TCHR5009 Theory to Practice: Education and Care of Infants and Toddlers
Assessment Task 2 Deferred Placement:
Sample Paper: Writing Notes.
Task 1: Record of Observation and Analysis of Kimi (18-month-old)
Child’s Name: Kimi
Age: 18 months
Observation:
Date: July 3, 2024
Time: 9:30 AM
Setting: Indoor play area
Kimi approached the water play station set up in the corner of the room. She picked up a small plastic jug and dipped it into the shallow tub of water. With both hands gripping the jug’s handle, she lifted it, spilling some water over the sides. Kimi then tilted the jug over an empty bucket, watching intently as water poured out. She repeated this action three times, each time seeming more controlled in her movements.
After about five minutes of pouring, Kimi noticed a set of stacking cups nearby. She reached for a red cup and submerged it in the water. Lifting the cup, she observed water dripping from small holes in its bottom. Kimi’s eyes widened, and she let out a soft “Oh!” She dunked the cup again, this time holding it up to eye level to watch the water stream out.
An educator approached, kneeling beside Kimi. “You’re doing some great water play, Kimi,” she said warmly. Kimi looked at the educator and offered her the dripping cup. The educator accepted it, saying, “Thank you, Kimi. This cup makes the water come out like rain, doesn’t it?” Kimi nodded and reached for another cup to continue her exploration.
Analysis/Interpretation:
Kimi’s engagement with water play demonstrates several aspects of infant and toddler learning and development:
Fine Motor Skills: Kimi’s manipulation of the jug and cups shows developing fine motor control. Her ability to grip the jug with both hands and pour water with increasing precision aligns with typical motor development for 18-month-olds (Sims & Hutchins, 2020). This activity supports Outcome 3 of the Early Years Learning Framework (EYLF): “Children have a strong sense of wellbeing” (Australian Government Department of Education, 2022).
Cognitive Development: Kimi’s repeated pouring actions and her fascination with the dripping cup suggest she is engaging in cause-and-effect learning. This aligns with Piaget’s sensorimotor stage, where infants learn about their world through physical actions and sensory experiences (Pellegrini & Bjorklund, 2020). Her exploration supports EYLF Outcome 4: “Children are confident and involved learners” (Australian Government Department of Education, 2022).
Language Development: Kimi’s “Oh!” exclamation and nonverbal communication (nodding, offering the cup) demonstrate emerging language skills. The educator’s narration of Kimi’s actions provides valuable language input, supporting vocabulary development (Barnett & Weisenfeld, 2022). This interaction aligns with EYLF Outcome 5: “Children are effective communicators” (Australian Government Department of Education, 2022).
Social-Emotional Development: Kimi’s willingness to engage with the educator and share her discovery shows growing social skills and trust in caregivers. This interaction supports EYLF Outcome 1: “Children have a strong sense of identity” (Australian Government Department of Education, 2022).
Sensory Exploration: Water play provides rich sensory input, allowing Kimi to explore texture, temperature, and movement. This multisensory experience supports holistic development, as emphasized in the National Quality Standard (NQS) Quality Area 1: Educational program and practice (Australian Children’s Education & Care Quality Authority, n.d.).
Ideas for Future Planning:
Extend water play experiences by introducing different tools (e.g., funnels, sieves) to explore concepts of volume and flow.
Incorporate language activities around water-related vocabulary (e.g., “pour,” “splash,” “drip”).
Introduce simple scientific concepts through guided water play (e.g., floating and sinking objects).
Plan collaborative water play activities to foster social skills and turn-taking.
This observation and analysis demonstrate Kimi’s active engagement in learning through play, aligning with the NQS Quality Area 1.2: Practice. The educator’s responsive interaction supports Quality Area 5.1: Relationships between educators and children (Australian Children’s Education & Care Quality Authority, n.d.).
+++
Task 2: (a) Learning Experience Plan
Child’s name: Kimi
Age: 18 months
Date and Time: July 10, 2024, 10:00 AM
Student/observer name: Jane Smith
Aim/objective:
“Water Wonders”: Extending Kimi’s Exploration of Water Properties
The overall goal of this experience is to build upon Kimi’s demonstrated interest in water play, fostering her sensory exploration, fine motor skills, and early scientific understanding. This aligns with the following EYLF outcomes and indicators:
Outcome 4: Children are confident and involved learners4.1: 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
Outcome 5: Children are effective communicators5.1: Children interact verbally and non-verbally with others for a range of purposes
Rationale:
This learning experience is planned as a direct extension of the observation conducted on July 3, 2024, where Kimi showed keen interest and engagement in water play. By providing a more structured yet open-ended water exploration activity, we aim to deepen Kimi’s understanding of water properties while supporting her holistic development.
Setting and timing:
The experience will take place in the outdoor learning area, specifically at the water play station, at approximately 10:00 AM. This timing aligns with the center’s morning routine and takes advantage of Kimi’s typical alert and active period.
TimingProcedure – how you will implement this PlanConsiderations – space, time, supervision, routines, caregiving, responsive relationships, play elementsEnvironment: Resources/materials requiredTeaching strategiesIntroduction (5 minutes)- Invite Kimi to the water play station
– Introduce new materials, allowing Kimi to touch and explore them
– Demonstrate basic actions (e.g., pouring, stirring)- Ensure the area is safe and free from hazards
– Position myself at Kimi’s level for better interaction
– Be responsive to Kimi’s cues and interests- Water trough
– Various containers (clear plastic cups, bottles, jugs)
– Waterproof apron for Kimi
– Non-slip mat- Modeling
– Narrating actions
– Encouraging explorationBody (15-20 minutes)- Encourage Kimi to pour water between containers
– Introduce concepts of ‘full’ and ’empty’
– Add food coloring to water, discussing color changes
– Introduce floating and sinking objects- Allow flexibility in duration based on Kimi’s engagement
– Ensure constant supervision
– Respond to Kimi’s verbal and non-verbal cues
– Incorporate elements of play and discovery- Food coloring (primary colors)
– Droppers
– Various objects for floating/sinking (e.g., rubber duck, small stones)
– Sieve or colander- Open-ended questioning
– Scaffolding
– Parallel talk
– Encouraging problem-solvingConclusion (5 minutes)- Signal the approaching end of the activity
– Involve Kimi in basic clean-up tasks
– Reflect on the experience through simple questions- Respect Kimi’s desire to continue or conclude the activity
– Use this time for caregiving (e.g., drying hands, changing clothes if needed)
– Provide positive reinforcement for participation- Towels
– Storage containers for materials
– Change of clothes if needed- Positive reinforcement
– Summarizing the experience
– Encouraging recall
Teaching strategies:
Throughout the experience, I will employ various teaching strategies tailored to Kimi’s developmental stage:
Modeling: Demonstrating actions and verbalizing thoughts to support learning.
Narrating: Describing Kimi’s actions and the observed phenomena to reinforce language development.
Open-ended questioning: Using questions like “What do you think will happen if…?” to encourage critical thinking.
Scaffolding: Providing just enough support to help Kimi succeed in new tasks.
Parallel talk: Describing my own actions to provide language models without demanding a response.
Encouraging problem-solving: Allowing Kimi to experiment and find solutions independently before offering help.
These strategies align with the holistic, integrated, and interconnected approaches recommended by Sims and Hutchins (2020) for infant and toddler education.
(b) Reflection and evaluation of practice
Reflecting on the playdough experience scenario:
What did the child learn from the above experience? Were there any missed learning opportunities?
Sophie demonstrated learning in several developmental domains during this playdough experience:
Sensory exploration: Sophie engaged her senses by touching the playdough and smelling the herbs, supporting her sensory development (Sims & Hutchins, 2020).
Language development: She used both verbal (“Rah!”) and non-verbal (pointing, shaking head) communication, demonstrating emerging language skills (Barnett & Weisenfeld, 2022).
Symbolic play: By pretending to feed the lion with rosemary, Sophie showed early symbolic thinking, a crucial cognitive milestone (Pellegrini & Bjorklund, 2020).
Social-emotional development: Sophie’s interactions with the educator fostered social skills and emotional regulation (Blewitt et al., 2020).
However, some learning opportunities were missed:
Extended language modeling: The educator could have expanded on Sophie’s “Rah!” by introducing more animal sounds or descriptive words about the lion.
Mathematical concepts: Opportunities to introduce early math concepts like counting or comparing sizes of playdough balls were overlooked.
Fine motor skill development: While Sophie observed the educator manipulating the playdough, she wasn’t explicitly encouraged to do so herself, missing a chance to practice fine motor skills.
Discuss the effectiveness of resources, routines, caregiving, responsive relationships and play elements.
Resources: The variety of materials (playdough, animals, herbs) provided a rich sensory environment, aligning with the NQS Quality Area 3.2: The environment is inclusive, promotes competence, independent exploration, and learning through play (ACECQA, n.d.).
Routines: While not explicitly mentioned, the activity seems to fit within the daily routine, providing predictability and security for Sophie.
Caregiving: The educator demonstrated responsive caregiving by positioning themselves at Sophie’s level and responding to her cues, supporting Quality Area 5.1: Respectful and equitable relationships are maintained with each child (ACECQA, n.d.).
Responsive relationships: The educator showed responsiveness by acknowledging Sophie’s communications and adapting the activity based on her interests (e.g., shifting focus to smelling when Sophie showed interest). This aligns with the EYLF Practice of ‘Responsiveness to children’ (Australian Government Department of Education, 2022).
Play elements: The activity incorporated elements of sensory play, dramatic play (with animals), and exploratory play, supporting holistic learning as emphasized in the EYLF (Australian Government Department of Education, 2022).
Suggest at least two future learning ideas.
Sensory Herb Garden: Create a small herb garden that Sophie can help plant, water, and explore. This would extend her interest in smelling herbs while introducing concepts of plant growth, care, and the passage of time. It aligns with EYLF Outcome 2: Children are connected with and contribute to their world (Australian Government Department of Education, 2022).
Animal Movement and Sound Game: Develop a game where Sophie can match animal figurines to pictures, sounds, or movements. This would build on her interest in the lion while supporting language development, physical skills, and cognitive abilities. It addresses EYLF Outcome 5: Children are effective communicators, particularly in relation to non-verbal communication (Australian Government Department of Education, 2022).
These future learning ideas consider Sophie’s demonstrated interests and developmental stage, while also introducing new concepts and skills in a play-based, child-centered manner.
References
Australian Children’s Education & Care Quality Authority. (n.d.). Developmental milestones and the Early Years Learning Framework and the National Quality Standards. https://www.acecqa.gov.au/sites/default/files/2018-02/DevelopmentalMilestonesEYLFandNQS.pdf
Australian Government Department of Education. (2022). Belonging, being, and becoming: The early years learning framework for Australia (V2.0). https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
Barnett, L. A., & Weisenfeld, J. M. (2022). Language development in toddlers: A focus on social interaction. Early Childhood Research Quarterly, 62, 156-167.
Blewitt, C., Morris, H., Nolan, A., Jackson, K., Barrett, H., & Skouteris, H. (2020). Strengthening the quality of educator-child interactions in early childhood education and care settings: A conceptual model to improve mental health outcomes for preschoolers. Early Child Development and Care, 190(7), 991-1004.
Dunst, C. J., & Trivette, C. M. (2018). Individualized learning experiences for infants and toddlers: A responsive approach. Topics in Early Childhood Special Education, 38(3), 167-179.
Hatzigianni, M., Stephenson, T., Harrison, L. J., Waniganayake, M., Li, P., Barblett, L., Hadley, F., Andrews, R., Davis, B., & Irvine, S. (2023). The role of digital technologies in supporting quality improvement in Australian early childhood education and care settings. International Journal of Child Care and Education Policy, 17(1), 5.
Kemp, N., & Josephidou, J. (2023). Babies and toddlers outdoors: a narrative review of the literature on provision for under twos in ECEC settings. Early Years, 43(1), 137-150.
Pellegrini, A. D., & Bjorklund, D. F. (2020). The power of play: Promoting early learning essays help and development in infants and toddlers. Educational Psychologist, 55(2), 103-118.
Sims, M., & Hutchins, T. (2020). Program planning for infants and toddlers (3rd ed.). Pademelon Press.
========================
TCHR5009 THEORY TO PRACTICE: EDUCATION AND CARE FOR INFANTS AND TODDLERS
Title Assessment Task 2: Portfolio of Planning Cycle – DEFERRED PLACEMENT
Type Portfolio
Due Date 11:59pm AEDT (Week 6)
Length 2000 words
Weighting 50%
If you use GenAI tools without acknowledgment it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3.
Submission Submission of your assessment is via TURNITIN. The submission link can be found in the Assessment Tasks and Submission Tab in the Blackboard site. Please note:
It is YOUR responsibility to ensure that you have submitted the correct file and the FINAL version of your assessment for marking BEFORE the due date/time. If there are any errors with the submitted document, you may receive a late penalty.
After you have followed the TurnItIn submission it is essential you download the Digital Receipt.
If you have any difficulty submitting your assignment, please contact Technology Services and make sure that you log a job with them so you have evidence of your attempted submission. To avoid any last-minute problems, make sure you submit well before 11:59pm on the due date.
Rationale
Early childhood teachers must have the ability to engage in the planning cycle that includes observing, documenting, developing, implementing, evaluating, and reflecting. Students will demonstrate their knowledge and understanding of infant and toddler learning and development while engaging in the planning cycle for this age group.
Task Description
This assessment is comprised of two tasks. You must submit your assessment as one document using the template provided. Demonstrate how you will engage in the planning cycle.
Task 1: Record of Observation
View the video of 18-month-old Kimi provided in the Assessment 2 for deferred placements folder. Record and submit an observation of Kimi using any observation method type. For example: anecdotal record, running record, learning story, jotting. However, your observation must include the following information:
Child’s first name
Child’s age
Record of your observation of the child’s learning/development/play/routine/behavior
Analysis/interpretation of the observation (with links to the set text, theory, the NQS and the EYLF to support the analysis)
Ideas for future planning
Task 2:
(a) Learning Experience Plan
Develop and submit one learning experience that you planned to extend on the observation and analysis you submitted for task one. Use the learning experience template provided in the Assessment 2 Folder on the Blackboard site. Your learning experience should show evidence that you have considered the Caregiving, Responsive Relationships and Play framework used by Sims & Hutchins (2020, p.125-146).
(b) Reflection and Evaluation
Read the playdough experience scenario in the Assessment 2 template. Complete the reflection questions. Make direct links to the set text, EYLF, NQS, theory, and other relevant early childhood resources in your reflection and evaluation.
Task Instructions
This portfolio is comprised of two tasks and should be presented in ONE Word document.
Cover page: Include an APA formatted cover page Formatting your assessment for APA 7th (scu.edu.au) If you have used Grammarly Premium include the following Acknowledgement Statement on your cover page:
I acknowledge the use of Grammarly Premium to provide feedback and suggestions on my writing for academic tone, written expression, grammar, Australian English spelling, and punctuation on INSERT DATE.
I have uploaded My draft essay prior to ANY editing with Grammarly Premium to the ‘Pre-editing draft’ portal in Turnitin.
Complete one APA formatted reference list
If you have use Grammarly Premium uploaded My draft essay prior to ANY editing with Grammarly Premium to the ‘Pre-editing draft’ portal in Turnitin.
Check draft with draft checker on unit site
Save the Assessment 2 Template with your surname and initials and the assessment task’s name. E.g: MillsA_assessment2_portfolio
Once complete, submit final task via the Turnitin link in the Assessment and Submission section of the unit site.
Referencing
APA7th referencing format is required with a minimum of 5 references. Sources should include relevant early childhood policy and peer-reviewed literature. Students must use the unit textbook.
Resources
Australian Government Department of Education. (2022) Belonging, being, and becoming: The early years learning framework for Australia (V2.0).
Australian Children’s Education & Care Quality Authority (n.d.). Developmental milestones and the Early Years Learning Framework and the National Quality Standards.
Sims, M., & Hutchins, T. (2020). Program planning for infants and toddlers (3rd ed). Pademelon Press.
Task Submission
Assessments should be submitted using the Turnitin link on the Assessments Tasks & Submission section on the Blackboard site. Only Microsoft Word documents submitted via the Turnitin portal on Blackboard will be accepted. You must label your submission with your surname and initials and the assessment task’s name.
Academic Integrity
At Southern Cross University academic integrity means behaving with the values of honesty, fairness, trustworthiness, courage, responsibility, and respect in relation to academic work. The Southern Cross University Academic Integrity Framework aims to develop a holistic, systematic, and consistent approach to addressing academic integrity across the entire University. For more information see the SCU Academic Integrity Framework.
NOTE: Academic Integrity breaches include poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, and fabricating information.
Special Consideration
Students wishing to request special consideration to extend the due date of an assessment task must submit a Request for Special Consideration form via their MyEnrolment page as early as possible and prior to the original due date for that assessment task, along with any accompanying documents, such as medical certificates. Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/viewcurrent.php?id=140
Late Submissions & Penalties
Except when special consideration is awarded, late submission of assessment tasks will lead automatically to the imposition of a penalty. Penalties will be incurred as soon as the deadline is reached.
A penalty of 5% of the available marks will be deducted from the actual mark at one minute after the time listed in the due date
A further penalty of 5% of the available mark will be deducted from the actual mark achieved on each subsequent calendar day until the mark reaches zero.”
Please refer to the Late Submission & Penalties section of Policy https://policies.scu.edu.au/view.current.php?id=00255
Grades & Feedback
Assessments that have been submitted by the due date will receive an SCU grade. Grades and feedback will be posted to the ‘Grades and Feedback’ section on the Blackboard unit site. Please allow 7-10 days for marks to be posted.
Assessment 2: Report MARKING RUBRIC
Criteria
High Distinction
Distinction
Credit
Pass
Marginal Fail
Fail
Task 1: Record of observation
Record of observation shows understanding of Infant and toddler learning and development 15% Outstanding record of observation that shows evidence of an excellent understanding of infant and toddler and development Insightful record of observation that shows evidence of a comprehensive understanding of infant and toddler learning and development Solid record of observation that shows evidence of a good understanding of infant and toddler learning and development Satisfactory record of observation that shows evidence of a fundamental understanding of infant and toddler learning and development Poor record of observation that shows evidence of limited understanding of infant and toddler learning and development Poor record of observation that shows evidence of a no understanding of infant and toddler learning and development
Analysis/interpretation of the observation is supported by set text, theory, the NQS and EYLF 25%
Outstanding analysis/interpretation of the observation that is strongly supported by the set text, theory, the NQS and EYLF Insightful analysis/interpretation of the observation that is well supported by the set text, theory, the NQS and EYLF Solid analysis/interpretation of the observation that is supported by the set text, theory, the NQS and EYLF Satisfactory analysis/interpretation of the observation that is fundamentally supported by the set text, theory, the NQS and EYLF Poor analysis/interpretation of the observation that is poorly supported by the set text, theory, the NQS and EYLF No analysis/interpretation of the observation.
Task 2: Learning Experience Plan
Learning experience extends on observation and demonstrates knowledge of infant and toddler learning, development, health and safety and has a focus on caregiving, responsive relationships and play elements 25% Learning experience extends on observation and demonstrates outstanding knowledge of infant and toddler learning, development, health and safety and has a strong focus on caregiving, responsive relationships and play elements Learning experience extends on observation and demonstrates insightful knowledge of infant and toddler learning, development, health and safety and has a clear focus on caregiving, responsive relationships and play elements Learning experience extends on observation and demonstrates good knowledge of infant and toddler learning, development, health and safety and has a solid focus on caregiving, responsive relationships and play elements Learning experience extends on observation and demonstrates satisfactory knowledge of infant and toddler learning, development, health and safety and has a sound focus on caregiving, responsive relationships and play elements Learning experience does not extend on observation and shows basic knowledge of infant and toddler learning and development. It has limited focus on caregiving, responsive relationships and play elements Learning experience does not extend on observation and shows limited knowledge of infant and toddler learning and development. It has no focus on caregiving, responsive relationships and play elements
Reflection demonstrates critical insights that inform future learning and development of infants and toddlers using prompts in template and is supported by the set text, EYLF, NQS and other relevant early childhood resources.
Reflection demonstrates outstanding critical insights that inform future learning and development of infants and toddlers using prompts in template and is strongly supported by the set text, EYLF, NQS and other relevant early childhood resources. Reflection demonstrates insightful critical insights that inform future learning and development of infants and toddlers using prompts in template and is well supported by the set text, EYLF, NQS and other relevant early childhood resources. Reflection demonstrates good critical insights that inform future learning and development of infants and toddlers using prompts in template and is supported by the set text, EYLF, NQS and other relevant early childhood resources Reflection demonstrates satisfactory critical insights that inform future learning and development of infants and toddlers using prompts in template and is supported by the set text, EYLF, NQS and other relevant early childhood resources Reflection demonstrates limited insights that inform future learning and development of infants and toddlers using prompts in template. Reflection is not adequately supported by the set text, EYLF, NQS and other relevant early childhood resources. Reflection demonstrates no insights that inform future learning and development of infants and toddlers using prompts in template. Reflection is not supported by the set text, EYLF, NQS and other relevant early childhood resources.
========================================
TCHR5009 Assessment Task 2: Portfolio of Planning Cycle – Deferred Placement
Teaching strategies for Infants and Toddlers
• Respond to infants as individuals rather than as members of a group.
• Responding to cues: accurately responding to each infant’s pattern of sleep, hunger, alertness, and need for comfort.
• Serve and Return
• Mirror child’s behaviour
• Narrating
• Role Play
• Direct Instruction/ telling
• Questioning – open and closed
• Primary caregiving approach
• Observing
• Repeating child’s language
• Solitary, parallel and associative play
• Modelling
• Modelling and sequencing/ demonstrating
• Provide labels for actions/ feeling/ emotions
• Reinforcement
• Positioning – specific objects and yourself
• Scheduling time
• Encouragement
• Prompting recall/ remembering
• Grouping (of children)
• Active listening
• Gaining prior knowledge
• Scaffolding
• Zone of Proximal Development
• Suggesting
• Giving feedback
• Learning through exploration
• Physical experience (hands on)
• Holistic, integrated and interconnected approaches
• Intentionality
• Learning environment
• Continuity of learning and transitions
• Assessment and evaluation
==========================================
TCHR5009 Theory to Practice: Education and Care of Infants and Toddlers
Assessment Task 2 Deferred Placement
IF YOU HAVE NOT USED GRAMMARLY PREMIUM DELETE THE STATEMENT BELOW:
I acknowledge the use of Grammarly Premium to provide feedback and suggestions on my writing for academic tone, written expression, grammar, Australian English spelling, and punctuation on INSERT DATE.
I have uploaded My draft essay prior to ANY editing with Grammarly Premium to the ‘Pre-editing draft’ portal in Turnitin.
Task 1: Record of observation and analysis of Kimi 18-month-old
Task 2: (a) Learning Experience Plan
Child’s name/s
Age/s
Date and Time: Student/observer name
Aim/objective
Give this learning experience a name, what is the overall goal of the experience, what do you want the child/ren to learn and what are the intended EYLF outcomes and indicators that will be achieved?
Rationale
Why have you planned this learning experience for the child/ren? Clearly articulate the planning cycle including the dates of the observation that the plan links to.
Setting and timing
Outline where the plan will be implemented and at what time of day.
Timing Procedure- how you will implement this Plan Considerations- space, time, supervision, routines, caregiving, responsive relationships, play elements Environment:
Resources/materials required
Teaching strategies
Introduction to the learning experience
Body of the learning experience
Conclusion and transition
This section must clearly link to each section of the procedure. Think about your approach to teaching each step of your procedure, what teaching strategies will you use? What practices will be best to assist in delivering the learning experience?
(b) Reflection and evaluation of practice
* NOTE: You will not be implementing the above experience as you are not currently on placement. Therefore, you are unable to reflect on your own practice. Please read the playdough experience scenario below and reflect/ evaluate according to the questions.
The scenario: Educators in the 1–2-year-old room have set up a playdough table. The table has balls of green and brown playdough, plastic animals and some fresh herbs and taste-safe flowers. Sophie (18 months) moves over to the playdough table and touches the green playdough wither her finger. The educator kneels down beside Sophie and encourages her to sit down at the table. The educator demonstrates how to roll and squeeze the playdough with her hands. The educator flattens out the playdough and shows Sophie how to make footprints on the playdough with the plastic animals. Sophie watches the educator. Sophie points to the toy lion and says “Rah!” “Yes, Sophie, that’s what a lion says” says the educator. Sophie picks up a stick of rosemary and pretends to feed the lion. She notices the strong smell of the herb and puts it to her nose. Sophie scrunches her nose, shakes her head and says “No.” The educator says “Do you like the smell of the rosemary, Sophie?” Sophie shakes her head from side to side. Th educator says “I wonder what else we can smell?” and lifts a flower to her own nose, sniffs it and says “Mmm, that’s a nice smell. Would you like to try?” Sophie smells the flower and smiles.
Respond to the following, using the unit textbook, EYLF, NQS and theory as supporting materials:
• What did the child learn from the above experience? Were there any missed learning opportunities?
• Discuss the effectiveness of resources, routines, caregiving, responsive relationships and play elements.
• Suggest at least two future learning ideas.
References
============
EXEMPLAR Task 2: Learning Experience Plan and Reflection
Child’s name/s
Kimi
Age/s
18 months Date and Time:
05/07/24
10:00am Student/observer name
Kelli-Anne Price
Aim/objective
The aim of this experience is for Kimi to communicate verbally and non-verbally and explore water by scooping and pouring.
LO 5.1 Children interact verbally and non-verbally with others for a range of purposes
LO 3.2 Children become strong in their physical learning and wellbeing
Rationale
After observing Kimi touching and pouring water from a jug during water play on 19/06/24, it was decided we would extend her interest in water play.
Setting and timing
Outdoors, undercover on the veranda, approximately 10am before morning toileting routine.
Timing Procedure- how you will implement this Plan Considerations- space, time, supervision, routines, caregiving, responsive relationships, play elements Environment:
Resources/materials required
Teaching strategies
Introduction to the learning experience
• Encourage Kimi to assist with filling tough tray with water from hose.
• Invite Kimi to choose desired resources to use.
Body of the learning experience
• Ask Kimi “What is this? Can you scoop in your jug?” and wait for Kimi to respond.
• Role model and encourage Kimi to scoop and pour.
• Ask Kimi open ended questions about the water “How does it feel? Is the jug heavy?
Conclusion and transition
• When Kimi indicates verbally or non-verbally that she is ready to finish water play, ask her if she would like to finish.
• Encourage and model for Kimi to assist with packing up resources.
• Support, scaffold and guide Kimi to change her wet clothes to dry clothes if needed.
Space needs to be safe and free from hazards – adhere to ACECQA and service water safety policy guidelines.
Time is flexible based on Kimi’s interest. Take note of overstimulation.
Water play will take place in outdoor morning routine.
Caregiving elements are included through verbal and non-verbal interactions such as encouraging words and smiling. Use changing of clothes caregiving as learning moment.
Pay attention to Kimi’s needs and cues during water play and respond when needed.
Tough tray tub
Water
Jugs
Cups
Towel
Watering can
Buckets
Other resources chosen by children
Spare clothes
Hats
Water bottles Modelling – educator will model scooping and pouring
Open and closed questions.
Serve and return – initiate interaction with Kimi and wait for her return non-verbally or verbally. Then repeat.
==========================
