UNIT 502: Theories of Learning, Communication, and Assessment

This report provides an overview of various theories, principles, and models related to learning, communication, assessment, and curriculum development in the context of education and training. It discusses Anderson's procedural-declarative model, Gagne's model, Bruner and Vygotsky's social learning theories, Honey and Mumford's learning styles, and Gardner's multiple intelligences in relation to learning. It also explores the seven C's of communication and Aristotle's model of communication, highlighting their application in childcare settings. Furthermore, it touches upon assessment theories and curriculum development models, along with the importance of reflective practice in improving educational approaches. The report concludes by emphasizing the significance of these theories in enhancing the knowledge, skills, and overall development of children.

UNIT 502

Table of Contents
INTRODUCTION...........................................................................................................................1
MAIN BODY...................................................................................................................................1
TASK A: The application of theory, principle and model of learning in the aspect with education
and training......................................................................................................................................1
TASK B: Application of theories, principle, and model of communication...................................3
TASK C: Application of theories, principle and models of assessment..........................................6
TASK D: Application of theories, principles and models of curriculum development...................8
TASK E: Application of theories, principles and models of reflection...........................................9
CONCLUSION..............................................................................................................................11
REFERENCES..............................................................................................................................13

INTRODUCTION
Education is defined as the major aspect of stage that develop that knowledge and skill that
is associated with the future aspect. It is also defined as the aspect that is related with
communication model, language and so on. It is also show the prospect which is relative with the
context of stage of development that is related with the learning, communication and education
and many more. These all the term of which is required for the acquisition of knowledge through
which is defined as the process which help to take the proper systematic instruction and data
which is related with the term of childcare (Achat-Mendes and et. al., 2020). Moreover, the
training which is also show the action that associated with the teaching and learning that is based
on the knowledge and skills. In addition, the report usually helps to configure the information
which is related with the children and their care. Therefore, the model, theory and principle may
help to provide the aspect which is related with the aspect of communication, assessment,
learning and various other essential aspect which may show their configuration with the training
and education of children with the proper manner (Amini and et. al., 2019).
MAIN BODY
TASK A: The application of theory, principle and model of learning in the
aspect with education and training.
In this, the Anderson procedural declarative help to provide the information regarding the
importance and value of learning model. It usually includes stage of learning which may divided
into the evaluation cycle. The process of review is referring through the conditional aspect which
is based on the model that is in effective way that help to provide the review of own practice
which is productive for learning on child (Gómez-Ramirez, Valencia-Arias, and Duque, 2019).
The strength is to helps to provide the proper measurement in order to build the learning that
provide short term benefits that usually include the benchmark and ability that should measure.
The major weakness is to provide the aspect which is linked with the return which is based on
the investment measure.
Gagne is also defined as the model that consist of verbal communication, strategies that
enhance motor skill and intellectual skill and many more. The process of review is also shows
the aspect which is taken in order to evaluate the learning and persistent improvement. The major
strength and weakness are they concentrate on the persistent improvement among the children in
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order to adopt or learn new thing which is beneficial (Lee, Wang, and Yu, 2019). The weakness
are they require proper step which is counted in order show the viability and guidance on every
moment which is taking into the configuration.
In addition, the other learning also shows their relevance which is suggested as the Bruner or
Vygotsky that involve the essential of social factor that provide the support or the caregiver,
parents and wider society for the growth and development of psychological functions. The
process of review are usually shows the wider range of practice that is based on learning through
the help of improvement that provide psychological function and their ability. The strength are
they also show their vital role in the improvement with the all-subject area. It also used to
acknowledge that provide the constant benefit that is related with the same culture and culture
which is show a wide variation (Pradana, Mahfud, Hermawan, and Susanti, 2020). The weakness
is defined as theory is itself incomplete and usually not eligible with the different culture
(Balakrishnan, and Dwivedi, 2021)
There is other factor which is also related with the analysis of the model that particularly
include the learning preference that is associated with the use of various learning method that
provide their relevance in the term of providing the proper direction and the ways that help to
provide the proper learning which can be associated with the improvement in the term of skills
and knowledge which is related with the learning for the children. Therefore, the learning model
or theories may place effectiveness in the improvement of their knowledge and skills (Supena,
Darmuki, and Hariyadi, 2021). In addition, the identification of the learner towards the individual
model that may show the learning and their preference which help to enable the inclusive
teaching and learning with the aspect of assessment. In addition, the Honey and Mumford that
provide learning style which is based on the effective style that provide the learning and work on
the Kolb’s work that is related with the different learning style that provide activity which is
based on the learning (Wahyuni, 2018). It majorly includes some children within the child
development stage that is showing the aspect of the learning that help them to acquire new
learning and show the progression on development that help to provide the proper growth and
development (Qureshi and et. al., 2021). The Gardner multiple intelligence also show their
relevance which is related with the excellence that may be associated with the in depth learning
which is show the aim that particularly include the skills and knowledge that is observed under
the aspect of lifespan. The major strength of the theory is helpful to focus on the opportunity that
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is reliable for the authentic learning on the term of student or children needs which is based on
the talents and interest and many more which generate the aspect which is related with the
learning aspect (Zhu and et. al., 2020). The weakness of the theory is also stated with the lack of
support and care to the children within development stage that is validated for the empirical
research process that generate weakness. The learning theory or model is useful in order to show
the impact which is based on the various aspect that provide comfort to the level of learning and
growth among the individual (Silalahi, and Hutauruk, 2020).
TASK B: Application of theories, principle, and model of communication.
There are various of principle, theories and model of communication are used which is used in
such a way which help to provide the proper aspect in order to develop the communication with
the children. In addition, there are number of model and theories are used in such a way which
provide the context to learn and development of children. There are some of model which is used
within the childcare centre for the proper development and growth of children. The major
principle is used such as Seven c’s of communication and Aristotle model of communication
which is useful in order to the base of learning and make interaction with the children within the
healthcare sector (Veglis, and Maniou, 2018).
Seven c’s of communication: The seven c’s of effective communication are usually defined as a
courtesy, clarity, conciseness, completeness, correctness, concreteness, and credibility.
Therefore, the communication is well perceived to the various effective way but majorly the
principles of communication are essential in order to make proper interaction with the number of
people at the same time. In contexts to the children, the principles of communication are
effective in order to generate the aspect of communication in the reliable way that is helpful in
order to make the proper interaction and communication. It is showing the aspect with the
children to build the proper attention and effectiveness towards the interaction that is reliable to
make understanding towards the needs and requirement of children (Trepte, 2021).
Courtesy: It is defined as the aspect which is showing prepared factor where every
message that they provide to receiver. In addition, the children provide the aspect which is
emphasise with the proper needs, aspiration and emotion, desire requested to the receiver. They
focus on the courtesy which show the proper consideration that they can provide the proper show
the impact towards the message that is prepared for the children.
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Clarity: Clarity is defined as the context of idea that provide the meaning to the message.
In the context to the clarity toward the children, the message of the sender. The message of the
sender that they provide the understood in the same sense and they context in which the
communication is being conducted. Therefore, the proper communication is initiated with the
help of principle of clarity for the interaction with children.
Conciseness: The message that they can be communicated that provide in brief. They can
be showing the volume of information that provide the just right, neither too much too little.
They have lengthy aspect that provide the effectiveness towards the communication and
interaction with children. The concise message to the children help to provide the energy which
is make understanding to the children behaviour with the interaction (Forceville, 2020).
Completeness: During the communication the major of barrier may arise which may
create complication with the children in order to make the reliable interaction. Therefore, the
communication must be complete in order to avoid the confusion in the term of mind of the
aspect to receiver. In addition, the incomplete communication is used to focus on creating of
assumption and guesses and the consequent delay that show the further action plan. It is
beneficial for the children to make the proper understanding regards with the completed attention
towards the interaction.
Correctness: The correctness is defined as the communication means show he following
aspect using the correct format, the proper grammar, punctuation, spelling and many more. These
are defined as the such fact which may use to make proper communication and interaction with
the children with the aspect to create interaction. The children used to learn some of the grammar
and aspect of communication when they interacting with the people (Clancy, Povey, and
Rodham, 2020).
Concreteness: The concreteness is defined as the mean which is specific and show the
definite aspect which is related with the vivid communication. It is also well analysed that the
denotative word rather the use of connotative words. The principle of concreteness shows the
enhancement that is likely provide the proper attention and reliability that help to provide the
aspect which is related with the concept of attention that may useful for the production of
communication aspect.
Credibility: Credibility show he means that is useful accepting the statement of the sender
as such. But they show the aspect which is related with the shot process. It is also well defined as
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the drawn process which is related with the context that make the proper aspect which is related
with the constant interaction with the term of sender understand the latter and they accept their
communication treatment which is honest and true as per the children aspect (Hasanah, and
Malik, 2020).
Aristotle's model of communication: Aristotle model of communication is defined as the
aspect which is related with the communication which may require for the proper interaction
among the children. In the context to the children, it is mainly a speaker centred model where the
speaker and speech is showing the relevance that is showing and important aspect. It is well
defined as the presented model of communication is well focused on the 5 elements that is
providing the better towards the elements. It is well defined as the aspect which is showing
aspect that is focus on the five primary elements that is related with the speaker, speech,
occasion, audience and effect (Dunton, and et. al., 2021). They show the aspect of role that is
providing the context of delivery is considered towards the first elements of the primary.
Aristotle model of communication which is mainly show the categorisation into the three
components that are showing related with the aspect that provide the consideration a must be
show the aspect of good communication. These elements of communication which is showing
the as follow such as ethos, pathos, and logos (Choriev, 2019).
In addition, ethos is defined as the characteristic which defined as the credibility towards
the speaker in the communication model. In addition, they are also credibility the words of the
speaker will hold that no power over the term of audience and they can fail that used to show the
express of impress the persuade them. In the context with the children, the Aristotle model of
communication may play vital role in the development of quality of communication which is
well associated with the children for the preferred interaction which generate learning that is
related with the verbal and nonverbal communication. Remember, it is defined as the position
which is specific activities within some of the fields that provide the speakers credibility,
authority and power (Chen, and Wang, 2018). The speakers are usually play a vital role and
maintain the eye contact while providing the speech that is widely accepted by the children. In
addition, the children are usually creating understanding and the term of model of
communication by proper expression that provide verbal communication and nonverbal
communication which is beneficial for the children to get better understanding regards with the
interaction that is process by sender or educator to the children. Logos is usually considered as
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the essential element of the communication model that helpful to signify the logic. Therefore, the
audience are usually not influenced by the speech but also, they know the logic behind the
communication. In the context with the children, they are usually having a curiosity to know
regards with the topic which is shared by educator in the term of learning. In addition, the usually
raise questions with the curiosity in order to identify the logic within the concept that is
informative (Dorrance Hall, and Scharp, K.M., 2018).
TASK C: Application of theories, principle and models of assessment
Assessment is an important part of the education system and it helps understand the ways
in which a student has evolved in case of their knowledge and understanding of the subject with
the help of the learning material and environment (Gilkerson, and Pryce, 2021). It is important
to assess the advancements made by the students in case of health and social care field because it
helps determine the degree of competency and skills student have in order to practice health and
social care work in their specialist area (Railton, 2017). In context of education in health and
social care specifically the specialism area of childcare, assessment is conducted regularly by
utilizing different theories principles and models of assessment so that the improvements made
by the student during their educational journey can be determined and the ways through which
students are able to develop skills and abilities essential for working in childcare area can be
advised to each individual student.
A commonly used and popular principle of assessment which is used in different fields of
education to ensure that every student is being assessed fairly is called the VACSR principles of
assessment. These principles of assessment are adopted by the teaching faculty in the field of
childcare so that the improvements and level of knowledge of each individual student can be
evaluated without biases or prejudice. The elements included in the VACSR principles of
assessment are valid, authentic, current, sufficient and reliable.
The first element of the VACSR principles of assessment is valid which focuses on
making the procedure of assessment suitable for the specific subject or qualification so that
students work is assessed only on the basis of what is meant to be assessed for the specific
subject or qualification and is relevant do the learning objectives (May, Truscott and Fremeau,
2020). This element of the VACSR principles of assessment can be applied to the area of
childcare as student work is assessed on their ability to work professionally in the specialist area
of childcare in health and social work. It is an important assessment principle because it helps
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understand the suitability of an individual to further progress in the field of health and social care
with respect to their specialist area such as childcare so that they are able to work as a
professional in the field (Masten, 2021).
The next important principle as described by the VACSR principles of assessment is
authentic which means that the work needs to be produced by the student with original thoughts
and ideas included in the academic work. In case of specialist area of childcare this principle is
applicable because it helps understand if the work produced by each student is plagiarized or
involves any other academic misconduct (MacMahon, Nugent and Carroll, 2020). This helps
identify if the student is able to develop their own opinions and ideas with originality in context
of the specific subject and attends learning objectives. It is important to consider this assessment
respond when assessing students in the area of childcare because it helps determine if the
students are able to do apply the theoretical knowledge learn about childcare in their daily
professional work end support health and social care in specialist area of childcare by developing
their own knowledge and opinions (Den Daas, Hubbard, Johnston, and Dixon, 2021).
The next principle according to the VACSR principles of assessment is current which
looks at the relevancy of the assessment and the work produced by the student usually within
three to six months (Cutkosky and Boahen, 2017). In context of healthcare education
specifically the area of childcare relevancy students work need to be assessed because it is
important that the work of the student is suitable according to the current convention and
practices in the area of childcare. Assessing student work on the basis of its relevancy is
important so that shouldn’t knowledge on changes and evolution of specific theoretical or
practical knowledge in context of childcare can be determined and the areas where they need to
be improved in context of any recent changes in the field of childcare can be identified.
After this the next principle according to the VASCSR principles is sufficient which aims
to determine if the work of the student is able to cover every assessment criteria for the particular
module and achieve all the learning outcomes (Chouldechova and Roth, 2018) (Clark, 2018).
This is a basic assessment principle which is followed in each and every area of education and
focuses on understanding if the competency and understanding level of restraint is able to match
the competency required for the specific level of the module. It is important to use this principle
because it helps understand the level of knowledge gained by a student in the field of childcare
(Kreismann, and Talaulicar, 2021).
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Finally the last element is reliability which aims to determine the consistency of
students work overtime to reach the required level for the specific module in case of childcare
education. The last element of the VACSR principles of assessment please a key role in
assessing the students because it looks at the consistency with which students are able to develop
their knowledge and learning in case of specialist field of childcare and will be able to easily
apply this knowledge during their professional employment (Brand and Ekkekakis, 2018).
The advantage of this principles of assessment is that they can be easily applied when
assessing the work of a student in case of specialist area of childcare and understand the
theoretical knowledge along with the practical application made by student. In addition to this
another strength of this principle of assessment is that it is simplistic and can be easily
understood by both teachers and students so that they are able to give their full potential while
completing a specific assessment assignment and are able to teach the expectations of the
teaching faculty (Balestriero, 2018).
The primary disadvantage of this please will off assessment is that the VASCSR
principles of assessment does not provide clearly defined guidelines for following each principle
which makes it challenging to apply to real life context. In case of area of childcare applying this
principle can be hard because of their overly simplistic nature and lack of specific guidelines. In
addition to this another disadvantage of these principles of assessment is that applying them to
specific specialist areas can be challenging because they are very broad principles with basic
descriptions suggest checking the originality of the student work (Bakogiannis, and et. al., 2019).
These type of basic guidelines require expert judgement from an experienced teacher so that they
can be effectively applied in a specialist area suggest childcare so that each student is assessed
fairly (Jeong and et. al., 2021).
TASK D: Application of theories, principles and models of curriculum
development
John Dewey’s curriculum theory can be applied for teaching and learning in our area or
specialism by understanding individual personalities of each student and developing curriculum
which helps them learn by including daily life activities in classroom activities. According to
Dewey the foundational elements of progressive and democratic education is to move away from
passive learning and teaching and create environment which support participative teaching and
learning (Adams, 2018). Teachers need to keep the interests and growth of the child at the
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forefront of curriculum development so that the pupil is able to attain educational progress.
Designing flexible curriculum and supporting active experiences for students in teaching by
facilitating habits of nurturing and free enquiry and criticism (Shoesmith and et. al., 2021).
The advantage of this theory is that supports progressive education and helps teachers
ensure that curriculum development gains maximum engagement of students. This is beneficial
in the area of curriculum development because it helps students learn practical knowledge about
childcare. The disadvantage of this theory is that this type of curriculum is time consuming and
can affect timely consumption of curriculum goals as using daily life activities to learn instead of
standard curriculum designed to understand theory are time consuming (Arunachalam and De
Wolf 2018).
TASK E: Application of theories, principles and models of reflection
The Gibbs reflective cycle is an important theoretical model which can be utilized for
reflecting on past events of teaching, learning and assessment. This reflective cycle helps
improve teaching practices in context of learning, assessing and curriculum development. The
Gibbs reflective cycle includes six stages which are description feelings, evaluation, analysis,
conclusion and action plan (Curtis and et. al., 2018). The stage included in the Gibbs reflective
cycle helps in usual recollected past experience and understand the negatives and positives of the
experience so that they are able to improve their teaching in their specialist area. The Gibb’s
reflective cycle can also be applied in the specialist area of childcare to determine effectiveness
as a teacher and making improvements to provide each and every student exceptional learning
experience.
The first stage of the Gibbs reflective cycle is description which involves recollecting the
past experience of teaching and describing each and every detail of the experience so that an
overview and timeline of the experience can be set (da Silva, 2020). The description part of a
reflection in accordance with the Gibbs reflective cycle is important because it helps recount the
significant parts of the experience and start the reflective journey. The second stage of the Gibbs
reflective cycle is feelings which similar to its name describes the main feelings developed
before during and after the event on which the reflecting process is being applied are described.
This is a significant part of the reflective process according to the Gibbs reflective cycle
because it accounts for the emotional journey and sentiments felt by the individual during
significant stages of their past experience (Logie, Belletier, and Doherty, 2021). Recounting
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feelings and sentiments in case of reflection for childcare area is important because it helps
understand the emotions developed by conducting teaching activities so that the changes in
emotions throughout the teaching experience can be identify an just in an unbiased manner
(Davis and Berry, 2018). Completing this stage in the reflective cycle for the area of childcare
helps determine the main points which introduce negative feelings first specific past experiences
of teaching students so that this area can be further evaluated to understand the main route for
such negative feelings and working to eliminate this route to improve the teaching experience.
The third stage of the Gibbs reflective model looks at evaluating the experience and
covering the negative as well as positive aspects of the experience. Clearly differentiating
between sources of negative experience and sources of positive experience in context of a past
event is important because it helps understand the areas which are related to personal and
professional strengths and areas which are related to personal and professional weaknesses
(Eaton, 2021). In context of teaching in specialist area of childcare, the evaluation stage is
specifically important because it helps identify the main strengths and weaknesses of an
individual in context of their teaching in specialist area so that these weaknesses can be
eliminated and strength can be enhanced to significantly evolve the quality of education provided
to each individual student.
After this the fourth stage is analysis which involves analysing the experience and data
recounted with the help of previous stages of the Gibbs reflective cycle so that a proper sense
about the past experience can be established (Snell-Rood and et. al., 2021). Analysing the past
experience along with the data collected on previous stages of the Gibbs reflective cycle is
important for learning and improving in specialist area of childcare. The reason for this stage
supporting improvement in professional teaching is that the analysis stage provides an unbiased
and impartial view of teaching practices in this specific area so that the main elements of
teaching in context of childcare can be improved by making a suitable action plan covering these
weaknesses. The analysis stage helps individual develop a coherent understanding of the
reflective practice in case of their teaching experience in the area of childcare and reach a
conclusion so that an action plan can be created immediately (Ewing and et. al., 2019).
Finally the next stages conclusion stage which is a short stage of the reflective cycle as it
involves looking at the previously done reflective practice and reaching a short conclusion
through which an action plan can be developed (Gregory, 2021). This is an important stage in
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