Binders and folders organized regular feedback students

b. Identify three (3) things you can do to help children express their feelings.

ANSWER: three things you can do to help children express their feelings are:

2. Provide an example of a way that a child with a restricted vocabulary and who cannot read might be helped to express their feelings and emotions to educators.

ANSWER: a child with a restricted vocabulary can express their feelings through facial expressions, their body language, their behaviour, and play. These are their ways of expressing themselves and letting you know how they feel.

• Illness

• Body language, facial expressions

• Discuss their emotions with them.

• Give them a safe environment.

ANSWER: I can engage children in routine self-help tasks by letting them hold their spoon while eating. In this way they can develop their fine motor skills and can learn to be independent. I can also ask them to wash their hands themselves and dress themselves.

6. Give three (3) examples of how the Early Years Learning Framework (EYLF) guides assessment and monitoring of children's physical development.

• Consider the outside environment for play – if the weather is not suitable for outside play- negotiate with them and explain them in a way that they understand that giving choices/ alternatives to play outside.

• Educator should get involved in their play: chasing them, running them around, pretending to be butterflies and birds.

b. Provide three (3) examples of experiences that support both areas of development.

ANSWER: examples of experiences that support both areas of development are:

8. Briefly summarise the four (4) stages of Lev Vygotsky’s theory in relation to language development.

ANSWER:

• Ingrowth or inner speech stage (8 years on)- during this stage children’s private speech declines and becomes much more internalised. They solve problems ‘ in their head’ or using inner speech, however you will still hear people using private speech when faced with unusual or complex problems

9. Albert Bandura, a psychologist, believed by observing the actions of others, including parents and peers, children develop new skills and acquire new information.

10. Read Outcome 5: Children are Effective Communicators in the Early Years Learning Framework (EYLF). Identify three (3) ways the EYLF sees communication as crucial to belonging, being and becoming?

ANSWER:

a. What are the main ideas of each theory?

ANSWER: Social constructivism is a sociological theory of knowledge according to which human development is socially situated and knowledge is constructed through interaction with others. It emphasizes the collaborative nature of learning.

• ANSWER: Example of using cognitive constructivism with babies:

• From 3-6 months talk to them in ‘coos’ and other sounds.

• we can do a simple craft activity like collage making. As it helps them to build their fine motor skills.

• Practice animal sounds recognition.

• They can do painting and pasta drawings to improve creativity.

• We can do science activity like which object sink and floats in water.

• Examples of social constructivism with toddlers are:

• For toddlers allow them to offer children play choices and respect other children’s choice to watch and observe.

• Have practice conversations with your child where you take turns asking questions and listening to answers.

• Tell simple jokes and riddles. Pre-schoolers usually enjoy simple word games like finding rhyming words and even making up words.

• Having conversations about open ended questions

• Giving children an opportunity to try their on interest and testing it.

1.The families should have the opportunity to be involved in the service and contribute to the decisions that affects their child. If the family and educators communicate with each other they can build a complete picture of the child’s interest, needs, learning progress and uniqueness.

2. Sharing the development of the child at home and in the centre is one way of assessing progress. If the child can develop some skills that is not evident before at home and if a child applied something new at home that means he learned, it from the centre.

• Anecdotal records: this observation is usually recorded after the event has occurred and written in past tense. It should focus on what is significant and recorded in sequential order to focus on important details. It may focus on a single area of development or cover several developmental areas at once.

• Running records- a running record tells a story of the child’s behaviour by detailing everything a child says during a set period. They are written in present tense since you are recording as it happens. Running records provide a more detailed account of a child’s behaviour in particular situations. They are useful in determining why a child is behaving in a particular way and usually provide in depth information on a range of developmental areas. With running records, it is often a good idea to record during a specific time like 2 to 5 minutes or observe during time increments.

ANSWER: Indoor learning environment is a safe place where children are protected and most of the important activities take place like eating, sleeping, toileting and washing hands. Most of the time are spend indoor, this helps promotes social interactions among children as the area is closed and limited, they always have an opportunity to interact with each other.

15.

16. The daily routine provides opportunity for educators to introduce and practice one-to-one correspondence with the children, provide four (4) examples of these opportunities.

ANSWER: examples of such opportunities are:

17. Identify three (3) activities that could be used to create a literacy/ language-rich environment. Explain how each activity promotes children’s language and communication development.

ANSWER:

and print.

ANSWRER: activities that might encourage children to experiment with images and print are:

19. Explain how educators can support children in each of Erikson’s stages of psychosocial development.

ANSWER:

20. Explain why a sense of belonging is paramount to children’s relationships and self-esteem. Identify ways educators can create a learning environment that promotes connectedness and sense of belonging.

ASNWER: Sense of belonging is paramount to children’s relationship and self-esteem because showing the children their value, importance and make them feel that they belong can boost their self-esteem. Being there for a child, listening to his needs and giving him attention can have a good effect of his self-esteem.

• Showing images of them from their place wearing their traditional costumes or images that represents the whole age group of their community.

• Coming to classroom on their special festivals and telling about it like why it is celebrated, what are the rituals and customs.

2. If the children are outside and see an ant. They will ask you where they are going and what are they doing. So, you will tell them that they are gathering food like what your mum is doing inside the grocery store. And they will keep asking you questions and lead to a new topic.

3. When children are outside playing with the mud. Use this opportunity to teach them about the natural environment. You can teach them the weather, the creatures that live in it and the plants that can grow on it.

• Learning alphabets to be able to read and write.

24. List the skills children can develop for the following numerical concept? List three (3) skills for each concept.

recognizing the appearance

organizational system

knowing the value of each number

recognizing numbers

26. Copy the URL address into your web browser to access the Raising Child Network web site and review the different stages of communication/language development. PC 5.1, 5.2, 5.3, 5.4, 5.6, 5.7

http://raisingchildren.net.au/articles/language_development.html

• Identify an experience or interaction family members and educators can do to support children’s communication/language development.

6-12 months

• Experiences / Interactions: copy babies sound and encourage them to imitate you.

Try to put words to their sounds like: it feels like you are hungry, here comes your milk.

Understand the meaning of simple instructions.

Pointing towards things to ask them.

18 – 30 months

Characteristics: start to put two words together into short ‘sentences’

Develop skills by role-modelling, practicing, and guiding.

Include positive non -verbal communication like smiling, tone, and body language.