LA017447 - Evaluate the Curriculum and Learning Environment
Added on 2020-03-01
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Running head: ASSESSMENT 3ASSESSMENT 3Name of the student:Name of the university:Author note:
1ASSESSMENT 3Task 1:Point 1: 150A comprehensive service is provided by the teacher to toddlers who are coming from a variety ofbackgrounds in Australia. The families who are sending their children are of varied backgroundsstaring from Australian non indigenous citizens, indigenous citizens and well as immigrant formother countries like India, Pakistan, England and also other countries. The children are within theage range of three to four and are 15 in number. Mostly they are in their budding stags anddifferent individuals were seen o have different cognitive levels and speaking skills. All of themwere mentally stable and were active physically. The staffs who attended the students were alleducated with proper degrees if childcare and early years educator. There were 3 young teacherswith one old lady as a mentor.Point 2: 150The child care provided by the staffs of the unit believed on the core principle of a child’s allround development in physical, mental developments well as cognitive skills. The service mainlyfocuses on a cycle with three basic elements in order to develop the correct curriculum for thechildren 1. These include observation and documentation of the children’s activities, reflectingand planning the care plan for the children and then implementing the strategies taken whichagain move onto observation and documentation. The service mainly helps in the establishmentof the strategies that will address a child’s negative aspects for turning them into positive1Gestwicki, C., 2013.Developmentally appropriate practice: Curriculum and development inearly education. Cengage Learning.
2ASSESSMENT 3behavior and modify the already positive traits to further enhanced skills2. Five important skillson which the teachers mainly focus in this service for the children are developing the skills forcommunication, cognition, motor development, social skills and emotional development3.Different indoor and outdoor activities are introduced in a timely scheduled format in each of thefive mentioned categories for an overall development of the children.Point 3: 300The learning environment is developed mostly in the form of learning though playing methodsrather than book based education. Researches shows that play based methods create less pressureon the children. Moreover, the strategies that are taken help the children to explore thesurrounding environment and the nature so that they not only learn the elements of the nature andtheir utilities but also help to develop a bond with the nature which is very important in thepresent generation4. The curriculum has different activities which are introduced with therationale of development for each of the five categories mentioned. After determine the interestsof the families in their children’s developmental prospects, a culturally competent strategies wereincluded where the children could collaborated with other children in the learning environmentso that the growth of biasness and prejudices can be prevented. The tasks that were initiated were2Hsin, C.T., Li, M.C. and Tsai, C.C., 2014. The influence of young children’s use of technologyon their learning: A.Educational Technology & Society,17(4), pp.85-99.3Jackman, H., Beaver, N. and Wyatt, S., 2014.Early education curriculum: A child's connectionto the world. Cengage Learning4Mayesky, M., 2014.Creative activities and curriculum for young children. Cengage Learning.
3ASSESSMENT 3for cognitive development was finding objects of interest in nature and disusing their utilities,encouraging the students to make stories and tell the class for better communication purposes,treasure hunt games with clues for both physical and intellectual development, collaborativeactivates in crafts making for developing social skills. All the work is done in groups so that theycan communicate with each other for promotion of their emotional development as well as forself regulation 5. All the strategies are planned in a way which involves every children to expresstheir cultures and family emotions so that others can also get chance to get introduced with othercultures and communities leading to a multiculturism environment. This will help the student todevelop as better human beings who would be free from any stereotypes of other communitiesand will be able to get accustomed to all cultures in the multicultural nation of Australia6. manyinnovative ideas are expressed in daily basis so that students do not get bored with regularsimilar strategies. Families are always invited to provide suggestions so that betterment of thestudents can be ensured.Point 4: After evaluation of the learning environment and also analyzing the students learning capabilitiesand their likings, it was noted that students mostly liked those activities which gave them scope5Dillon, J., 2016. 17 On Scientific Literacy and Curriculum Reform.Towards a ConvergenceBetween Science and Environmental Education: The Selected Works of Justin Dillon, p.269.6Brodin, J. and Renblad, K., 2014. Reflections on the Revised National Curriculum forPreschool in Sweden–interviews with the heads.Early child development and care,184(2),pp.306-321.
4ASSESSMENT 3to discover new things. They mostly loved collecting things form the nature and making theirwon story with it, or discussing their utilities or making them to good use by recycling. Oftenthey were involved into groups to accomplish an activity which improved their communicationskills and capabilities and helped them to develop bonds with each other7. Shared thinking andcollaborative learning were helping them to overcome any gender biasness or cultural biasnessthat come within them form very small age and this had a positive effects on their life for theirfuture endeavors. Often this also helped the families to handle many stressful situationseffectively as their children had helped the families to come together as well as overcominginhibitions. The families were very much positive about the school environment where theystated that it was a beneficial environment for the development of their children to be a goodshould besides academic learning developments8. Children were happier when they were outdoorthan indoor and hence most of the activities were designed within the contact with the naturewhich had helped them to explore nature more closely. In the modern world, where childrenremain mostly indoors with gadgets and social media, these new groups of children with theirappreciation of nature might help in bringing revolution to the generation.Task 2:7Gough, N., 2014. Reflections and Diffractions: Functions of Fiction in CurriculumInquiry.Curriculum: Toward new identities, p.93.8Forbes, H. and Watt, E., 2015.Jarvis's Physical Examination and Health Assessment. ElsevierHealth Sciences.
5ASSESSMENT 3Student name: Taya(3 years)QuestionsResponseImplications for planningWhat are your child’sfavorite toys and activities? Taya likes to play alone withher dolls and she barelyspeaks with any guestsShe should be involved inskills that would enhanceher communication. Sheshould be madeparticipated in storytelling classes to herclassmates. Indulge ingroup activities liketreasure hunts and more9.What does your child enjoydoing with the family?She enjoys walk with hermother in the park and playswith her kittenShe should beincorporated in gameswith small animals withinthe nature like the kittens,puppies, hamsters andothers. She loves natureand therefore differentactivities of her will be9Tayler, C., Ishimine, K., Cloney, D., Cleveland, G. and Thorpe, K., 2013. The quality of earlychildhood education and care services in Australia.Australasian Journal of EarlyChildhood,38(2), p.13.
6ASSESSMENT 3related to nature so thathe can develop the fiveskills mentioned withinthe nature only10Do you have any particulargoals for your child or areyou working on anythingwith your child currently? The mother is trying to makeher child venture the outsideworld as she is more a lonerand does not like to talk withothers than her parentsTaya should beencouragedtocommunicate with theteachers, her friends andfamily members. Theschool should introduceinnovative ideas whichwill help her to break theshell and be morecommunicative.SourceInformationImplications for planningChildShe says that she feels scaredto talk to new peopleShe should be gentlymade to understand themeaning of friendship andher fear should be10Iivonen, S. and Sääkslahti, A.K., 2014. Preschool children's fundamental motor skills: a reviewof significant determinants.Early Child Development and Care,184(7), pp.1107-1126.
7ASSESSMENT 3dissolvedwithcommunication strategieswith her friends. Careshould be taken that shehas positive experiences11.FamilyFamily says she is non verbaland does not talk much.She should be encouragedto participate inconversation classeswhere the teacher wouldbe discussing on a randomtopic and Taya would beasked any random openended question. Sheshould give her the timeand the environment sothat she can becomfortable in openingup. The more she willtalk, the more will be her11Woods, A., Dooley, K., Luke, A. and Exley, B., 2014. School leadership, literacy and socialjustice: The place of local school curriculum planning and reform. InInternational handbook ofeducational leadership and social (in) justice(pp. 509-520). Springer Netherlands.
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