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CHCECE024 Design and Implement The Curriculum to Foster Childrens Learning and Development Assessment Answer

Unit Information 
Qualification Code and TitleCHC50113 Diploma of Early Child Education and Care
Unit Code(s)Unit Title(s)
CHCECE024Design and implement the curriculum to foster children’s learning and development 


Unit of CompetencyApplication
CHCECE024This unit describes the skills and knowledge required by educators to design, implement and evaluate the curriculum to foster children learning and development. 


Criteria Outline
Unit of competencyElements, Performance Evidence & Knowledge Evidence
CHCECE024 KE 1-5


Student Instructions
Task Overview
Case Study
  • Designing programs and templates


Assessment task: Case Study 

Designing programs and templates

You will need to work with your completed case study on Aisha that you used for the unit CHCECE023. This will need to be uploaded onto Moodle as part of this assessment. 


  1. Using your summative assessment of Aisha design one overall program plan that includes six experiences for the indoor/outdoor environments. This plan would further support Aisha’s development and learning. This will be documented on a template of your choice/design. You will need to upload your summative assessment from the case study CHCECE023 onto Moodle with this assessment. 
  2. On your program plan, you will need to document what other experiences and routines that are required to provide a balanced program.  
  3. On your plan, you will need to include five strategies you would use to evaluate the program. 
  4.  Write a related link to the NQS, EYLF and centres policy & procedures when designing this program and environments.

Then include the reason why it is relevant to this program. 

Answer

Unit Information 
Qualification Code and TitleCHC50113 Diploma of Early Child Education and Care
Unit Code(s)Unit Title(s)
CHCECE024Design and implement the curriculum to foster children’s learning and development 


Assessment TaskCase Study
Task ResultSatisfactory / Not Satisfactory 
Submission Method Online –Moodle
Submission Requirements 
Online submission required (via Moodle). Please ensure your file/s will be saved and uploaded in PDF.
If signatures are required by the assessment (e.g. supervisor and/or MEGT assessor), students can attach a photo of the original document alternatively students can scan the page/s as supportive evidence.


Unit of CompetencyApplication
CHCECE024This unit describes the skills and knowledge required by educators to design, implement and evaluate the curriculum to foster children learning and development. 


Criteria Outline
Unit of competencyElements, Performance Evidence & Knowledge Evidence
CHCECE024 KE 1-5


Student Instructions
Task Overview
Case Study
  • Designing programs and templates


Assessment task: Case Study 

Designing programs and templates

You will need to work with yourcompleted case study on Aisha that you used for the unit CHCECE023. This will need to be uploaded onto Moodle as part of this assessment. 

  1. Using your summative assessment of Aisha design oneoverall program planthat includessix experiences for theindoor/outdoor environments. This plan would further support Aisha’s development and learning. This will be documented on a template of your choice/design.You will need to upload your summative assessment from the case study CHCECE023 onto Moodle with this assessment. 
  2. On your program plan, you will need to document what other experiences and routines that are required to provide a balanced program. 
  3. On your plan, you will need to include five strategies you would use to evaluate the program.
  4. Write a related link to the NQS, EYLF and centres policy & procedures when designing this program and environments.

Then include the reason why it is relevant to this program. 


Weekly program:

DayPlay/ Learning AreasChildren’s Interests/ Ideas
MondayCreative Expression
EaselPainting – Teaching how to mix red, green and blue to obtain other colours. This good for the cognitive ability of the child. Using pastel and water colours for painting is ideal for the children.


Sensory Play/ Nature/ Sustainability
Gardening – Taking the child outside in the garden and teaching how to plant seeds, water plants, what type of flowers and fruits are grown. This is very interesting for the child and they can be kept engaged in this for a considerable time.

Tuesday
Performing plays and dramas.

Indoor Obstacle Course/ Master Chef
CognitiveScavenger Hunt/ Memory Game
Hiding an object and providing clues to find the object helps to increase the thinking ability of the child. Memory games are played by memorizing names of things or places for as long as possible which sharpens the memory power of the child.

WednesdayConstructionWooden Blocks
Problem-Solving/ Puzzles

Abacus/ Picture Puzzle
ThursdayMusicPlaying Keyboards Songs
Language Books



Story Telling - Children’s stories like fairy tales, harry potter, Aesop’s fables, etc.

FridayOutdoor
Spontaneous

Water play/ Copy Dancing – Using the balcony to play with water filled balloons and squirt guns which is fun for children.
Using the television to show children dance steps which they can copy and dance along.


Summative assessment:

Summative assessment-   
Child’s name: Aisha 
Date: 27/7/2019
Current interests: socialization with other children, playing and taking care of the environment.
Outcome 1: Children have a strong sense of identity identify domains of development, skills 
EYLF Learning Outcome 1: Children have a strong sense of identity (ACECQA2009); Children develop their emerging autonomy, inter-dependence, resilience and sense of agency; Children learn to interact in relation to others with care, empathy and respect.
Children develop their emerging autonomy, inter-dependence, resilience and sense of agency (EYLF 1.2) (ACECQA, 2009); Aisha has learned to interact in relation to others with care, empathy and respect. When Aisha pouring the water for herself she was showing independence and she is developing her emerging autonomy and inter-dependence.The level of autonomy and social skills in Aisha seems to grow to another level. She is there ensuring that her responsibility are accomplished while interacting and being responsible of her friend. The interaction is smooth as Aisha helps Lauren fill the watering cans. 
Children learn to interact in relation to others with care, empathy and respect (EYLF 1.4) (ACECQA, 2009); when Aisha helped Lauren to pour some more water; Aisha demonstrated that she interacts in relation to others with care, empathy and respect.
Social and emotional development domain ensures that a child develops personal identity. In this case, Aisha has developed a close attachment with her educator hence can be able to initiate a conversation with the educator while also performing tasks without being pushed. Aisha also shows a sense of autonomy and resilience as she smoothly performs her tasks. Aisha has learned to interact with Lauren with the concept of care and empathy as she helps her accomplish different tasks such as fill the water can and the glass of water.
Outcome 2: Children are connected to their world identify domains of development, skills 
EYLF Learning Outcome 2: children connected with and contribute to their world. 
Children become socially responsible and show respect for the environment (EYLF 2.4) (ACECQA, 2009). Aisha is developing a sense of responsibility for the environment. She understands that plants need water to grow and that people have a responsibility of watering them. 
Social and emotional domains of development which ensures the acquiring of skills essential for effective relationships with educators and other children. Aisha is learning to connect to her world including her friends, the educator and plants. Aisha displays different skills including empathy, caring and responsibility as she ensures that Lauren who is younger than her gets her actions right. Other social skills that Aisha displays include good communication both verbal and non-verbal, good listening and fairness hence she is more sociable and forms a positive relationship with the friends, where there are no notable misunderstandings.
Outcome 3: children have a strong sense of wellbeing identify domains of development, skills 
EYLF Learning outcome 3 children have a strong sense of wellbeing
Children become strong in their social and emotional wellbeing. Aisha able to interaction with her friends and she also shows her facial expression (EYLF 3.1)
Children take increasing responsibility for their own health and physical wellbeing (EYLF 3.2).
Encompasses the domain of physical wellbeing and motor development. Aisha displays good balance and gross motor skills and this helps her take the lead role in all the tasks. Aisha is seen walking around the dining carrying the coasters, compared to Lauren, she comfortably lifts the water jar and leads in filling the watering cans and watering the tomatoes. This displays good development of motor skills as well as physical wellbeing that ensures Aisha performs her tasks in a wonderful manner. 
Outcome 4: Children are involved and confident learners identify domains of development, skills 
EYLF Learning Outcome 4: Children are confident and involved learners (ACECQA, 2009)
Children develop disposition for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity (EYLF 4.1). 
Aisha is able to develop learning dispositions such as commitment, persistence, imagination as well as essential skills such as experimentation and inquiry. 
The domain of Cognition and general knowledge. Aisha displays a great level of cognition by showing an understanding on why things are being done. Aisha understands the need for having enough water before breakfast and why watering plants is important. This illustrates that Aisha is a confident learner since she has the ability to master the things she has been taught before. Her mastery skills ensures that she understands her environment including what, how and when to do some things, for instance, she knows when to close the tap to avoid the water from running over. She uses the knowledge she has to educate her friend Lauren e.g. telling her that plants heed water to grow. Reporting skills are also seen when Aisha reports to the educator that the task is done. This depicts her as an involved learner as she utilises different dispositions for learning such as confidence, commitment and cooperation.

Outcome 5: Children are effective communicators identify domains of development, skills and EYLF outcomes
EYLF Learning Outcome 5: children are effective communicators.
Children interact verbally and non-verbally with others for a range of purposes (EYLF 5.1) (ACECQA, 2009). Aisha engages with Lauren both verbally and non-verbally. She communicates everything she understands to her friend, for instance, she points towards the cans explaining that one is for each of them, when the can is about to fill she says so, and when they accomplish the task she communicates to the educator verbally and non-verbally, with so much confidence.  Aisha interacts with Lauren both verbally and non-verbally, when she was advising Lauren not have too much water using her words and gestures.
The domain of Language and literacy development is evident in Aisha. At her age, the non-verbal and verbal communication is excellent. She appropriately uses hand and head gestures while being able to construct meaningful sentences. She effectively communicates with her friends and this alleviates any kind of misunderstanding. Her effective communication skills are what seem to make her likable by both Lauren and Sally. Some of the communication skills that Lauren displays include being a good listener, good use of gestures such as hand and head, clarity while communicating, use of a friendly tone and feedback. These skills ensure that despite being the most knowledgeable she still maintains a good relationship with her friends.
Who could I involve in collecting ideas to further support Aisha’s learning and development?
A Developmental psychologist would be a vital professional to give direction on how to support Aisha to be an exceptional leaner and develop holistically. This professional is essential since their field covers physical, cognitive and social elements of development which are fundamental for Aisha’s learning and development. An independent early childhood educator can also be involved to evaluate Aisha’s level of learning and development. I could involve in Aisha’s parent, grandmother, educator to collect ideas to support Aisha’s learning and development her new skills.
What strategies could I use to collect their ideas? 
To acquire a detailed report from the above professionals it would be essential for them to interact or observe Aisha as she does specific tasks. A proper strategy would involve them propose specific tasks they would like to observe and allow the educator to give out these tasks to Aisha as they observe. This would put Aisha away from any fear that could arise on the first meeting with people she has never met before. Another strategy would involve direct contact between Aisha and the professionals whereby they would asses her capabilities while interacting. A final report by the professionals would clearly establish areas of deficiency in learning and development while their appropriate recommendations would establish ideas to fill in the gaps.
Planning to support further learning and development: 
Further learning and development for Aisha involves adequate modification of the environment to ensure that the learning opportunities are expanded. More of exploration and experimental opportunities should be provided to increase creativity and positive thinking. Introduction of appropriate media and technology could enhance learning and development, for instance, video-watching and gaming can enhance the cognitive function of Aisha.
Strengths
Aisha displays exemplary performance in;
Language and literacy 
Social development
Cognition 
Physical wellbeing and general motor skills
Areas to enhance
General knowledge of how things work
Approaches towards learning e.g. curiosity and creativity 
Problem-solving skills
The enhancement of these areas would enable Aisha to develop a learning attitude whereby he would be a dynamic learner in all environments. 


3. On your plan, you will need to include five strategies you would use to evaluate the program.

1. Constant observation

When conducting outdoor activities, the provider or supervisor should ensure that the outdoor areas are enclosed with fencing or barriers. This is essential for their safety and security and keeping them under constant supervision is also important to maintain their focus on the activities.

2. Ensure sufficient resources for development of children

To ensure that the children can perform the activities, there should be sufficient materials and equipment which would ensure their engagement and access to the program plan activities and help in their development and learning.

3. Health and Safety

When performing indoor experiences, the indoor temperature should be maintained to levels that support the children’s wellbeing and safety.

4. Providing a natural environment

Gardens are a representation of the natural environment and support local wildlife which is why while performing outdoor activities, the garden should be used whenever possible to provide as much exposure to nature to make them environment conscious.

5. Comparing any changes in behaviour

The educators should be identifying any changes in behaviour of the children and comparing the changes if those are inhibiting their development.

4. Write a related link to the NQS, EYLF and centres policy & procedures when designing this program and environments.

NQS

1.1.2: This program requires the children to be involved and confident learners. As mentioned, curiosity, cooperation, creativity, enthusiasm, imagination and persistence can all be developed furthermore with the help of this activity (Whitman, 2015). Also, this activity is useful for developing learning abilities and developing mathematical skills from early childhood is essential for the mental growth of Aisha.

1.1.3 & 1.2.3: This program provides children to have a strong sense of identity by providing a lot of choices to them. As mentioned, children develop their emerging autonomy, inter-dependence, resilience and sense of agency and this helps them interact with others with care, empathy and respect. Observing children behaviour could fulfil these aspects and is thus included in the program plan.

EYLF:

This activity is based on the EYLF 2nd outcome as children are connected to their world. Aisha is especially very attached to the environment and she feels a sense of responsibility when watering the plant. Taking care of the environment should be put into kids since early childhood to develop a sense of compassion and care for the surrounding world.

This activity is based on the 3rd outcome which states children have a strong sense of wellbeing. 3.1 and 3.2 mention the social and emotional wellbeing as well as responsibility for their own health and physical wellbeing (ACECQA, 2017). Yoga sessions tend to cater to both these outcomes.

5th EYLF outcome which states children are effective communicators (ACECQA, 2009). As mentioned, children use verbal and non-verbal gestures to interact with each other, Aisha requires language and literacy skills to interact with her friend Lauren. This is why story-telling is such an essential activity that helps Aisha increase her vocabulary and use it to communicate with her friends.

Centres policy and procedure:

Play/ Learning AreasChildren’s Interests/ IdeasEnvironmental Setup
Creative Expression
EaselPainting – Teaching how to mix red, green and blue to obtain other colours. This good for the cognitive ability of the child. Using pastel and water colours for painting is ideal for the children.


Indoor
Sensory Play/ Nature/ Sustainability
Gardening – Taking the child outside in the garden and teaching how to plant seeds, water plants, what type of flowers and fruits are grown. This is very interesting for the child and they can be kept engaged in this for a considerable time.

Outdoor
Performing plays and dramas.

Indoor Obstacle Course/ Master ChefCar Garage/ Kitchen
CognitiveScavenger Hunt/ Memory Game
Hiding an object and providing clues to find the object helps to increase the thinking ability of the child. Memory games are played by memorizing names of things or places for as long as possible which sharpens the memory power of the child.

Garden/ Indoor
ConstructionWooden BlocksCar Garage
Problem-Solving/ Puzzles

Abacus/ Picture PuzzleIndoor/ Outdoor
MusicPlaying Keyboards SongsIndoor
Language Books



Story Telling - Children’s stories like fairy tales, harry potter, Aesop’s fables, etc.

Indoor
Outdoor

Spontaneous

Water play/ Copy Dancing – Using the balcony to play with water filled balloons and squirt guns which is fun for children.
Using the television to show children dance steps which they can copy and dance along.
Outdoor/ Indoor


Then include the reason why it is relevant to this program

Reason

EYLF Outcome: The above-mentioned experiences and activities are in accordance with the EYLF outcomes to ensure the benchmark for early childhood education and care are met.

Principle/ Practices: The ECA Code of Ethics is used as a guideline for maintaining the principles and practices during the activities of the program plan.

NQS: The 7 quality areas mentioned in the NQS is consulted while developing the program plan to ensure an all-round experience for Aisha’s learning and development.

Philosophy: A strong sense of philosophy is instilled in Aisha for ensuring her future understanding of empathy and respect.

Parent Input: It is the responsibility of the parents to make sure Aisha is following the program plan as learning and development is dependent on the contribution of parents towards their child in terms of free time and focus.

Group: As children are effective communicators, it is best to teach them the activities in the presence of other children or in groups so that they can interact with each other while collectively learning the skills.

Sustainability: As children are involved and confident learners, it is best to give them the idea of sustainability from early childhood so that they understand the effect of excess wastage and the necessity of recycling.

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