Child Development & Children Self Care Review – Arts & Humanities Assignment Help

Assignment Task

Task 

Learning Outcomes and Element

Learning Outcome 1: Children have a strong sense of identity (Identity)

• 1.1 Children feel safe, secure, and supported.
• 1.2 Children develop their emerging autonomy, inter-dependence, resilience and sense of agency.
• 1.3 Children develop knowledgeable and confident self identities.
• 1.4 Children learn to interact in relation to others with care, empathy and respect.

Learning Outcome 2: Children are connected with and contribute to their world (Community)

• 2.1 Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation.
• 2.2 Children respond to diversity with respect.
• 2.3 Children become aware of fairness.
• 2.4 Children become socially responsible and show respect for the environment.

Learning Outcome 3: Children have a strong sense of wellbeing (Wellbeing)

• 3.1 Children become strong in their social and emotional wellbeing.
• 3.2 Children take increasing responsibility for their own health and physical wellbeing.

Learning Outcome 4: Children are confident and involved learners (Learning)

• 4.1 Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity.
• 4.2 Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating.
• 4.3 Children transfer and adapt what they have learned from one context to another.
• 4.4 Children resource their own learning through connecting with people, place, technologies and natural and processed materials.

Learning Outcome 5: Children are effective communicators (Communication)

• 5.1 Children interact verbally and non-verbally with others for a range of purposes.
• 5.2 Children engage with a range of texts and gain meaning from these texts.
• 5.3 Children express ideas and make meaning using a range of media.
• 5.4 Children begin to understand how symbols and pattern systems work.
• 5.5 Children use information and communication technologies to access information, investigate ideas and represent their thinking.

PART 1
Collect information – Observation
What do you observe or notice? Look for the extraordinary in the ordinary moments by making learning visible.

Question and analyse observation
What do you understand about what you observed? What did you find interesting or extraordinary? What learning is being demonstrated?
What can you extend on? Suggest few experiences. What are the interests and strengths of child/ren observed? Link the information to
EYLF/VEYLDF learning outcomes.

PART 2
Plan – Learning Intention/s to achieve by the end of experience (one or two): For children to understand… For children to explore…For children to practice etc. 
Strategies: What strategies you might use to promote children’s interest, play and learning? This might include interactions, resources, intentional teaching. You might include some examples of modelling, scaffolding or open ended questions. How will you encourage children to learn from each other? How will the environment support play and learning?

Act and Do (Implementation)
Implement your experience. Did you need to modify for any reason? Any emergent experiences that arose? Give specific examples of children’s involvement. What learning processes have you observed the children using (problem solving, inquiry, experimentation, hypothesising, researching, investigating…)?

Review and Reflect (Evaluation)
Review: With the learning aims and the EYLF/VEYLDF learning outcomes in mind, evaluate the learning and the planning. What worked well? What can you
improve? Do you need to repeat, refine or extend the plan? How will you follow up?
Reflect: What did you learn about yourself and your practice as a teacher. Any changes to your practice as a result?

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