ECEYE-105A Professional Experience: Obstacle Course and Origami and Painting Activities for Child Development

Subject Guide: ECEYE – 105A – Professional
Experience (Birth – 2years)
Experience Plan: Video One
Child’s name:
Logan
Age: (in years and months)
One year and 6 months
Name of experience:
Obstacle course
Date/s presented:
Rationale:
Logan is a one year and 10 month old baby who is learning to walk on his
own. He has a keen urge in walking alone without the help of another
individual. He has a tendency to hold something for grip while walking.
This activity will help in enhancing the gross motor skills by development
of walking skills and strengthening the core muscles. In addition to this,
he also enrolled himself to a gym class. These all activities will ensure an
overall physical and social development of Logan.
Learning goal for focus child or small group of children:
The aim of the experience for Logan is to help in development of cognitive
skill development, mental and physical development (Zysset et al., 2018).
The muscle strength and the brain functioning of the child is developed
which help further in analytical problem-solving skills.
What are your intended teaching strategies to support the
child/children in this learning experience?
The teaching strategies that are used to support Logan in this learning
experience are:
1. Multi-sensory approach to help the child understand the new set of
skills to learn the physical demands (Morgan, 2019).
2. Increase the intensity of the activities for the child to enhance the
endurance.
3. Incorporate new improvisations in the schedule like walking in the form
of jumping, skipping and hopping (Zysset et al., 2018). This will help
the child in developing the stamina and core muscle strength faster.
4. Improve the influence of sound in the surrounding environment to alert
the child about the danger areas by responding quickly while losing
their balance.
Materials/Provisions/set up (consider WHS and safety issues):
The materials that are required to set-up the play area for the child will
include:
1. Pillows and cushions to design the path. It is required such that in an
event if the child falls, no grave injuries will be sustained (Yu & Smith,
2017).
2. A tyre tunnel to help the child crawl into and out of the tunnel (Yu &
Smith, 2017).
3. A hula hoop to be kept on the floor to help the child use their legs to
hop into and out of the circle.
4. A trampoline will be required to help the children to increase the

Subject Guide: ECEYE – 105A – Professional
Experience (Birth – 2years)
endurance level in the child gradually.
5. Cones can be kept on the floor with various colours to teach the child
about the various paths to reach a destination (Yu & Smith, 2017).
Intended links to EYLF learning outcomes (no more than two).
Link the outcomes directly to the focus child or children.
1. EYLF Outcome 1 – In this outcome, the child possesses a unique
sense of identity by developing an inter-dependent autonomy. The
child is open to new challenges that the life is offering at this moment
("Developmental milestones: Early Years Learning Framework and the
National Quality Standards", 2018). It is by this that the child will learn
and reflect and improve on their skills ("Developmental milestones:
Early Years Learning Framework and the National Quality Standards",
2018). Logan has an extreme inquisitiveness to venture out to new
places like the beach, slopes, stairs and gym to undertake various
activities to help in skill development.
2. EYLF Outcome 5 –The children possess effective communication
ability by verbal and non-verbal communication ("Developmental
milestones: Early Years Learning Framework and the National Quality
Standards", 2018). They tend to express themselves by this age
through a language which is different from the conventional language
for a range of purposes. The child expresses his joy after completing
the balance beam ("Developmental milestones: Early Years Learning
Framework and the National Quality Standards", 2018).
What Principles and or Practices of the EYLF support the above
EYLF learning outcome?
The learning outcomes of the EYLF program have principles and practices
which help in nurturing the development of the child ("BELONGING, BEING
& BECOMING", 2018). Hence, in the given scenario, the child must ensure
an attitude of always open to learning. This will help in developing the
skills of the child in their whole lifetime ("BELONGING, BEING &
BECOMING", 2018). In addition to this, the child must always ensure
respecting the diverse kind of people they will be coming across. It is upon
the upbringing of the child which determines what value they place for
individuals ("BELONGING, BEING & BECOMING", 2018).

Subject Guide: ECEYE – 105A – Professional
Experience (Birth – 2years)
Experience Plan: Video Two
Child’s name:
Group Activity
Age: (in years and months)
Three to Five years
Name of experience:
Origami and Painting
Date/s presented:
Rationale:
There will be a group of children who will be performing origami and
painting. This helps in enhancing the cognitive skill. There will be an
educator present who will guide the children in conducting the activity.
The children will cut out pieces of paper, design it and colour it to enhance
its outlook. Children learn to play as a team and communicate with each
other (Iroegbu, 2016).
Learning goal for focus child or small group of children:
From this activity, they will learn to better communicate with other
individuals and the educator (Iroegbu, 2016). They will also learn and get
experience of being a part of the team and listening to their opinion upon
something (Iroegbu, 2016). It helps in building coordination and
confidence among the children to perform a task.
What are your intended teaching strategies to support the
child/children in this learning experience?
In this learning experience, the following strategies will be incorporated:
1. Increase the frequency of the activity
2. Keep on changing the groups of children such that growth is diverse. A
stagnant development is observed if the same group of the children is
kept.
3. Always appreciate however small they are achieving (Sundberg et al.,
2016). During the play, there is a high chance of the child being able to
perform the task which will make them overjoyed.
4. Give a demo of the activity to make it easier for them to grasp the
procedure of conducting the activity.
Materials/Provisions/set up (consider WHS and safety issues):
In carrying out the following activity in the classroom, certain materials
are required. They are:
1. Papers