TCHR5009 Theory to Practice: Education and Care of Infants and Toddlers
Assessment Task 2
Name:
Student ID:
Tutor:
Unit Assessor:
Date Submitted:
Task 1: Record of observation and analysis
Task 2: Learning Experience Plan and Reflection
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
Respond to the following prompts, making reference to the unit textbook, EYLF, NQS, theory and literature.
1. Briefly record what happened when you implemented the above experience:
2. Evaluate and analyse what the children learned:
3. Reflect on your delivery of the effectiveness of resources, teaching strategies, transitions and questioning. What are the skills and strategies that were effective, what do you need to focus on improving?
4. Suggest two follow up ideas:
References
TCHR5009 Theory to Practice: Education and Care of Infants and Toddlers
Assessment Task 2
Name:
Student ID:
Tutor:
Unit Assessor:
Date Submitted:
Task 1: Record of observation and analysis
During a sensory exploration learning activity, 13-month-old Nathaniel displayed numerous interesting actions and responses. Nathaniel explored and manipulated sensory materials with curiosity. His tactile exploration of fabric scraps, soft toys, and plastic blocks showed his sensory sensitivity. Nathaniel grabbed, touched, and manipulated objects during exploration. He enjoyed showing a positive and pleasurable connection with the materials. For his age, Nathaniel focused on each texture for an appropriate duration.
While playing with soft toys and making up simple stories, Nathaniel was social. He responded to prompts and played with toys, indicating inventiveness and language development. The observation matches Nathaniel’s age-appropriate developmental milestones (ACECQA, 2018a). The recorded observations reveal Nathaniel’s sensory exploration, fine motor skill development, and early social interactions, giving the basis for the learning experience plan and reflection.
Task 2: Learning Experience Plan and Reflection
Child’s name/s
Nathaniel
Age/s
Nathaniel (1 year, one month) Date and Time:
November 20, 2023, 10:00 AM – 11:00 AM Student/observer name
Aim/objective
This learning experience focuses on early socialization and sensory discovery in Nathaniel (1 year, one month). The aim is to motivate him to express sensory experiences, enhance fine motor skills, and nurture creativity and language through engaging hands-on activities.
Rationale
The rationale for this learning experience is based on its alignment with Nathaniel’s developmental requirements and preferences, with a specific focus on promoting sensory exploration, which is crucial for newborns (Loebach & Cox, 2022). Based on observed preferences, the activity guarantees a secure and exciting setting, which fosters ideal learning conditions (Sims & Hutchins, 2020). The planned approach is designed to accommodate Nathaniel’s stage of development, promoting active involvement and inquisitiveness through a tactile and investigative sensory encounter.
Setting and timing
The Plan will be implemented in the daycare play area during the morning session when Nathaniel is alert and engaged.
Timing:
• Introduction: 5 minutes
• Main Exploration: 15 minutes
• Sorting and Transferring Activities: 10 minutes
• Stacking with Blocks: 10 minutes
• Imaginative Play with Soft Toys: 10 minutes
• Conclusion and Transition: 5 minutes
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
• Discuss the sensory bin’s textures using Early Years Learning Framework language principles (EYLF, 2022).
• Introduce textures to Nathaniel in simple terminology to prepare him for the exploration.
Body of the Learning Experience
• Main Exploration
• Let Nathaniel explore different textures in the sensory bin.
• Follow newborn sensory development guidelines by encouraging him to touch (Loebach & Cox, 2022).
• Sorting and Transferring
• Involve Nathaniel in fine motor skills exercises using containers and scoops, following the National Quality Framework (ACECQA, 2018a).
• Provide supervised and safe space for these activities to maximize learning.
• Stacking with Blocks
• Use plastic or wooden blocks to improve hand-eye coordination and spatial awareness, following EYLF principles (EYLF, 2022).
• Place this activity in a space big enough for stacking and exploring.
• Imaginative Play
• Encourage imaginative play and language development by incorporating soft toys, as suggested by Harrison and McTavish (2018).
• Encourage imaginative play so Nathaniel can try different scenarios with the soft toys.
Conclusion and Transition
• According to EYLF (2022), discuss Nathaniel’s favorite textures to reinforce sensation vocabulary.
• Complete learning and language growth throughout this time to reflect on the experience.
• Space
• A well-organized and safe place is crucial for Nathaniel’s safety and involvement.
• The National Quality Framework (ACECQA, 2018a) guarantees that the environment meets early children’s education and care standards.
• An organized setting helps Nathaniel navigate learning phases by allocating spaces for different tasks.
Time
• Effective time management is crucial to accommodate Nathaniel’s attention span and interests.
• Early Years Learning Framework (EYLF, 2022) principles ensure that each learning phase is adequately timed.
• Consider Nathaniel’s engagement levels while scheduling activities to offer flexibility. This keeps learning dynamic and responsive to Nathaniel’s changing needs and interests.
• Supervision
• Continuous supervision is essential for Nathaniel’s safety and learning success. According to the National Quality Framework (ACECQA, 2018a), constant supervision is essential, especially during fine motor skills and imaginative play.
• Caregiver support addresses new needs and boosts Nathaniel’s security.
• Routines and Caregiving
• The Early Years Learning Framework (EYLF, 2022) supports integrating learning into established routines and caregiving.
• Routines provide Nathaniel with security and familiarity.
• Responding to Nathaniel’s requirements throughout the event shows a dedication to individualized support.
• This method follows the Code of Ethics (ECA, 2016), which requires early childhood practitioners to emphasize child well-being.
• Considerations include environmental elements and situations that support different play activities for younger children outside (Loebach & Cox, 2022). Including these factors in the classroom environment guarantees Nathaniel’s curiosity goes beyond the inside, offering a holistic and varied learning experience. • Large shallow plastic bin
• Sensory materials (rice, fabric scraps, soft toys)
• Plastic or wooden blocks
• Containers, cups, and scoops
• Soft blanket or mat • Interactive Language Use
• Using participatory language in the introduction, as recommended by the National Quality Framework (ACECQA, 2018a), helps develop a connection with Nathaniel.
• To help him grasp textures, this method uses basic, appealing language.
• Interactive language use meets early childhood education quality criteria by following frameworks.
• Hands-On Exploration
• The hands-on exploration phase is based on the premise that children learn best via active participation (Sims & Hutchins, 2020). Nathaniel’s sensory experience supports the Early Years Learning Framework’s (EYLF, 2022) play-based learning.
• This method lets Nathaniel actively explore textures, improving his sensory comprehension.
• Guided Activities
Facilitating sorting, transferring, and stacking tasks for Nathaniel corresponds with EYLF (2022) concepts of responsive teaching. This technique emphasizes individualized support to maximize Nathaniel’s engagement. This promotes an inclusive learning environment by adapting activities to each child’s developmental needs.
• Encouragement of Creativity
• Promoting creativity with soft toys resonates with the belief that creativity is essential for early childhood development (Harrison & McTavish, 2018). This technique promotes holistic learning and recognizes originality in language development.
• Using soft toys in the investigation enhances Nathaniel’s imagination and learning experience.
• Reflective Closure
• EYLF (2022) recommends using a reflective closure method to consolidate learning and reinforce language.
• This method will help Nathaniel remember and use language by reflecting on his sensory experiences.
• The reflective closure follows excellent education and structures the learning process.
(b) Reflection and evaluation of practice
Respond to the following prompts, referring to the unit textbook, EYLF, NQS, theory, and literature.
1. Briefly record what happened when you implemented the above experience:
• Nathaniel actively participated throughout the instructional process.
• His enthusiasm for hands-on inquiry and imaginative play showed a good response.
• Consolidating his experiences with reflective closure strengthened his language and textures.
2. Evaluate and analyze what the children learned:
• Sensory exploration helped Nathaniel grasp textures (EYLF, 2022).
• His coordination also improved with fine motor skill training (ACECQA, 2018a).
• In addition, imaginative play helps language development (Harrison & McTavish, 2018). The learning outcomes follow early childhood development principles.
3. Reflect on your delivery of the effectiveness of resources, teaching strategies, transitions, and questioning. What skills and strategies were practical, and what should you focus on improving?
• The sensory bin and soft toys engaged Nathaniel (Loebach & Cox, 2022). Interactive language use and hands-on exploration kept students engaged.
• Well-organized learning spaces made activity transitions easy. The reflective closure questioning helped Nathaniel express his experiences.
• To meet Nathaniel’s changing needs, sorting and stacking guidance should be more personalized.
• Using different questioning methods can also improve reflective closure and introspection.
4. Suggest two follow-up ideas:
a. Texture Journal: Encourage Nathaniel to record daily textures in a journal. This enhances his knowledge and literacy (EYLF, 2022; Harrison & McTavish, 2018).
b. Collaborative Texture Art: Lead a group of kids in creating texture art. This fosters creativity, socialization, and shared experiences (EYLF, 2022; Loebach & Cox, 2022).
References
ACECQA. (2018a). The guide to the National Quality Framework. Retrieved March 8, 2018, from https://www.acecqa.gov.au/sites/default/files/2019-10/Guide-to-the-NQF.pdf
Cavazos Quero, L., Lee, C. H., & Cho, J. D. (2021). Multi-sensory color code based on sound and scent for visual art appreciation. Electronics, 10(14), 1696.
Early Childhood Australia (ECA). (2016). Code of Ethics. http://www.earlychildhoodaustralia.org.au/
EYLF (2022, May 23). EYLF principles and strategies to implement them. Aussie Childcare Network. https://aussiechildcarenetwork.com.au/articles/childcare-programming/eylf-principles-and-strategies-to-implement-them
Harrison, E., & McTavish, M. (2018). Babies: Infants’ and toddlers’ emergent language and literacy in a digital culture of iDevices. Journal of Early Childhood Literacy, 18(2), 163–188.
Loebach, J., & Cox, A. (2022). Playing in ‘The Backyard’: Environmental Features and Conditions of a Natural Playspace Which Support Diverse Outdoor Play Activities among Younger Children. International Journal of Environmental Research and Public Health, 19(19), 12661.
Rodd, J. (2013). Leadership in Early Childhood: Pathway to Professionalism 4 ed. Taylor & Francis. Australia
Sims, M., & Hutchins, T. (2020). Program planning for infants and toddlers: In search of relationships. Pademelon Press.
