Answer 25
1. Please sit on your chair.
Answer 24
Answer 24.1
A child in the care setting was sitting on a table trying to arrange the entire puzzle and
was unable to stack them in the puzzle tray. Hence, I went on to help the child and used my
spontaneous skills to communicate with him and understand his problem. I helped him to stack
the puzzle cubes. Therefore, his problem was solved (Merrell & Gimpel, 2014).
Answer 24.2
The EYLF defines intentional teaching as educators being thoughtful, determined and
considerate in their decisions and actions. The intentional teaching I applied was:
organized and took time to involve in personal discussions with children and their
families to make them feel comfortable and appreciated
invite children and families to share images, substances and resources that reflect
their cultural and social backgrounds
Answer 24.3
These two process of interacting with the family and the child will help to gain
confidence of the child. This is important as the child stays alone in the care settings and can
hesitate or fear to disclose all his needs or thoughts to the tutor. Hence, being comfortable with
the children, the tutor can understand the needs of the child. This is why the child in the first
scenario communicated to tell me about his problem and eventually I was able to make him
understand the value of communication.
Answer 25
1. Please sit on your chair.
26EARLY CHILDHOOD EDUCATION AND CARE
2. please keep quiet
3. I will sit at little distance from the kid
4. Molly! We will do that once you are grown up.
Answer 26
Consult children using various kinds of communication
Interact and collaborate with all the children on regular basis like discussions on
small or large groups
Encourage children to consider new ideas and interests that haven't done before in
service
Allow enough time for children to express their ideas in various contexts and
respect their view, comments.
Answer 27
1. How did that happen?
2. Can you tell me about the picture?
3. What are you upset at?
4. “Hi! Dolly”! Perry, are you enjoying with the doll?
2. please keep quiet
3. I will sit at little distance from the kid
4. Molly! We will do that once you are grown up.
Answer 26
Consult children using various kinds of communication
Interact and collaborate with all the children on regular basis like discussions on
small or large groups
Encourage children to consider new ideas and interests that haven't done before in
service
Allow enough time for children to express their ideas in various contexts and
respect their view, comments.
Answer 27
1. How did that happen?
2. Can you tell me about the picture?
3. What are you upset at?
4. “Hi! Dolly”! Perry, are you enjoying with the doll?
27EARLY CHILDHOOD EDUCATION AND CARE
Answer 28
Resource: Use of non-fiction book
It will help to build the vocabulary of the child,
enhance the imagination skills.
Resource: Computer /keyboard
It will help the kid to understand the usage
of computers and its analytical skills
Resource: Map and place names
It will make the child understand about the
world, his vocabulary about the nations will
improve
Resource: Dramatic play – restaurant and
menus
It will help the kid to learn about the name
of the foods, he can use his mathematical skills by
adding up the amount in it
Answer 28
Resource: Use of non-fiction book
It will help to build the vocabulary of the child,
enhance the imagination skills.
Resource: Computer /keyboard
It will help the kid to understand the usage
of computers and its analytical skills
Resource: Map and place names
It will make the child understand about the
world, his vocabulary about the nations will
improve
Resource: Dramatic play – restaurant and
menus
It will help the kid to learn about the name
of the foods, he can use his mathematical skills by
adding up the amount in it
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28EARLY CHILDHOOD EDUCATION AND CARE
Answer 29
1. Telling kids about the book and its main idea.
2. Understand the genre of the book and pointing out the interesting facts about it.
3. Asking the kid about their minimal knowledge about the topic covered in book or
let them gather knowledge about it.
4. Explaining the importance of the topic for their future, and engage them in the
reading can enhance their listening skills.
Answer 30
I will ask the parent to learn basic English
it will be preferable for the children to talk in English at home while eating,
playing with parents
Let the children read bed time stories in English
singing songs together in English
Answer 31
1. it helps to remember things that were in focus of learning and helped to remember
what is left to learn
2. it help us to connect to our relationships and peers
3. it helps to remember our food, comfort and other preferences
4. it help us to relate to our habits and personality
5. memory helps us to remember our identity and personality
Answer 29
1. Telling kids about the book and its main idea.
2. Understand the genre of the book and pointing out the interesting facts about it.
3. Asking the kid about their minimal knowledge about the topic covered in book or
let them gather knowledge about it.
4. Explaining the importance of the topic for their future, and engage them in the
reading can enhance their listening skills.
Answer 30
I will ask the parent to learn basic English
it will be preferable for the children to talk in English at home while eating,
playing with parents
Let the children read bed time stories in English
singing songs together in English
Answer 31
1. it helps to remember things that were in focus of learning and helped to remember
what is left to learn
2. it help us to connect to our relationships and peers
3. it helps to remember our food, comfort and other preferences
4. it help us to relate to our habits and personality
5. memory helps us to remember our identity and personality
29EARLY CHILDHOOD EDUCATION AND CARE
Answer 32
1. Concept of measurement-this helps to understand the measurement skills. This
can be difference of height, weight, distance, speed.
2. concept of Patterns- Patterns help kids acquire to make calculations, to
understand what comes next, to make rational connections, and to use cognitive
skills
3. Problem solving concepts- it enhances the ability of the child to think over a
problem, to identify there is more than one track to the answer.
Answer 33
Answer 33.1
Loving the children and give them praises.
Help them to set realistic goals
Self-love and self-talk need to be enhanced
Encourage sports or other physical activities.
Answer 33.2
Helping him to communicate with society
Let him express his views when people are hurt in front of him
Letting him help his friends in need
Answer 33.3
Catching the kid when he is correct and ask him to amend the mistake when he is
wrong
Answer 32
1. Concept of measurement-this helps to understand the measurement skills. This
can be difference of height, weight, distance, speed.
2. concept of Patterns- Patterns help kids acquire to make calculations, to
understand what comes next, to make rational connections, and to use cognitive
skills
3. Problem solving concepts- it enhances the ability of the child to think over a
problem, to identify there is more than one track to the answer.
Answer 33
Answer 33.1
Loving the children and give them praises.
Help them to set realistic goals
Self-love and self-talk need to be enhanced
Encourage sports or other physical activities.
Answer 33.2
Helping him to communicate with society
Let him express his views when people are hurt in front of him
Letting him help his friends in need
Answer 33.3
Catching the kid when he is correct and ask him to amend the mistake when he is
wrong
30EARLY CHILDHOOD EDUCATION AND CARE
praise them on their positive behavior, a small punishment when do negative
things
helping them in their positive works, criticizing them in their fault
Answer 33.4
Teaching with photographs
switch off the audio while watching a movie
make them understand the gestures of family members
playing dumb Charades with them
Answer 33.5
letting them watch cartoons where friendship is the main focus
let them watch movies on friendship
read stories about friendship
Answer 33.6
helping them understand the problems
make them understand the way they can solve the problem
make them understand the problem in an easy way
Answer 33.7
Asking them to wish good morning or hello while meeting anyone,
being seated while eating can be taught
Addressing the words, as ‘thank you’ and ‘you are welcome’ as magic words that
need to be said every time someone helps you can teach them these minimum
manners.
praise them on their positive behavior, a small punishment when do negative
things
helping them in their positive works, criticizing them in their fault
Answer 33.4
Teaching with photographs
switch off the audio while watching a movie
make them understand the gestures of family members
playing dumb Charades with them
Answer 33.5
letting them watch cartoons where friendship is the main focus
let them watch movies on friendship
read stories about friendship
Answer 33.6
helping them understand the problems
make them understand the way they can solve the problem
make them understand the problem in an easy way
Answer 33.7
Asking them to wish good morning or hello while meeting anyone,
being seated while eating can be taught
Addressing the words, as ‘thank you’ and ‘you are welcome’ as magic words that
need to be said every time someone helps you can teach them these minimum
manners.
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31EARLY CHILDHOOD EDUCATION AND CARE
Answer 33.8
Asking the kids, the problems repeatedly will help them to understand the
processes to solve it. This process will help to solve the problems in the absence
of the parents or when things become difficult.
Answer 34
1.
toys for his baby sister
decoration of the room
making bed for his sister
2.
Hard work hats, shovels, plastic crates, tape measures, some tractors and dump
trucks.
Posters of road works and pictures of tunnels, bridges, road workers and
construction worksites.
Books about roads and construction.
Part B
Case study 1
Answer 1
Nicola is an intelligent child. She is able to remember the Italian words taught by her
nonnie. She has developed bilingual interaction skills and can remember both the vocabularies.
She is comfortable in talking to her tutor and has manners and appreciation skills
Answer 33.8
Asking the kids, the problems repeatedly will help them to understand the
processes to solve it. This process will help to solve the problems in the absence
of the parents or when things become difficult.
Answer 34
1.
toys for his baby sister
decoration of the room
making bed for his sister
2.
Hard work hats, shovels, plastic crates, tape measures, some tractors and dump
trucks.
Posters of road works and pictures of tunnels, bridges, road workers and
construction worksites.
Books about roads and construction.
Part B
Case study 1
Answer 1
Nicola is an intelligent child. She is able to remember the Italian words taught by her
nonnie. She has developed bilingual interaction skills and can remember both the vocabularies.
She is comfortable in talking to her tutor and has manners and appreciation skills
32EARLY CHILDHOOD EDUCATION AND CARE
Answer 2
She is able to remember the things
She told to the tutor previously.
She has developed manners.
She has developed her bilingual skills.
She is able to share her thoughts clearly.
Answer 3
I can ask her about her knowledge about her Italian food skills
I can ask if she remembers what her nonnie describes her about Italy
I can ask about the practices they perform as Italian
Answer 4
The ethical code of conduct of any country does not ask the citizen to forget their heritage
or roots. Nicola’s nannie is Italian and she has every right to follow the practices and speak in
Italian language freely.
Case study 2
I will talk to Oliver about the action he has performed very politely. I will make him
understand that, Jeremy could have become injured by the push and if he wants his block, he can
ask him to return that. Hence, I will try to pacify the situation and make him learn the sharing of
toys.
Answer 2
She is able to remember the things
She told to the tutor previously.
She has developed manners.
She has developed her bilingual skills.
She is able to share her thoughts clearly.
Answer 3
I can ask her about her knowledge about her Italian food skills
I can ask if she remembers what her nonnie describes her about Italy
I can ask about the practices they perform as Italian
Answer 4
The ethical code of conduct of any country does not ask the citizen to forget their heritage
or roots. Nicola’s nannie is Italian and she has every right to follow the practices and speak in
Italian language freely.
Case study 2
I will talk to Oliver about the action he has performed very politely. I will make him
understand that, Jeremy could have become injured by the push and if he wants his block, he can
ask him to return that. Hence, I will try to pacify the situation and make him learn the sharing of
toys.
33EARLY CHILDHOOD EDUCATION AND CARE
Case study 3
Answer 1
Anshul always had a plan prior to start the construction that defines his learner skills. He
is involved in his work and focuses on balancing the larger cylinder on smaller one. This defines
his involvement in his task. He allows other to involve in the construction process and
appreciates their ideas. That defines him as confident kid not shy or jealous to others.
Answer 2
The way Anshul communicates with his peers while construction and after that with the
tutor, explains his communication skills.
Answer 3
The educator ask Anshul to draw his imaginations on a paper so that everyone can
become influenced to it. She appreciates the effort of Anshul and claps for the tower they made.
Answer 4
What made you think like that Anshul?
Answer 5
These photos of Anshul, indulged in construction and communication with his peers can
be used for further kids to become inspired and driven to think like him. More kids can think the
way Anshul thinks and their cognitive and creativity skills will be encouraged.
Case study 3
Answer 1
Anshul always had a plan prior to start the construction that defines his learner skills. He
is involved in his work and focuses on balancing the larger cylinder on smaller one. This defines
his involvement in his task. He allows other to involve in the construction process and
appreciates their ideas. That defines him as confident kid not shy or jealous to others.
Answer 2
The way Anshul communicates with his peers while construction and after that with the
tutor, explains his communication skills.
Answer 3
The educator ask Anshul to draw his imaginations on a paper so that everyone can
become influenced to it. She appreciates the effort of Anshul and claps for the tower they made.
Answer 4
What made you think like that Anshul?
Answer 5
These photos of Anshul, indulged in construction and communication with his peers can
be used for further kids to become inspired and driven to think like him. More kids can think the
way Anshul thinks and their cognitive and creativity skills will be encouraged.
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34EARLY CHILDHOOD EDUCATION AND CARE
Case study 4
Answer 1
The children become curious to learn about sea and its creatures. They develop skills to
enquire, experiment research and investigation through this exercise
Answer 2
The educator in this scenario explains the NQS element. She arranged a work place for
children where they can apply their knowledge and share them to other kids. They are free to
deliver their thoughts and ideas about sea and its animals. It will make their communication
skills positive and let them talk to strangers freely.
Answer 3
Moment after the educator heard about the discussion of children, she arranged a place to
apply their thoughts and knowledge. This scenario demonstrates her responsiveness and
enthusiasm towards children.
Answer 4
Children will be able to apply their thoughts
One child can inspire other to thought differently or can become inspired by others
They can learn about the topic by scaffold learning
Answer 5
They can learn about sea animals, their foods, and the environment in which they live.
These things will increase their vocabulary about sea and sea animals.
Case study 4
Answer 1
The children become curious to learn about sea and its creatures. They develop skills to
enquire, experiment research and investigation through this exercise
Answer 2
The educator in this scenario explains the NQS element. She arranged a work place for
children where they can apply their knowledge and share them to other kids. They are free to
deliver their thoughts and ideas about sea and its animals. It will make their communication
skills positive and let them talk to strangers freely.
Answer 3
Moment after the educator heard about the discussion of children, she arranged a place to
apply their thoughts and knowledge. This scenario demonstrates her responsiveness and
enthusiasm towards children.
Answer 4
Children will be able to apply their thoughts
One child can inspire other to thought differently or can become inspired by others
They can learn about the topic by scaffold learning
Answer 5
They can learn about sea animals, their foods, and the environment in which they live.
These things will increase their vocabulary about sea and sea animals.
35EARLY CHILDHOOD EDUCATION AND CARE
Answer 6
The educator can ask every children about their thoughts personally to understand
the uniqueness in thoughts
The educator can show them videos of sea and sea animals so that their visual
memory can be enhanced
Answer 6
The educator can ask every children about their thoughts personally to understand
the uniqueness in thoughts
The educator can show them videos of sea and sea animals so that their visual
memory can be enhanced
36EARLY CHILDHOOD EDUCATION AND CARE
References
ACECQA. (2017). Children’s health and safety. Acecqa.gov.au. Retrieved from
http://www.acecqa.gov.au/Childrens-health-and-safety
Australian Government Department of Social Services. (2017). Developmental Milestones and
the EYLF and NQS | Department of Social Services, Australian Government. Dss.gov.au.
Retrieved from https://www.dss.gov.au/our-responsibilities/families-and-children/
publications-articles/developmental-milestones-and-the-eylf-and-nqs
Bjorklund, D. F., & Causey, K. B. (2017). Children's thinking: Cognitive development and
individual differences. SAGE Publications.
Hill, M. F., Ell, F., Grudnoff, L., Haigh, M., Cochran-Smith, M., Chang, W. C., & Ludlow, L.
(2017). Assessment for equity: learning how to use evidence to scaffold learning and
improve teaching. Assessment in Education: Principles, Policy & Practice, 24(2), 185-
204.
Leonard, L. B. (2014). Children with specific language impairment. MIT press.
Luby, J., Belden, A., Botteron, K., Marrus, N., Harms, M. P., Babb, C., ... & Barch, D. (2013).
The effects of poverty on childhood brain development: the mediating effect of
caregiving and stressful life events. JAMA pediatrics, 167(12), 1135-1142.
Merrell, K. W., & Gimpel, G. (2014). Social skills of children and adolescents:
Conceptualization, assessment, treatment. Psychology Press.
Payne, V. G., & Isaacs, L. D. (2017). Human motor development: A lifespan approach.
Routledge.
References
ACECQA. (2017). Children’s health and safety. Acecqa.gov.au. Retrieved from
http://www.acecqa.gov.au/Childrens-health-and-safety
Australian Government Department of Social Services. (2017). Developmental Milestones and
the EYLF and NQS | Department of Social Services, Australian Government. Dss.gov.au.
Retrieved from https://www.dss.gov.au/our-responsibilities/families-and-children/
publications-articles/developmental-milestones-and-the-eylf-and-nqs
Bjorklund, D. F., & Causey, K. B. (2017). Children's thinking: Cognitive development and
individual differences. SAGE Publications.
Hill, M. F., Ell, F., Grudnoff, L., Haigh, M., Cochran-Smith, M., Chang, W. C., & Ludlow, L.
(2017). Assessment for equity: learning how to use evidence to scaffold learning and
improve teaching. Assessment in Education: Principles, Policy & Practice, 24(2), 185-
204.
Leonard, L. B. (2014). Children with specific language impairment. MIT press.
Luby, J., Belden, A., Botteron, K., Marrus, N., Harms, M. P., Babb, C., ... & Barch, D. (2013).
The effects of poverty on childhood brain development: the mediating effect of
caregiving and stressful life events. JAMA pediatrics, 167(12), 1135-1142.
Merrell, K. W., & Gimpel, G. (2014). Social skills of children and adolescents:
Conceptualization, assessment, treatment. Psychology Press.
Payne, V. G., & Isaacs, L. D. (2017). Human motor development: A lifespan approach.
Routledge.
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