TCHR5009 Theory to Practice: Education and Care of Infants and Toddlers Assignment Sample

Name: TCHR5009 Theory to Practice: Education and Care of Infants and Toddlers Assignment Sample
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Introduction: Theory to Practice: Education and Care of Infants and Toddlers

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Task 1: Record of observation and analysis of Kimi 18-month-old

In this video, an 18-month-old girl, Kimi, was given a tub of cornstarch. First, she observes it and after being told by her attendants she touches it to understand what it is. It's been 1 minute she's been trying to figure it out. She touches again and tries to understand. After 2.5 minutes the observer gave her a mug of water and Kimi poured the water into the tub. She still doesn't understand this and plays with the water which I think she likes it. After 4 minutes she still tried to understand and gave him another mug of water and again she poured it. 9.5 minutes in. Her supervisor tells him "This is hard" and shows him how to understand its hardness. She demonstrated a common exploration interest and curiosity during presented with a cornstarch tub. Despite primary confusion, she engaged effectively for over 9 minutes accepting to understand the cornstarch (Askie et al., 2020). It suggested Kim's willingness to explore new things that have the potential for future development via guided learning forming the foundation for effective learning approaches concentrating on cognitive understanding.

Task 2: (a) Learning Experience Plan

Child’s name/sKIMI	Age/s18 months	Date and Time:07/12/2023	Student/observer nameABC
Aim/objective This learning experience aims to engage Kimi in a sensory experience establishing her interest and curiosity with an understanding of distinct texture. Through hands-on cornstarch and what is investigation the objective is to increase Kimi's sensory point of view cognitive development and fine motor skills. The experience focused on motivating her to soli explores material properties enhancing scientific knowledge at an early age (Sakurai et al., 2021). By applying a stimulating and safe environment the activity delves into flourishing her joy in uncomfortable things and boosts her capability to express interest and preferences. The intended early years of learning from work result in incorporating a sensory exploration concentration with developing positive connection and cognitive skills aligning with fostering the connection of children with the real world. EYLF indicator and results The outcome is fostering children's connection with the real world and enhancing their contribution to the world Indicator 1: Children demonstrate value and respect for circumstances and evolve as socially responsible (Sumsion, 2019) Indicator 2: the responses of children can be enhanced toward diversity with proper respect (Pollitt et al., 2020) Through this adventure Kimi is anticipated to establish an appreciation for distinct material illustrates curiosity within circumstances and participate effectively with sensory experience. The action connected with EYLF results by establishing real-world connections and promoting diversity and respect while boosting participation and active exploration towards society (Blewitt et al., 2021).
Rationale The learning experience has been effectively planned for Kimi who is 18 months 18-month-old girl child considering her thoughtful evaluation current observation dated 7th December 2023. The planning cycle is a core part of significant early childhood learning in cooperating observation evaluation purposeful development of experience plan and connection with child developmental interests and needs (Palaiologou, 2019). During observation Kimi, it illustrated a sharp curiosity in investigating the cornstarch however struggled to understand its properties alone. This gave rise to the idea of developing a guide previously open-ended sensorial adventure focus to enhance her different texture understanding while motivating her self-driven investigation (Askie et al., 2020). The experience that was achieved from learning developed Kimi’s common interest in observing during her exploration of cornstarch. The primary observation on 7th December demonstrates that Kimi is at a primary stage in which sensory investigation effectively contributes to her motor skills and cognitive skill development. The evaluation attempts to acknowledge the cornstarch underscore her requirement for guidance in learning about material properties (Yeung & Thomacos, 2020). This observation led to the development of a decision to include structured and flexible sensory actions to support her learning. The planning cycle that has been developed for her follows fundamental steps Observation Monitoring Kimi's introduction and not attempting to understand material properties. Analysis Analyse the observation to address development areas and cues in that proper guidance can increase knowledge. Addressing sensory activity significance in establishing motor social emotional and cognitive development (Haeusler et al., 2020). Objective Development Developing transparent learning objectives concentrating on exploring sensory activities cognitive acknowledgement preference expression and finding motor abilities. Design learning experience Established an experience on “an encounter with cornstarch” including material such as water, safe container and cornstarch. Design strategies for water gradual introduction to expand Kimi’s experience (Koorts et al., 2022). EYLF Alignment Maintain EYLF outcome alignment with experience highlighting link to real world diversity respect and effective exploration.
Setting and timing The experience of sensory activity found in the video “An Encounter with Cornstarch” will be incorporated day to day early childhood learning settings in safe and well-equipped circumstances developed to cater to toddlers' and infants' development needs (Dadson et al., 2020). This setting is marked by a commitment to playing ground with a age proper resources and material variety to establish exploratory learning circumstances. An 18-month-old child and her activity nature helped to design an ideal time for implementing this activity experience. It has been found that in the morning session, children have settled within her day-to-day routine. Moreover, this is during toddlers and infants are additionally observant receptive and engaged in learning fresh experiences (Blewitt et al., 2021). During the morning hour supplying sensory exploration optimal window ensure Kimi is eagerly weighted to explore new things and activity take participation. The morning session permits uninterrupted and relaxed circumstances establishing interactive and positive learning circumstances. Toddlers and infants including Kimi explore additionally active things and concentrate during the morning time which make the time conducive for different hands-on activities that boost their curiosity and sense (Church et al., 2020). In order to maintain an enjoyable and simultaneous experience the activity ground will be designed in a designated way for multiple sensory accense featuring safe equipment such as a plastic tray or waterproof mat for no spillage. Activity time will be connected with a developed routine to develop a predictability sense for a child-like Kimi. The custodian or early childhood instructor will encounter responsive relations promoting the learning experience, delivering support and guidance as required, particularly in activities in later stages during the introduction of the rigour concept into the mix (Love et al., 2020).
Timing	Procedure: How you will implement this Plan	Considerations: space, time, supervision, routines, caregiving, responsive relationships, play elements	Environment: Resources/materials required	Teaching strategies
Morning sessions	Introduction to the learning experience At first there is a need to introduce material such as water mug safe container cornstarch. Using simple language to carry out activity purpose Manipulating within 1 and 2 minute encouraging Kimi to take a moment to established observation about the material without any interruption Let her to touch and feel the material and boost him sensory explosion. After 2 to 4 minutes monitor Kimi to explore the material cornstarch Allow her to experience material texture and independently engage with the cornstarch After 9 to 10 minutes provided and additional water permitting Kimi to explore the mixing. Observe the pattern changes and preferences during her activity and playing with water Establish language development by employee descriptive word such as hard,soft and wet Body of the learning experience After introduction another mug of water let her explore and uncobal the texture transformation and consistency of cornstarch after adding water Monitoring and recording all her reaction during this activity In case there is requirement gently provide guidance to give me two acknowledge hardness concept by illustrating her how to feel and press the mixture Motivate her to express her thoughts with herbal communication and gently asking her simple question about her feeling Conclusion and transition Participation taken in reflective verbal communication with Kimi understanding her discovery Utilise positive support to validate her efforts and discoveries Lead Kimi to clean the thing and establish a responsibility sense Regarding mathematical supply smooth shift to the further plant activity Through incorporating this activity during morning season the purpose is to evaluate Kimi’s experience potential during the daytime when she is more likely to engage and receptive. The plan structure needs to be flexible with developing routing. That helps to faster and interactive learning circumstances for cognitive development and sensory exploration.	Space: Designated area Accessiblity of materials Time: Morning session after breakfast (Kassab et al., 2020) Supervision Close supervision to maintain safety Responsive guidance to foster understanding Routines Activity alignment with developed routine Transion planning Caregiving: Provide support and comfort Motivating her independence responsive relationships: Continuous observations of kimi’s reactions Play elements: Material variety Openended play	Designated particular playing area for early childhood learning Establishing comfortable and safe circumstances Required resources Corn starch To mug of water Safe container Cleaning supplies Caregivers apron Considering safety Ensure All material that used in this activity on safe and non toxic Maintain close monitoring to ensure safe circumstances and behaviour Monitoring about allergies to the child	There is need to use a polite to with positive interaction. Welcome Kimi with a hug Use simple verbal communication to develop curiosity and excitement After that encourage Kimi to explore new thing with permitting her to observe to established interest (Church et al., 2020) And supervised exploration stage developed through observational guidance In this monitoring her introduction and reaction without disturbing her during primary exploration (Koorts et al., 2022) Using observational method to acknowledge her comfort level and preferences Support her language enrichment and observation Continue monitoring her activity and record it Guided instruction through verbal interaction and hands on guidance In case there is needed guide her in acknowledging matter state Overall approaches Child centre approach Language enrichment Positive reinforcement Responsive teaching

(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?

Child learning

The experience regarding the learning method of a child engages an exploration which develops the skill and also develops the way of expression of languages. She has also learnt about the different textures by touching and also buy manipulating through recognising the footprints of different animals which were exploded by her senses and also by the smell interacting with the different flowers.

Missed learning opportunities

Educators have facilitated effective ways to develop the language where they are might be a chance to miss the opportunity to introduce easy mathematical concepts during the manipulation. Counting and comparing the different footprints of animals which given additional development of experience.

· Discuss the effectiveness of resources, routines, caregiving, responsive relationships and play elements.

Resources

The different types of resources such as plastic animals and real house flowers are highly effective. Such types of materials offer a Malti sense experience which differs from smell colours and also different types of environment

Routine

It introduces a special type of routine which gives a structured time which is flexible and useful to play. so the educators encourage sitting and engaging with the materials which are demonstrated and given the integration of the activity into the daily life routine.

Actually, the approach of educators was very supportive which provided a demonstration and also responses to different types of Hercules which are showcased in an effective way. The acknowledgement of educators is not only liking this mail but also demonstrates the attentive

Relationship regarding response

The educators focus on different types of interaction such as acknowledging Sophie responding offer different types of preference vocalisation and also contributing to a positive relationship that gives a sense of security and builds up trust in the child.

Different types of playing elements

The different types of playing elements such as encouraging imaginary play with different types of plastic elements which explore the same as Herbs of flowers and also through language of animal sounds increase the played-up experience. such type of such elements have promoted the development

· Suggest at least two future learning ideas.

The main two types of learning ideas are explosion regarding mathematical tools and also inspired by nature. Introducing counting different types of small objects and animal footprints can enhance cognitive skills and mathematical understanding of the time of playing. Apart from this, she can be inspired by nature art such as providing leaves and flowers to press on it and create a unique imprint such type of activity promotes or ingrates the explanation of nature.

Such type of ideas regarding the learning process educators may continue to develop holistically in a dynamic learning environment.

References

Askie, L. M., Espinoza, D., Martin, A., Daniels, L. A., Mihrshahi, S., Taylor, R., Wen, L. M., Campbell, K., Hesketh, K. D., Rissel, C., Taylor, B., Magarey, A., Seidler, A. L., Hunter, K. E., & Baur, L. A. (2020). Interventions Commenced by Early Infancy to Prevent Childhood obesity—The EPOCH Collaboration: an Individual Participant Data Prospective Meta‐analysis of Four Randomized Controlled Trials. Pediatric Obesity, 15(6). https://doi.org/10.1111/ijpo.12618
Blewitt, C., O’Connor, A., Morris, H., Nolan, A., Mousa, A., Green, R., Ifanti, A., Jackson, K., & Skouteris, H. (2021). “It’s Embedded in What We Do for Every Child”: A Qualitative Exploration of Early Childhood Educators’ Perspectives on Supporting Children’s Social and Emotional Learning. International Journal of Environmental Research and Public Health, 18(4), 1530. https://doi.org/10.3390/ijerph18041530
Church, P. T., Grunau, R. E., Mirea, L., Petrie, J., Soraisham, A. S., Synnes, A., Ye, X. Y., & O’Brien, K. (2020). Family Integrated Care (FICare): Positive impact on behavioural outcomes at 18 months. Early Human Development, 151, 105196. https://doi.org/10.1016/j.earlhumdev.2020.105196
Dadson, P., Brown, T., & Stagnitti, K. (2020). Relationship between screen‐time and hand function, play and sensory processing in children without disabilities aged 4–7 years: A exploratory study. Australian Occupational Therapy Journal, 67(4), 297–308. https://doi.org/10.1111/1440-1630.12650
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Kassab, M., Almomani, B., Nuseir, K., & Alhouary, A. (2020). Efficacy of Sucrose in Reducing Pain during Immunization among 10- to 18-Month-Old Infants and Young Children: A Randomized Controlled Trial. Journal of Pediatric Nursing, 50, e55–e61. https://doi.org/10.1016/j.pedn.2019.11.010
Koorts, H., Timperio, A., Abbott, G., Arundell, L., Ridgers, N. D., Cerin, E., Brown, H., Daly, R. M., Dunstan, D. W., Hume, C., Chinapaw, M. J. M., Moodie, M., Hesketh, K. D., & Salmon, J. (2022). Is level of implementation linked with intervention outcomes? Process evaluation of the TransformUs intervention to increase children’s physical activity and reduce sedentary behaviour. International Journal of Behavioral Nutrition and Physical Activity, 19(1). https://doi.org/10.1186/s12966-022-01354-5
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