Report: Program Design and Implementation in Early Childhood

This report provides a comprehensive analysis of program design and implementation within early childhood education settings, specifically focusing on center-based childcare centers and preschools. It explores the characteristics of these learning environments, detailing the equipment, resources, and the age groups of children they serve. The report then delves into the process of making spontaneous modifications within these environments, emphasizing the importance of adapting equipment and encouraging positive behaviors. The report also discusses the involvement of children in the modification process, linking these changes to the Early Years Learning Framework (EYLF) outcomes. Furthermore, the report examines the preparation of collaborative learning experiences, including the set-up of environments, engagement strategies, and the use of props and materials. Finally, the report highlights the impact of modifications, such as the introduction of science journals and measuring devices, on children's skills, appreciation of the natural environment, and interaction within the learning space. The report concludes by reiterating the significance of these settings in fostering children's creativity, confidence, and overall development.

Program design and
implementation
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Table of Contents
Introduction.................................................................................................................................................2
Part B...........................................................................................................................................................2
1.1 Description of the learning environment and experience...................................................................2
1.2 Description of spontaneous modifications.........................................................................................3
1.3 Preparation of collaborative learning experience...............................................................................4
2.1 Description of the environment.........................................................................................................5
2.2 Modifying the environment...............................................................................................................6
Conclusion...................................................................................................................................................8
References...................................................................................................................................................9

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Introduction
The primary motive of the paper is to provide an understanding of different learning environment
associated with early childhood setting. It will help in determining the need to make
modifications within this environment by utilizing various equipment and resources. The paper
will focus on linking EYLF outcome with the outcomes of the different learning environment.
Moreover, it will also analyze the age of children in a different learning environment and
different ways to engage children within the modifications made in the learning environment.
Therefore, the paper will help in assessing knowledge and skills regarding different settings
along with the need for modifications.
Part B
1.1 Description of the learning environment and experience
The centre-based childcare centres are regarded as the commercial businesses that might be a
part of or independent of the chain of centres. Mostly, they are situated in a huge structure and
possess more employees as compared to home-based centres. Within the learning environment,
the caregivers are highly specialized in their roles, where most of them adopt a consistent form
of curriculum. It has been experienced that the teachers within this setting are certified in
particular age groups and are highly educated (Hayes & O’Neill, 2019). The learning
environment is more socialized, which possess a school-like environment to ready children for
formal schooling. It also contains educational enrichment activities like guest speakers and field
trips.
a) Equipment or resources
Such type of setting consist of more supplies and resources. It possesses equipment safety like
space regulations and zoning based on the age of children. It also contains play equipment along
with resources such as documentation of satisfactory NYS Department of Health inspections for
food safety, environmental hazards and safe water.
b) The age of children

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It provides care for children from six weeks till 12 years of age, for children of 13 years of age or
older who are unable to care for themselves, for children of 13 years of age who are under court
supervision.
1.2 Description of spontaneous modifications
The modifications that have been made within the learning environment is modifying equipment
and toys and encouraging them to make improvements in their behavior. It has been done by
tracking and developing the child’s Individualized Education Plan (IEP) to discuss supports,
exercises and activities to meet goals (Shoval, Sharir, Arnon & Tenenbaum, 2018). The goals
were simple and matched the capabilities of the child by discussing the plans and ideas with the
family.
a) Explanation of the children’s learning
The learning environment is based on special skills and unique personality of every child by
focusing on the abilities and strengths of every child by making certain adjustments and
modifications. The modifications were done to help children execute simple activities, for
example by helping a child who faces difficulty in holding a bottle, by covering the bottle with a
cloth sock to help the child grasp it properly. It is done to make children comfortable within the
learning environment and join in every play activities.
b) Children involved in the modification
Within the modification process, the children were involved by consulting the ideas and plans
with their family and allowing children to participate in different activities. The children were
also permitted to talk and play with other children with disability that helped in improving their
behavior (Black et al., 2017).
c) Linking EYLF outcome with a modified environment
The modified environment is highly linked with EYLF outcome as the children have pursued a
strong sense of identity by feeling safe, supported and secure. They have also learned to interact
with others followed by respect, empathy and care. They were also able to carry out difficult
activities and tasks. They have developed the dispositions for learning like reflexivity,
imagination, persistence, enthusiasm, commitment, creativity, coordination and confidence.

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d) Summary of children interaction with the new environment
Within the new environment, the children interacted non-verbally and verbally with others by
engaging with a wide range of texts and acquiring meaning from those texts. The children
interacted by expressing their creative ideas of various ways to utilize toys and equipment and
use them efficiently or effectively (Syrjämäki, Sajaniemi, Suhonen, Alijoki & Nislin, 2017).
Moreover, the children responded to a different group of individuals with huge respect.
1.3 Preparation of collaborative learning experience
a) Preparing of the environment
To prepare a collaborative learning experience for a small group of children, a play-based
learning topic will be chosen by respecting community and families. A play-based learning
environment will be created by strengthening various areas of learning and development. It will
be prepared by supporting this small group of children to learn self-regulation abilities, general
cognitive development and social-emotional skills.
b) Engaging the children
In such a play-based learning environment, the children will be engaged by encompassing guided
play along with free play that helps in improving the cognitive development of children and
creating an excellent environment. Children will be involved in guided play by facilitating them
with certain toys and teaching them different ways to collaborate with other children.
c) Discussion and asking questions to children
The learning environment will be discussed by teaching specific learning objectives of play-
based learning engagingly. In this way, the children will remain in charge of controlling their
actions at the time of play. While parents and educators will play a major role in guidance by
preparing an interesting environment by responding to children actions during the play session
(Moss et al., 2016). However, certain questions will be asked to children regarding the
environment such as,
 Do you like the new learning environment?
 What do you think about the environment?
 What changes would you like to make in this environment?

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d) Use of props, materials and equipment
The props that will be used within a play-based learning environment are a post office, grocery
store, restaurant, carpenter, farm, medical office and gas station (Edwards, 2016). While the
materials and equipment that will be used are puzzles, building toys, drawing, tools and books.
e) EYLF outcome link with a learning environment
Based on the EYLF outcome, it can be said that the play-based learning environment will help
children in learning new skills and content along with critical thinking and reading, among others
(Cheung, Ling & Leung, 2017). It will also help in learning through linking with processed and
natural materials, technologies, place and people.
2.1 Description of the environment
a) Set-up of equipment and resources
The current learning environment is a pre-school setting which creates a supportive learning
environment for children safe, planned, orderly and well-organized classrooms. It creates a stable
home-based environment for children, along with a flexible environment for fulfilling the
requirement of different children. Within this environment, the equipment that must be included
are accessories such as toy figures as well as construction and car equipment. The accessories
that will be provided will modify periodically depending upon the children’s learning goals and
current interests (Yilmaz, 2016). The play space or area will include small objects, board games
and a wide range of puzzles. This is regarded as a space for developing fine motor, social and
thinking skills. This space will help children in recognizing and matching textures, sizes, shapes
and colours.
b) Available materials and resources
In the pre-school various materials and resources are made available like several recycled
materials, nursery rhymes, different plastic blocks, books, artworks, literacy activities, felt
boards and listening station.
c) Age of children
In this particular learning environment, the age of children will be three to four years old, where
three-year-old children will attend classes for fewer days while four-year-old children will attend

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classes more often (Hackworth et al., 2017). However, despite age differences learning is closely
related by emphasizing towards alphabets and numbers.

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2.2 Modifying the environment
a) Things modified within the environment
In the pre-school learning environment, certain things have been modified, such as changing the
classroom into science journals, introducing new and innovative tools for measuring and setting
up displays within the block area.
b) Engaging the children
The children have been engaged within this modification by giving them opportunities to use
unifix cubes, rulers and other measuring devices to gain an understanding of measuring tools.
Moreover, they were provided with served with magnifying tools like microscopes, magnifying
tables and hand lens to have a close look at things like leaves (Sullivan & Bers, 2016). Similarly,
children will be engaged by making them observe the drawings or photos at the display area and
allowing them to comment not on the structures present within the photos.
c) Outcome of the modification
The modification helped in providing positive outcomes as the children were able to develop
their skills and abilities to identify different objects. They were also able to present their ideas by
observing a photo or drawing displayed within the classroom (Pyle & Danniels, 2017). This
indicates that the children met the learning standards by improving their competencies and
knowledge.
Figure: Displayed photos in pre-school learning environment
(Source: Toth et al., 2019)

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d) Promoting a greater appreciation of the natural environment
The modification promotes a greater appreciation for the natural environment by guiding
children to show respect for the environment and become environmentally responsible. It
enabled the children to experience and explore the natural environment within the classroom.
e) Children interaction with the new environment
The children interacted with the new environment by experimenting with materials and making
efficient utilization of recycled materials. It helped children in organizing and reflecting on the
evidence of change and growth (Becker & Schober, 2017).
f) Linking of EYLF outcome with the resulting environment
Based on the EYLF outcome, the resulting environment helped in developing a range of
processes among children and skills for investigating and researching. It also helped children in
becoming aware of the significant factors in the natural environment (Palaiologou, 2016).

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Conclusion
The paper demonstrated an understanding of centre-based childcare centres and pre-school as
early childhood settings for developing relevant environments and settings. It is seen that the
learning environment of centre-based childcare centres is modified into a play-based learning
environment by including equipment like puzzles, building toys, drawing, tools and books. It
helped children in enhancing their creativity and confidence level. While, the pre-school learning
environment has been modified into a classroom full of science journals, measuring devices and
tools by using resources like magnifying tools and measuring devices. It helped children in
identifying objects and giving their opinions based on the object.

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References
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