Child Development and Curriculum Planning in Early Education

This assignment delves into various aspects of child development within an early education and care setting. It explores how children develop a sense of belonging and connectedness, and ways to foster this within educational environments. The assignment covers intentional teaching strategies for routine times like nappy changing, handwashing, and meal times, along with the use of symbols and patterns in the environment. It examines how to involve families in program planning, and lists various observation tools educators can utilize, including anecdotal records and learning stories. A learning story example is analyzed to identify areas of development, interests, and potential extension activities. Furthermore, the assignment includes examples of planning for the program/curriculum based on anecdotal observations, and provides a framework for understanding child development, aspects contributing to poor development, and the application of different learning theories related to play. The assignment also discusses the importance of a sense of belonging, and offers examples of information to share with colleagues to support a child's well-being and development.

1. a. How do children develop a sense of belonging and connectedness?
The child is required to be indulged in the process of developing their skills and
behavioural attributes by working with others (Hirsch, 2016). When they help
others, play cooperatively and gain the sense of empathy, their connectedness
and belonging senses are developed. The social and emotional skills of the child
are required to be supported by their parents and care givers. Communication
with the child is also important to develop the same (Hirsch, 2016).
b. What are some of the ways we can do this in and education and care
service?
The school community needs to value the child and show empathetic behaviour to
the child. As suggested by Ziv, et al., (2016) these sense could be developed in a
child with building high-quality student-teacher relations. Being sensitive to the
child’s emotions and needs could also make the child connected. They are to be
encouraged to team works.
Q2.
How can you embed intentional teaching within your routines?
Give an example for each of the following routine times:
a) Nappy/toileting
b) hand washing
c) meal times
a) The child should be taken to the toilet for routine interval, such as
every half-an hour and trained how to pee or poop ☐S ☐US
b) The child should be alerted and taken to the basin after and before
eating, and every 2-3 hours
☐S ☐US
c) Child will be asked whether he/she is hungry. In a scheduled time, the
child will be asked to wash hand and get meal.
☐S ☐US
Q3.
Use the 5 symbols and/or patterns below that children could see in their
environment at their education and care service. Explain how you would
draw attention to and help children to learn about them
Symbol This symbol
means:
I teach children about this symbol
by:
Stopping Showing the symbol, the
colour, conveying the
meaning and exercising to
stop when seeing the
symbol.
☐S ☐U
S
Children
crossing
Showing the symbol and
the meaning (Chou, Hsu,
and Chen, 2018).
☐S ☐U
S

Addition Showing the symbol and
the meaning to child. I will
draw the symbol and ask
individual child to state the
meaning.
☐S ☐U
S
Toileting Showing the symbol and
the meaning to child. I will
show the symbol and ask
individual child to state the
meaning.
☐S ☐U
S
Boys and girls I will show the difference in
the two parts of the
pictorial. I will teach if there
is hair and the dress is
stretched, it is a girl;
otherwise, it is a boy.
☐S ☐U
S
4. How do you involve families in contributing to the programming of children’s
activities and experiences?
 The parents will be guided how to assist child in homework and
extracurricular activities (Lloyd, et al., 2017).
 Homework policies will be implemented
 The parents will be suggested regarding the enrichment activities. The child
will be assigned with the fun activities, like DYI tasks, or theatrical plays or
museum exhibitions in assistance of their parents (Lloyd, et al., 2017).
 Frequent communication
5. Educators often use Anecdotal records and Learning Stories to document
children’s learning and development.
List 5 other observation tools that educators can use to document children’s
learning and development.
 Portfolio
 Educator rating record
 HighScope COR
 Work Sampling System

 Learning journals

6. LEARNING STORY example 1
Learning Story Aisha
https://www.youtube.com/watch?v=_Ba3ybKxz_E
Mint tea and a chat
Childs name: Aisha Age: 2
years 10 months ☐ Satisfactory☐ Unsatisfactory
Date of observation: 04/04/2020
Area(s) of development: Motor skills
Tick which learning outcome(s) which most
apply ☐ Satisfactory☐ Unsatisfactory
Outcome 1 Children have a strong sense of identity☐
Outcome 2 Children are connected with and contribute to their world☐
Outcome 3 Children have a strong sense of wellbeing☐
Outcome 4 Children are confident and informed learners☐
Outcome 5 Children are effective communicators☐
Write your Learning Story here: ☐ Satisfactory☐ Unsatisfactory
Aisha is very good communicator. She efficiently responds and
maintains eye-contract during communication. She has good social
skills, and is cooperative to others (Mint tea and a chat, 2020). What she
has to learn is gross motor skills; she needs to learn how to hold the
pots.
 Analysis of learning: (What did you observe happening? Dispositions etc)
As observed, Aisha is a good communicator. She was cooperative and
responsive. However, it was identified she was struggling to hold the pot and
pour water.
starting statements Through this experience... As a result... It is apparent that... It
can be seen that.... With regards to.... According to... As identified....
Areas of development:
 Gross motor skills
 Fine motor skills
What interests and strengths did you identify?

 Communication
 Interaction
 Empathy
 Responsiveness
 Co-operating
 Emotional and Social skills
☒ Satisfactory☐ Unsatisfactory
Reflective practice:
What activities or experiences could you provide to extend on this?
They will be assigned with a simple and fun DIY task, for instance, making shapes
with play dough. They will be asked to make 5 shapes together within 45 minutes to
examine how they co-ordinate within each other. They will be assigned to serve
snacks in a plate or serve water to improve their motor skills.
What language or concepts could you introduce?
English, as it is the language they are most familiar with.
What other activities could you provide to reflect their interests?
Painting, planting, and rice races.
☐ Satisfactory☐ Unsatisfactory
Feedback and overall assessment outcome of the task
Result Attempt ☐ Satisfactory☐ Unsatisfactory
Enter student feedback here for attempt
VET Lecturer Name
VET Lecturer
Signature Date Click for date
7.
Planning for the program/curriculum (what experiences would support
the child’s learning and development through their
interests): ANECDOTAL OBSERVATION example
An investigation:
The Museum Centre for Learning
https://www.youtube.com/watch?v=2zjRHZGE64E
☐ Satisfact

Child’s name (or code):
Ella Gender:F
Child’s age: 2
Setting (indoors, outdoors, on excursion): Indoors
Write your
observation:
The most striking thing in Ella is her curiosity and
pleasure of discovering ideas and events. She has
the fire and the enthusiasm of discovering new
ideas. She gets pleasure when she finds a distinct
and unusual event.
☐ Satisfactory☐ Unsatisfactory
Analyse your
observation and
identify:
 starting
statements Throug
h this
experience... As
a result... It is
apparent that... It
can be seen
that.... With
regards
to.... According
to... As
identified....
 aspects of
child’s
development,
 the child’s
knowledge, ideas,
abilities and
interests,
 the child’s
social interactions
and
 the child’s
Through this experience, it was learned that Ella
is slightly different from the other children. She
discovered the property of the copper tube and
the magnetic ball. It is apparent that the child has
the enthusiasm for learning. With regard to the
observation, Ella is a child who finds pleasure in
learning and discovering the new and distinct
events. Discovering something new by own hands
is the area of interest of the child. Ella has good
motor and cognitive skills. She is effective in social
interaction. Ella is responsive to the play
environment.
☐ Satisfactory☐ Unsatisfactory
ory☐ Unsat
isfactory

response to the
play environment.
Feedback and overall assessment outcome of the task
Result Attempt ☐ Satisfactory☐ Unsatisfactory
Enter student feedback here for attempt
VET Lecturer Name
VET Lecturer
Signature Date Click for date
8.
Child’s name (or code): Rhea Gender: F Child’s age: 2 years 5
months
Secondary source
information (include
where you go this
from: Parent/family;
child; educator)
Educator
☐ Satisfactory☐ Unsatisfactory
Planning for the
program/curriculum
(what experiences
would support the
child’s learning and
development through
their interests):
The child finds interest in the creative and fun activities and
team-work. Hence, Sand play, developing shapes with play
dough and imaginative plays will be prepared to support the
child’s interest (Dere, and Ömeroglu, 2018). The child lacks in
communication. Hence, she will be assigned with imaginative
plays with other children. She will be provided some tools like
cartoon, hats, and balls and so on. She will be asked to role
play an imaginative character for 10 minutes, which will
enhance her communication, self-esteem, and sense of self.
She will be asked to develop shapes with play dough, and
sand, to enhance motor skills.

☐ Satisfactory☐ Unsatisfactory
Areas of
development and
interests
The child finds interest in the creative activities and the fun
activities with team work.
Areas of development:
 Communication skill
 Self-esteem
 Cognitive skills
☐ Satisfactory☐ Unsatisfactory
References
Chou, C.H., Hsu, F.C. and Chen, H.J., 2018. Use of Interactive Digital Blocks in the
Design of Mandarin Phonetic Symbol-based Teaching Aids. Journal of Applied
Science and Engineering, 21(1), pp.139-144.
Dere, Z. and Ömeroglu, E., 2018. Development of Creative Behavior Observation
Form: A Study on Validity and Reliability. Universal Journal of Educational
Research, 6(3), pp.562-570.
Hirsch, B., 2016. Cooperative group play social skills training for children with social,
emotional, and behavior challenges: Impact on self-esteem and social skills.
Philadelphia College of Osteopathic Medicine, pp. 1-108.
Lloyd, E., Edmonds, C., Downs, C., Crutchley, R. and Paffard, F., 2017. Talking
everyday science to very young children: A study involving parents and
practitioners within an early childhood centre. Early Child Development and
Care, 187(2), pp.244-260.
Mint Tea And A Chat. (2020). [online] Available at:
<https://www.youtube.com/watch?v=_Ba3ybKxz_E> [Accessed 5 April 2020].
Ziv, M., Solomon, A., Strauss, S. and Frye, D., 2016. Relations between the
development of teaching and theory of mind in early childhood. Journal of Cognition
and Development, 17(2), pp.264-284.