Chcece017 - foster the holistic development and wellbeing

Question

Foster the holistic development and wellbeing of the child in early childhood

The aim of this section is to assess your skills and knowledge that are required for this unit. Use the Learning Resources that the Trainer provides you and also your Trainer to assist you in completing this section with accuracy.

Knowledge Questions

Question 1. In order to support children's motor skills educators must have a sound understanding of physical development.
Define each area of motor development.
i. Quantitative physiological change
ii. Cephalocaudal development
iii. Proximodistal development
iv. Gross motor development
v. Fine motor development
vi. Perceptual motor development
vii. Visual perception
viii. Auditory perception
ix. Perceptual motor learning

Question 2. Match the descriptor to each area of perceptual motor development.

	Perceptual Motor Development	Descriptor
a	Spatial awareness (spatial orientation)	The ability to select a reference point to stabilise functions and to organise objects into correct perspective. It involves knowledge of the body and its position, as well as the positions of other people and objects in relation to one's body in space. It is closely associated with body image.
b	Locomotion	The ability to maintain balance during locomotion.
c	Gross-motor co-ordination	The skill required to move from one place to another -walking, running, jumping, hopping etc.
d	Fine-motor co-ordination.	The co-ordinated use of small muscles resulting from the development of the muscles to the degree that they can perform specific small movements such as cutting, writing and grasping
e	Visual-motor control	The ability to successfully integrate visual and motor responses into a physical action. It enables an individual to control movement, and move easily and smoothly from place to place.
f	Dynamic balance	The co-ordination resulting from the development of the skeletal or large muscles to produce efficient total body movement
g	Co-ordination	The ability of the body to integrate the action of the muscles of the body to accomplish a specific movement or a series of skilled movements in the most efficient manner.
h	Hand-eye coordination	The ability to use the eye to assist in accurate movement such as writing, drawing, using scissors, grasping and griping objects, throwing and catching, coordinating movements for climbing.
i	Directionality	The awareness of external space outside of the body and involves knowledge of directions in relation to left and right, in and out, up and down.
j	Laterality	Developing hand/foot dominance and internalising the awareness of the difference between right and left and the ability to control the two sides of the body together or separately.
k	Kinaesthesia	The function of the senses that sends messages from joints, muscles and ligaments to the brain to provide information about the position and movement of limbs and bodies without conscious thought.
l	Static balance	The ability to maintain balance while remaining stationary.
m	Foot-eye co-ordination	The ability to use eyes and feet together to accomplish a task.
n	Body image	The individual's concept of his or her body and its parts.

Question 3. Match the descriptor to the visual perception skills.

		Descriptor
a	Spatial relations	The ability to understand how objects spatially relate to one another
b	Visual memory	The ability to recall visual images and information
c	Visual closure	The ability to visualise a whole, when only fragments are visible.
d	Visual discrimination	The ability to detect small differences between objects
e	Figure ground	The ability to screen out irrelevant visual details and focus selectively on chosen detail

Question 4. Suggest an experience suitable for pre-schoolers for each of the following skills:

a) Visual Discrimination (the ability to detect small differences between objects).

b) Visual Memory (the ability to recall visual images and information).

Question 5. What are the benefits of physical activity and movement in young children?

Question 6. List three reasons why children are not meeting physical activity recommendations and are missing out on the physical, social and developmental benefits of physical activity.

Question 7. What are fundamental movement skills?

Question 8. In the table below, define each of the fundamental movement skill categories.

Category of Fundamental Movement Skill
i. Stability Skills
ii. Locomotor Skills
iii. Manipulative Skills

Question 9. Use the planning guideline from ‘I Move, We Move ‘below to plan an experience for a group of pre-schoolers that focuses on the development of fundamental movement skills.

Question 10. Read each scenario and answer the related questions.

a. Scenario 1
Caitlin (3 ½ years) enjoys the challenges presented by this structure. She climbs her way in and out to the end and then asks for adult assistance to walk along the structure.
i. Identify the motor skills Caitlin is using.
ii. What do these photographs indicate about Caitlin's developing motor skills?

b. Scenario 2
Daniel (15months) heads straight to the bikes on arrival. He is unable to push the bike with his feet but he manages to take the bike where he wants to go!

i. Identify the motor skills Daniel is using.
ii What do these photographs indicate about Daniel's developing motor skills?

c. Scenario 3
a. Read the scenario and look closely at the two photographs. Explain why there is a difference in the girl's ability to maintain their balance on the narrow beam.

Question 11. Think about the ways that fine motor skills can be integrated into everyday experiences within the early childhood environment and curriculum.
List 5 areas/experiences/routines where you might see fine motor skills commonly beingused .

Question 12. With reference to the website ‘Let The Children Play', list 3 experiences and resources for both toddlers and pre-schoolers to encourage fine motor development , that require minimal use of commercial materials (i.e. primarily focus on natural materials). Provide a rationale for your choice of experiences.

Question 13. Plan one experience for toddlers (1-2 years) or pre-schoolers (3-6 years) with a focus on fine motor development. Ensure you clearly identify the specific fine motor skills targeted and the goal.

Question 14. Motor skills tend to develop in the same universal sequence across all cultures. However mastery of motor skills will vary according to genetic predisposition and environmental factors.
Read the scenario and suggest an appropriate response.

a. Scenario 1
Not Walking
The parent of Bella (13 months) is concerned because Bella is not yet walking. She has noticed that other children Bella's age and even younger are walking. The parent asks if she should put Bella into a walker which she has been given by a friend.
Bella did not begin to crawl until she was 10 months old and did not sit without support until 9 months old. She is not yet pulling herself up to a standing position but actively crawls and can easily move from sitting to crawling to sitting. She is able to manoeuvre herself into, under, and out of small spaces. Bella is demonstrating age-appropriate skills and behaviours in all other developmental areas.

i. What advice/information would you provide Bella's parent?

b. Scenario 2
Writing
Leila (3.6years) is an outdoors girl. She loves climbing, kicking and throwing balls, digging in the garden and making dams in the digging patch. She has two older brothers who are keen footballers and an older sister who is excelling in ballet. Leila's parents are concerned that Leila shows no interest in fine motor activities, has poor scissor skills and an immature pencil grip.

i. What advice/information would you provide the parent?

c. Scenario 3
Poor Posture

Carlos (4.9yrs) is a bright and intense child. He loves to research information about animals and insects. He's also a collector - shells, rocks, erasers, marbles . Carlos has a reading age of 7-8yrs and has taught himself to write. Carlos is a serious collector and his grandfather has taught him how to document his collections. Lately Carlos has been complaining of headaches, back and shoulder pain. He tends to sit hunched over when reading and writing and he also holds his pen quite firmly.

i. What advice/information would you provide the parents?

Question 15. Fill in the missing words
i. Cultural traditions, values and behavioural expectations have a significant impact on a child's self-concept, self-esteem and _____________________________
ii. Strong, positive cultural identity is critical to a child's ____________________________.
iii. The cultural context is an overarching and dominant factor in children's __________________________ development.
iv. Children learn how to behave by _________________and _____________________the behaviour of family members.
v. How a child is disciplined will be bound by _______________________practices.
vi. The process of ________________________occurs differently within different cultures and within different communities of the same culture.
vii. Martin (1999) uses the term _________________________________to describe the level of acceptance, understanding and respect that families who are not from the dominant culture must feel, before they will access a children's service.

Question 16. Each culture and community will have a set of values and beliefs about what is socially and culturally acceptable behaviour for members of that community. This has led to tensions as the beliefs and values of one culture collide with that of another.
Explain how the following differences in cultural values and beliefs may create tensions between the parent and educator in early childhood settings.

Question 17. Define emotional self-regulation.

Question 18. List the factors that influence children's ability to self-regulate their emotions.

Question 19. Define the term ‘temperament'.

Question 20. List three impacts a child's temperament will have on relationships and emotional self-regulation.

Question 21. List the ways educators can support children in each of Erikson's stages of psychosocial development.

Question 22. List and describe the two dimensions of self-awareness.

Question 23. Self-esteem influences life chances and choices. List four examples of skills/traits that are displayed by children who have a healthy self-esteem.

Question 24. List the behaviours commonly associated with a low self-esteem.

Question 25. Resilience refers to the individual's ability to overcome setbacks and persevere in the presence of difficulty or hardship and to see their mistakes as opportunities to learn and grow.
Explain why it is important to help children build resilience.

Question 26. Suggest two strategies that can be used to support children to become resilient.

Question 27. The following scenario's follow Kali's development from 7 months to 3 years. Read each scenario and answer the related question

a. Scenario 1
Kali
Kali (7 months) is sitting in her highchair waiting for her morning tea. As the educator approaches with her food Kali smiles and squeals loudly, banging her hands on the tray.
"Are you a hungry girl?" says the educator.
Kali waves her hands and laughs.
i. Identify the behaviors that indicate Kali's growing sense of self.
ii. What stage of psychosocial development does Kali demonstrate?

b. Scenario 2
Kali
Kali (18 months) is playing a game by herself. She places blocks in a box and then tips the blocks out and repeats the process. As she puts each block in the box she pauses, looks intently at the box and then continues her game. As she tips the blocks from the box she laughs and then claps her hands. The educator comments, "I can see you like tipping out the blocks Kali." Kali smiles, nods and continues her game.
i. Identify the behaviours that indicate Kali's growing sense of self.
ii. What stage of psychosocial development does Kali demonstrate?

c. Scenario 3
Kali
Kali (3 years) is in the sandpit rubbing her toes into the wet sand. She is holding a small scoop in one hand and begins to dig a hole. She pours the sand from the scoop onto her other hand. She repeats this action several times. Kali then notices she has a lot of sand on her lap. She begins to brush it away with large arm movements. The sand scatters in all directions. Nia (15months) is sitting nearby and the sand flicks into her eyes. She begins to cry. Kali stops and looks at Nia. She stands up and goes to Nia, taking her hand she says "She's crying." She looks around for an adult.

i. Identify the behaviors that indicate Kali's growing sense of self.
ii. What stage of psychosocial development does Kali demonstrate?

Question 28. Fox & Harper Lentini (2006) suggest that where young children have not had the opportunity to acquire key social and emotional skills it is necessary to teach these skills.
Read each scenario and provide an example of what you might say and do to assist the children to develop each social and emotional skill or behaviour.

Scenario
Liam (3.6yrs) always avoids helping to pack away. Today he refuses to help Josh and Sari pack away the blocks.
a. Oliver (4yrs) tends to laugh when one of the other children is hurt and upset. When Corrie falls and hurts his leg, Oliver laughs at him.
b. Saadi (3yrs) is extremely impulsive - she lashes out at others when she doesn't get her own way. Saadi wants the blue dolls pram which Jai is using. Saadi pushes Jai and takes the pram.
c. Zeenie (4.7yrs) tends to be a follower. She rarely initiates play ideas and tends to remain on the fringe. Zeenie is watching Pia and Billy make snakes from the playdough. Pia asks Zeenie if she would like to make snakes. Zeenie puts her head down and doesn't reply.
d. William (7months) is crying on waking. The educator picks up William and takes him to the change table without speaking.

Question 29. Successful interaction requires children to be able to co-operate, collaborate, negotiate, compromise and problem-solve. Read each of the following scenarios and suggest how the educator might assist the children to use appropriate pro-social skills.

a. Scenario
I love you

Gemma (4 years 6 months) and Mia (4 years 7 months) are at the writing centre, ‘writing' letters to "Dora".
‘I'm going to say I love you', says Mia.
‘So am I', says Gemma.
‘No you can't! I'm saying it first', replies Mia.
‘I can say it too', says Gemma.
Mia reaches across and scribbles on Gemma's writing.
‘I hate you! Look what you did to my letter', yells Gemma.
‘I don't care', says Mia. ‘I don't like you anymore!'

How can the educator support the children in Scenario A to use the appropriate pro-social skills?

b. Scenario 2
He's not sharing

Three year-old Erin, complains to Nicky the educator, "Charlie won't share the snake puzzle with me."
"Erin, Charlie has been working very hard to do that floor puzzle, I think he wants to work on it some more before he's finished."
"But I want a go," says Erin.
"Then you'll need to ask Charlie when he thinks he might be finished," says Nicky.
"But he says he will be a long, long time and I want a go too."
"I'm sorry, Erin, you'll have to wait until he has finished. Why don't you find something else to do while you're waiting?"
Erin kicks the floor puzzle, scattering some of the puzzle and stomps away with an angry look on her face.

How can the educator intervene to assist the children in Scenario B to use the appropriate pro-social skills?

Question 30. Use the descriptors below to identify the three most appropriate strategies that could be used to support the development of the age-appropriate skills.
- realistic expectations - consistency - respect attempts
- encourage - age-appropriate equipment /furniture - practice skills
- provide an unhurried time - talk about choices - discussion
- verbally acknowledge attempts - questioning - praise

Question 31. Read the scenario and consider whether the choices offered are appropriate or inappropriate.

Scenario
The Cubby
Preschoolers, Dom, Ahmed, Aleah & Gia had spent the morning making a cubby on the verandah. They asked the educator, Lexie, if they could have their lunch in the cubby. Lexie agreed but on the proviso that the children put away all of the excess materials that they had accumulated whilst building the cubby.
"But there's too much," said Dom.
"Yeah, it will take forever and ever to clean up," said Ahmed.
"I know", said Gia. "The boys can pick up the blocks and the girls can pick up the blankets."
"Ok", said Aleah.
"No, that's not fair", said Dom," there're too many blocks."
The children began to argue. Lexie intervened. "How about every one pick up four things and put them away and then we'll see how much is left." The children agreed.
"Well done," said Lexie, "now let's see... I can see two blocks, a blanket, two pillows and three boxes. " Lexie then asked each child in turn what they would like to put away. In no time the area was tidy and the children were ready for their cubbyhouse lunch.

a. Were the choices given appropriate or inappropriate? Explain your reasoning and give an alternative choice where your response is that the choice was inappropriate.

Question 32. Read the Learning Outcome and Indicator of the EYLF listed in the table below and suggest one pedagogical practice that will support the achievement of the related group goals. Think about:
- the age of the group
- educator strategies
- routines
Note: To complete this task you will need to reflect on the knowledge you have gained in relation to social and emotional development.

Question 33. Read each scenario and answer the related questions.

Scenario 1

Belonging

The educators have worked with the children and their parents to make a visual symbol to represent their family which is displayed in the room.

a. How has this experience supported the sense of community within the service?

Scenario 2

Noticing difference

In group time, Naomi the educator and the children were discussing the visual symbols that each of the children had brought in to represent their family. Sally (3 years 8 months) notices that Jason's symbol has his two mums on it. Raoul (4 years 2 months) laughs and says ‘You can't have two mums'.

a. What ethical issues has Raoul's comments raised?
b. What opportunities could you provide for the children to investigate these ethical issues?

Question 34. Cognitive development does not occur in isolation but is part of a dynamic interactive process that encompasses all areas of development.

Using bullet points outline the principles of child development.

Question 35. There are a wide range of factors that influence development - these factors must be taken into account when planning to support development.
Describe the key factors that influence cognitive development.

Question 36. Vygotsky made a significant contribution to the relationship between cognitive development and the socio-cultural context.
Briefly outline the main principles of Vygotsky's theory of cognitive development.

Question 37. According to Vygotsky, what role does language play in cognitive development?

Question 38. In regards to the work of Vygotsky, what is the role of social interaction in relation to cognitive development?

Question 39. In your own words describe what is meant by the ‘Zone of Proximal Development' (ZPD).

Question 40. Provide an example of an educator using the Zone of Proximal Development (ZPD).

Question 41.

Scenario
Rabiyah
Rabiyah (4years) speaks both Arabic and English. She often combines the two when speaking to adults and then laughs because she knows the educator does not speak Arabic. Rabiyah is very interested in making patterns - with beads, blocks, collage etc - she will spend long periods of time creating her patterns and will then go into great detail as she describes how the pattern was made. Rabiyahs' father makes lead-light windows as a hobby. He creates beautiful patterns that reflect his Middle Eastern culture.
The educator has displayed a range of pictures that show naturally occurring patterns in the environment. Rabiyah studies them closely.

a) Explain how you could apply Vygotsky's theory in Rabiayh's Scenario.

Question 42. Piaget made a significant contribution to our understanding of cognitive development. Significantly, he was able to demonstrate that children do not think in the same way as adults.

a) List the key principles of Piaget's theory of cognitive development?
b) What did Piaget mean by the term ‘scheme'?
c) Describe the patterns of behaviour for each of the following ‘schemes'.
d) Provide a description and example of the following milestones that are achieved in the Sensorimotor Period.

Question 43. Describe Bruner's three stages of learning:

Question 44. Read the scenario and answer the related questions.

Scenario

Gardner's Theory of Multiple Intelligence-Maddison

Maddison (3 years 7 months) has been attending long day care five days per week for the last three years. Maddison is an extremely bright child who has an extensive vocabulary. She enjoys talking to adults. She has taught herself to read, is able to write her full name and lately she has been making a good attempt at writing other words. Maddison can produce quite elaborate and detailed drawings. Maddison can do 30 piece puzzles and particularly enjoys the challenge of mosaic puzzles. Maddison has recently become interested in butterflies after visiting the live butterfly display at the botanic gardens where visitors walk among an enclosure filled with butterflies.

a. Based on Gardner's Theory of Multiple Intelligence, identify Maddison's preferred learning style.
b. You decide to build on Maddison's interest in butterflies. How would you find out what it is about butterflies that interests Maddison? What opportunities could you offer Maddison to represent what she knows about butterflies?

c. You discover Maddison is interested in the colours and patterns on butterfly wings. Describe two experiences you could provide for Maddison to give her the opportunity to explore her interest and build on her existing knowledge?

Question 45. Read each scenario and answer the related questions.

Scenario A
Where's the clock Liam?

Loretta is sitting with Liam (2 years 6 months) looking at a picture book together. They are looking at a book with illustrations of different rooms in a home. Loretta is playing a game - ‘I can see...' each person takes a turn at stating something they can see in the picture and the other person points to it.
Loretta: "I can see a red clock hanging on the wall."
Liam looks closely but is not able to see the clock.
"There it is," says Loretta. "Your turn"
"ball" says Liam. Loretta knows that Liam is looking at the ball that one of the children is rolling across the floor.
"I can't see the ball Liam. Can you show me?"
Liam shakes his head, "Gone."
"Ok, my turn. I can see a coffee mug and some biscuits on a plate."
"Yum, yum" says Liam. He looks intently but again fails to find the items.

a. What concerns would you have in regards to Liam's cognitive development?

Scenario B
William

William (4 years 4 months) has been attending the service three days per week for the past two years. Next year he goes to school. William has poor concentration and is easily distracted. He finds it difficult to follow two or three step directions and will often stop mid-way through a task because he has forgotten what he is supposed to be doing. He still calls his peers ‘Hey boy/girl' - he has not managed to learn their names in two years.
He finds it difficult to stay on-task when attempting puzzles or playing games that involves matching colour or shape. William builds quite elaborate structures with blocks and enjoys outdoor play.

1. What concerns would you have about William's cognitive development?

Question 46. Symbolic relationships include an understanding of symbols used in everyday life to convey meaning. These symbols include concrete objects, physical actions, and spoken and written symbols.
Read each scenario and suggest an educator response that could support or reinforce the understanding and use of symbols. (Question ‘a' is provided as an example)

Scenario
a. When the highchairs are set up 15month old Deka squeals with delight, he knows it's time for morning tea.
b. The educator and two toddlers are packing away. A third toddler, Jay, brings over a teddy. The teddies have already been put in the cupboard.
c. The educator carries a box into the room for the children to unpack. There are several new toys inside which have been ordered from the catalogue which the children like to look at through the day.
d. The educator in the 3 year olds' room has put a display of pictures on the wall that shows close-up images of a variety of shoes.
e. The educator has a series of pictures that show the various routines that occur throughout the day eg arrival, play, outdoors, morning tea etc.

Question 47. Explain the difference between rote counting and rational counting.

Question 48. Provide an example of one-to-one correspondence.

Question 49. Suggest two ways educators can help children to recognise numerals:

Question 50. What are cardinal numbers?

Question 51. What are the skills children need for matching?

Question 52. Read the narrative observation and answer the following questions.

Scenario
Leo's Animal Circus House
Leo (4.9yrs) made an animal circus house today. He carefully combined lots of different materials to build his structure. I asked him to tell me about what he had made and this is what he said:
"I made a new house for the animals ‘cause they didn't like their house any more. It's call a animal circus house so they can play and make rockets and watch movies if they want to."
Leo pointed out the features of the ACH. "This is the big screen TV'- pointing to the timber arched with the coloured perspex inserts. "They can watch the footy and the cartoons. And this is where they can make rockets and (points to the cylinder with the purple paper on top) and this is where they can sleep. See these stones, they're not really stones they're the beds and some of them are the food 'cause they get hungry. Some animals are in this fence because they were bad and they can't run away."
Leo have given quite a detailed description of his creation. I asked for some more detail.
"What's that purple part on the top of the rocket?"
"Oh, that's the metal and the flames, rockets get very, very hot you know."
"What are these?" I point to the coloured stones.
"They are special magic food that the animals saved so that can eat them and be magic."
"What sort of magic?"
‘They can be invisible and they can fly faster than the rocket if they want to. ‘
"Wow, that's incredible. I'd love to be able to fly like that!"
"Yeah me too, we need to get some magic first but I think the animals are going to the movies now. See you later Brooke! Leo ran off to the block area. Imagine - all of that wonderful imagination!

a. What would you plan for Leo next and why?
b. Create a box of unusual/interesting materials for Leo to explore - list 5 items you could include

Question 53. Read the scenario's and answer the related questions.

The Secret
Frank, Carter & Samir (5 years) have a secret. They have discovered gold is in the playground. (Samir has some rocks painted gold that his grandfather gave him). The three boys are deciding where to dig for more gold. They have drawn a map of the playground which they have attached to a clipboard. They ask Brooke if they can secretly bury their gold and then challenge the other children to find it. It is agreed that when everyone goes inside for music the boys will go and bury their gold.

a. Using the idea the children have developed in their play, plan a follow up experience for a small/large group of children. Ensure that your experience will be challenging and interesting for all children.
In your answer detail:
- How can you tap into the children's enthusiasm and imagination?
- What additional resources could you add?
- How could you include maths and literacy in this experience?

Question 54. Project- Maths Learning Centre

Plan a maths learning centre for a group of Toddler (1- 2 years) or Preschool (4-6 years) children based on one of the following concepts:

Your learning centre will be a series of experiences and resources that are based around one of the above concepts. You must ensure that the experiences you plan are hands-on and actively engage the children in exploration.
Please note: This project is a planning exercise and you are not required to implement the learning centre or experiences.
To complete this task you must:
a. Plan the learning centre:
i. Detail the age group and concept you have chosen.
ii. Identify the specific learning goals and link to the Early Years Learning Framework.
iii. Provide a rationale for your choices.
iv. List the resources you will use, including materials, reference books, stories, songs, IT, websites etc.
v. Explain how the Learning Centre will be set-up e.g. table against wall to display posters, artificial grass on table, use book shelf to display resources like a diorama (you may like to draw a picture).
vi. Identify key vocabulary (words, phrases) you could use and questions you could ask to promote children's learning.

Question 55. Project- Maths Learning Centre

b. Plan two additional experiences to complement the learning centre. These may be small or large group and may take place indoors or outdoors.
i. Identify the goal/s for the experience and the related EYLF Learning Outcomes.
ii. Detail why you have chosen this activity in your rationale.
iii. Document the resources you will need.
iv. Describe each experience - the child's role and your role/strategies.
v. Explain how you will assess the outcomes of your experiences in terms of concept development (e.g. think about EYLF Indicators)
Use the ‘Small/Large Group Experience Plan' Template to complete your plans.

Question 56. Project- Science Learning Centre
Create a Science Learning Centre for Toddler (2-3 years) or Preschool (3-4 years) children based on one of the following concept:
- Things that Fly (this will allow exploration of a wide range of bugs, birds, bats etc. and their habitats).
Please note: This project is a planning exercise and you are not required to implement the learning centre or experiences.
To complete this task you must:
a. Plan the Learning Centre
i. Identify the specific learning outcomes and link to the Early Years Learning Framework, providing a rationale for your choices.
ii. List the resources you will use, including materials, reference books, stories, songs, IT, websites etc.
iii. Explain how the Learning Centre will be set-up e.g. table against wall to display posters, artificial grass on table, use book shelf to display resources like a diorama (you may like to draw a picture).
iv. Identify key vocabulary (words, phrases) you could use and questions you could ask to promote children's learning.
Use the ‘Learning Centre Planning' Template to complete your plans.
b. Plan for Teaching and Learning
i. Describe a series of four related experiences/challenges/tasks for the children to undertake that complement the Learning Centre. Ensure the experiences relate to the concept being explored and provide a rationale for your choice.
ii. Develop a web plan of questions that you could use with children to explore their existing knowledge.
Use the ‘Plan for Teaching and Learning' and ‘Web Plan' Templates to complete your plans.

Question 57. Central to Vygotsky's theory of cognitive development is what he termed tools of the mind which enable transmission of complex cognitive operations. Language was regarded by Vygotsky as the prominent ‘tool of mind' that shaped mental functioning in a social and cultural context.
What did Vygotsky mean by ‘private speech'?

Question 58. Describe Piaget's stages of language development
Stage of language development
Egocentric speech:

Socialised speech:

Question 59. Identify the language skills examples for each age group.

Approximate Age
2½-5 years
0-3 months
2-2½ years
3-6 months
12-18 months
6-9 months
9-12 months

Question 60. Read the scenarios and answer the related questions.

Scenario A
Oscar
Oscar (2 years) has been building with the small coloured blocks. He has incorporated several figures (boy, woman, man) and as well as farm animals into his building. He also has two trucks and a helicopter placed on or near his building. He now has several pieces of blue paper which he is cutting and placing around the building.
As he is working he talks quietly to himself. Occasionally he nods his head as he touches each figure. Oscar has been working on his construction for around 20 minutes.

Write two open-ended questions that you could ask Oscar, and give a reason for each one:

Scenario B
Pia & Ashia
Pia & Ashia (both 4 years 6 months) have been busy playing at the bottom of the vegetable garden for quite some time. They have transported various items such as African dolls, plastic giraffes &elephants, pieces of fabric, a blue ceramic bowl, small boxes and various items from the collage trolley to the site.
The girls have created a little scene - they have made the boxes into buildings decorated with fabric & various bits of collage, put water in the bowl and have arranged the animals among the plants. The dolls are seated around the water.
Trish approaches: "Hello girls, I saw you down here and wondered what you have been doing."
Pia:"We made a Africa safari zoo!"
Ashia: ‘Can you see our animals? They're hiding in the jungle.'

Suggest two questions that Trish could ask Pia and Ashia to extend their language and thinking.

Question 61. Refer to each picture and related child's question, and document how you would respond to the child. Think about:

- What age-appropriate information would you provide and,
- How would you help the child to understand the information?

Picture and

3 years old: Why does the hermit crab live in a shell?

4 years old: "Where's the spider's eyes and mouth?"

A toddler is startled by a moth that is at the window: What's that?

Question 62. Define each of the terms in the table below.
Terms
a. Communication
b. Language
c. Literacy

Question 63. For each of the scenarios listed in the table below, write a verbal response that the educator could use to support or extend the child's language development. Give a reason why the response is appropriate.

Scenario
a. Rebecca, 2 years:
‘Mummy gone.'
b. Brendon, 3years 4months:
‘Him foots are all muddy.'
c. Benita, 17 months is sitting in the highchair for morning tea. The dog next door begins to bark and she looks towards the window and says:‘d,d'.

Question 64. Research has shown that phonological awareness is related to the child's ability to learn to read. Phonological awareness develops along a continuum, from simple to complex.
Provide a practical example of how educators can support children's learning and development for the following levels of the continuum.

Skills in Phonological Awareness Continuum
a. Listening
b. Rhyming
c. Alliteration
d. Sentences and words

e. Syllables

Question 65. What benefits do children derive from learning specific skills related to letters and words?

Question 66. Explain why teaching the alphabet using the "Letter of the week" is not a best practice model within the early years?

Question 67. List 3 activities/experiences that educators could provide children that will support them to gain knowledge of letters and words in a meaningful way.

Question 68. Consider the different types of texts referred to in the reading and prepare a list of resources and/or experiences you could add to the environment to support the children's interest in trains.

Type of Text
- Everyday texts
- Paper-based texts
- Oral texts
- Digital texts
- The arts
- Texts of popular culture

Question 69. Where children speak a language other than English (LOTE) it is essential to provide a range of strategies to support English language development while at the same time encouraging retention of the home language.
Read the following case study about ‘Elaha' and answer the related questions. Your response should reflect your knowledge of strategies to support bilingual children.

Scenario A
Background Information
Child's Name: Elaha Age: 3.6 years
Cultural Background: The family comes from Afghanistan, They are of the Muslim faith.
Family: Elaha's family arrived illegally in Australia two years ago as ‘boat people'. Elaha's father worked as a journalist in Afghanistan and was seeking asylum for his family as he feared his outspoken articles would lead to retribution. During the time in the detention centre Elaha's father was able to further develop his English skills. Elaha's mother also attended language classes but missed many during her difficult pregnancy with Nahid (12 months). The English classes for children were very structured and Elaha's spoken English is poor.

The family was released from detention 2 months ago and now lives in government housing. Elaha's father is studying full time at university and her mother works in a factory.
Sister (Nahid), also in care.
Time in care: Elaha and Nahid have been in care for the past 3 weeks. They attend five days a week.
Language/s spoken at home: First language is Dari (the official language of Afghanistan). Both Elaha's mother and father also speak Farsi. Elaha's father speaks English fluently; her mother's English language skills are developing.
Parents' expectations: Elaha's parents want her to be a fluent in English.
Interests: Elaha enjoys all activities but particularly painting, dramatic play with dolls, puzzles, blocks, musical instruments. She has shown an interest in Alexandra (4yrs) and Shahla (4.5yrs).

Scenario B
Observation I
Child's Name: Elaha Age: 3.6years
Observation Date: 23/2/04 Observer: Fran
Setting: Elaha has just woken up from sleep. Sharon (educator) is sitting on the floor helping children to get dressed.Elaha walked out of the sleep room, carrying her teddy bear. She put her bear into her locker and then went to the toilet. She then sat down on the floor next to Sharon. Sharon asked Elaha if she would like to go and get her clothes. Elaha nodded and went to her locker. She came back carrying her tracksuit and her shoes. She gave them to Sharon. Sharon asked Elaha what she wanted her to do. Elaha did not reply but looked at Sharon. Elaha took back the clothes and put her track suit pants on. She had difficulty pulling her top over her head. When Fran asked if she needed help, Elaha nodded her head and murmured "yes."

Scenario C
Observation II
Child's Name: Elaha Age: 3.6years
Observation Date: 26/2/04 Observer: Fran
Setting: Indoor free play in afternoon. Children have oil pastels, felt pens and pencils to draw.
Elaha and Shahla are the only children at the drawing table.
Shahla takes a felt pen and says "I am doing this for my Mum".
Elaha watches Shahla draw a large circle with the texta. Elaha picks up a black texta with her right hand and uses a mature grip to draw a confident circle. She proceeds to draw a face, carefully placing details. She has two attempts to draw a nose.
Shahla looks over and asks, "Who is that?"
Elaha says very softly without looking up, "Nahid".
Fran comes over and says, "Who is it Elaha?" but Elaha does not respond.
Shahla says, "She said it was Nahid."
Elaha looks up and Fran smiles and says, "You are a good drawer, mum and dad will like that drawing".

Scenario D
Observation III - Language Sample
Child's Name: Elaha Age: 3.6years
Elaha's verbal interactions with both educators and children are limited
Elaha speaks very quietly to Alexandra, and Shahla but her interactions are limited to a few quiet words such as ‘yes, no, more, out, me, go, teacher'.
Elaha uses facial expressions, gestures and head movements rather than verbalising
Elaha stands quietly near a educator when she wants something. She smiles at educators and will now sit close for a story
Elaha speaks Dari at home and with her sister at the centre
Elaha has been overheard ‘crooning' to her ‘baby' in Dari
Elaha's understanding of English is more advanced than her spoken English. She can follow directions and respond to requests.

Scenario E
Observation IV
Child's Name: Elaha Age: 3.6 yearsDate of Observation: 27/2/04
Observer: FranSetting: Elaha was sitting in the block area, building a tower with Shahla
Time 10.15am
Shahla is holding a long rectangular block in her hand. She places it on the floor next to the tower that she and Elaha have built.
"This is the road", says Shahla.
She takes a shorter rectangular block and places it in front of the first one. "It's going to be a long road. Here Elaha, you help me. Make the road to the end of the room".
Shahla gets more blocks and continues to build the road with one long block and then one short block.
Elaha goes back to building the tower.
Shahla says "It's too high. It will fall down."
Elaha looks at the tower and then carefully removes cylindrical blocks from the top. She looks at Shahla who says "Good girl, now it won't fall over", Elaha smiles.

Scenario F
Observation V
Child's Name: Elaha Age: 3.6 yearsDate of Observation: 29/2/04
Observer: FranSetting: LunchtimeTime: 12.15pm
The children are having Pita bread and various fillings for lunch. When Mary (an educator) asks Elaha what she wants on her pita, Elaha points to lettuce, tomato and humus.
Mary says "You need to say the words Elaha."
Mary points to the lettuce and asks, "What is this called?"
Elaha looks at Mary and shakes her head.
"It's OK, Elaha. I'll help you," says Fran.
"Now, let's see you wanted lettuce, and some tomato and some humus."
As Fran is talking see looks to Elaha for confirmation. Elaha nods and smiles as each item is added to the pita bread.
"There you are Elaha. That looks yummy!" Fran passes the pita bread to Elaha.
Elaha smiles and nods.

While Elaha is eating her lunch she watches the other children intently. She appears to be listening as children engage in conversations but does not attempt to join in.

a. What information would you need to gather from Elaha's family about her language?
b. Elaha's father has suggested they stop speaking their home language, Dari, to Elaha at home. A friend has told him she will "learn English quicker."
What information would you provide Elaha's parents' about the importance of maintaining Elaha's home language?
c. What would you say to Elaha's mother and father about Elaha's use of language at the service?
d. What would you say to a colleague who is concerned that Elaha seldom speaks to anyone except Nahid when at the service?
e. Suggest 3 specific strategies that you would put in place to support Elaha's language acquisition.

Question 70. Project- Literacy Development
By now you will be aware that early literacy development is a critical factor in later school success. Children who have poor literacy experiences prior to formal school often struggle to catch up with their peers and as a result may not reach their full potential.
A critical role for early childhood educators is to share information with families about the importance of literacy development and encourage families to engage in a range of literacy experiences with their children.
a. Prepare a series of three facts sheets for parents on the importance of literacy development and practical strategies to support literacy skills. Your fact sheet will be developed for the following age groups:
- 0-2 years
- 2-3years
- 3-6years
Your information should include:
i. Link to Early Years Learning Framework
ii. The link between literacy, school readiness and school success
iii. The difference between early literacy skills and reading (convey the message that you are focus on literacy skills not learning to read)
iv. Practical strategies that parents can put in place to support literacy development
v. Information on how to select a good quality picture book to match the child's age & interests
NOTE: The facts sheets should be A4 size - keep the information short and sharp and support with visuals where possible. Remember not all parents will have well developed literacy skills also consider families where English is a second language.
Design your own fact sheets templates.

Question 71. Project- Literacy Development
Find a website that provides information and resources for parents.
i. Detail its name and how it can be accessed
ii. Outline the content of the website .
iii. Explain why you would recommend this site to families.

Question 72. What is meant by the term intentional teaching?

Question 73. Read the scenarios and answer the related questions.

Scenario A
Mia
Mia (8 months) has been hospitalised five times since birth. Mia was born eight weeks premature and spent the first 12 weeks of her life in a Neonatal Intensive Care Unit. She has a congenital heart problem and suffers recurring bouts of breathing difficulties. Mia's teenage mother is a heavy smoker and casual drug user. Mia is often left in her cot for long periods of time.
List the key influencing factors on Mia's development.

Scenario B
Nuha
Nuha (15 months) is an only child of immigrant parents. Both parents work full-time and study part-time. At home Nuha is cared for by her elderly aunt, who does not speak English. Nuha tends to spend a lot of time outside in a playpen with familiar toys provided by her aunt. Her aunt's friends interact with Nuha a great deal - she is rarely left to play alone. Nuha is not encouraged to feed herself or ‘help' in any self-help, routine tasks.
List the key influencing factors on Nuha's development.

Question 74. The concept of the environment as the 3rd teacher is particularly relevant as a strategy to support children's development.
List the strategies that can be used to create an environment that encourages and supports exploration, investigation and problem solving.

Question 75. Read the scenario and answer the related questions.

Heuristic Play

Jemma, an educator in the baby room recently learnt about the concept of ‘heuristic play'. She then set about collecting a range of materials for her toddlers to explore to support their development.
A. What is the meaning of heuristic play?

B. List at least six objects that you could gather for a heuristic play experience for a 2-year old.

Question 76. Read the scenario and answer the related question.

Fairyland
The educators heard a group of children talking about fairies. At group time the educators discussed with the children their ideas on what would be needed to build a fairyland for the fairies. The children suggested homes and places for the fairies to play. The next day the children discovered the fairy village.

a. How have the educators inspired surprise and intrigue for the children?

b. List three ways the educators could add to the fairy village to extend play and continue the magic of surprise.

Question 77. Read the scenario and answer the related question.
Tunnel Play

The children in the Preschool room move the tunnel away from the obstacle course to play a variety of new games with it.

a. List 3 reasons Hewes (nd.) gives for why children's opportunities to play are under threat.
b. What is Rubin, Fein & Vandenburg's (cited in the reading) definition of play behaviour?
c. How can educators facilitate and support children's play behaviours?
d. You are supervising the preschool outdoor area and hear your colleague say to the children "Put the tunnel back near the obstacle course where it is meant to be, I hope you will then use it properly or I will have to pack it away".What would you say to your colleague to assist her in understanding the nature of spontaneous play?

Question 78. Project- Design the Learning Environment
You are required to design an indoor learning environment for infants and toddlers (0-24mths). Your layout should consider the developmental needs and reflect the theories of learning appropriate to the age group.
a) Design the indoor learning environment:
i. Sketch your room layout and design elements on A4 paper (you may use the template provided or one of your own.
ii. Link each area to the areas of development (physical, social, emotional, cognitive, language)
iii. On your room design/layout you need to identify the following:
- Paths and boundaries;
- storage and display;
- furniture;
- open-ended, natural and found materials that will be considered to resource each space;
- areas that encourage self-help and independence of children.
Use the ‘Learning Environment Design' Template, or design your own.

b) Reflect on and evaluate your design:
i. Provide a rationale for your design.
ii. Explain how you have applied Piaget's theory to practice in your selection of materials and equipment in the design.
iii. What safety considerations have you applied in your design?
iv. How do the spaces encourage self-help and independence of children?
v. Applying Vygotsky's theory, what spaces will facilitate the educator to scaffold children's learning?
vi. Choose a space from your layout: name the space and identify links to the EYLF - include links to principles, practices and Learning Outcomes.
Use the ‘Reflection and Evaluation' Template.

Attachment:- Foster the holistic development.rar