CHC30113 : Certificate III in Early Childhood Education and Care - Management Assignment Help

Assignment Task:

Task:

Showed how the EYLF is accessed in their service Identifed if other approved frameworks are used in the service Explained why other frameworks may be in use 1B Two (2) examples provided for each EYLF principle 2 Observation of a group experience recorded. 3 Promoted children’s learning according to the EYLF, and identify strategies used 4 Outline 3 implemented spontaneous learning experiences:
Learning Experience

1 Learning Experience

2 Learning Experience

3 Sufficient evidence provided? Yes No

Task 1: Frameworks used in the service
i)Where do educators access information on the Early Years Learning Framework (EYLF) and National Quality framework (NQF) at your service?
ii)Are any other approved frameworks used by this service?
iii)Why is / would other approved frameworks be used in an Early Learning Centre?
Within the Early Years Learning Framework (EYLF) there are five principles that underpin practice in early education and care services.
Research how each principle is reflected in the practices of your service by talking to your Workplace Supervisor/room leader/colleagues. Think about all aspects of care and education such as policies, procedures, daily routines, programming and documentation, practices and teaching strategies, and the Educators role.
Provide two examples of how each of the following principles are applied to daily aspects of care and education and the Educator’s role in the service
PRINCIPLES OF PRACTICE
Secure, Respectful and Reciprocal Relationships:
Partnerships:
High Expectations and Equity:
Respect for Diversity:
Ongoing Learning and Reflective Practice:

Task 2: Observing a language experience
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This task requires you to observe your Workplace Supervisor or an Educator implementing a group experience and consult with them about effective teaching strategies (pedagogical practices) for implementing group experiences.

• You will need to discuss the task with your Workplace Supervisor/Educator to establish the best time to perform the observation, and gain permission to observe their group experience.
• During the Group Experience you need to observe:
• How the Educator transitions the children to the experience? e.g. How are the children gathered together and settled? How does the Educator gain the children’s attention?
• How the Educator has set up the experience? e.g. Location in room, description of space, Educators position, where are children situated?
• How the Educator uses resources/props within the experience?
• The strategies the Educator uses to keep children engaged and responsive? e.g. Timing/pace of experience, props, finger plays/songs, involvement of children etc.
• The strategies the Educator uses to manage the group (including behaviour management and guidance techniques); Think about verbal and non-verbal communication.
• How the Educator concludes the experience? e.g. Do they engage children in reflection, questioning, and future planning? How are the children transitioned to the next experience/routine?
• Analyse how the experience supported the children’s development and learning.
• How did the group experience link to the EYLF learning outcomes?
• On completion of your observation formulate one question to ask the Workplace Supervisor/Educator that would help you plan an experience. Discuss your observation with your Workplace Supervisor/Educator and ask them the question. Record the response.
• Activity
• This task requires you to observe your Workplace Supervisor or an Educator implementing a group experience and consult with them about effective teaching strategies (pedagogical practices) for implementing group experiences.
• You will need to discuss the task with your Workplace Supervisor/Educator to establish the best time to perform the observation, and gain permission to observe their group experience.
• During the Group Experience you need to observe:
• How the Educator transitions the children to the experience? e.g. How are the children gathered together and settled? How does the Educator gain the children’s attention?
• How the Educator has set up the experience? e.g. Location in room, description of space, Educators position, where are children situated?
• How the Educator uses resources/props within the experience?
• The strategies the Educator uses to keep children engaged and responsive? e.g. Timing/pace of experience, props, finger plays/songs, involvement of children etc.
• The strategies the Educator uses to manage the group (including behaviour management and guidance techniques); Think about verbal and non-verbal communication.
• How the Educator concludes the experience? e.g. Do they engage children in reflection, questioning, and future planning? How are the children transitioned to the next experience/routine?
• Analyse how the experience supported the children’s development and learning.
• How did the group experience link to the EYLF learning outcomes?
• On completion of your observation formulate one question to ask the Workplace Supervisor/Educator that would help you plan an experience. Discuss your observation with your Workplace Supervisor/Educator and ask them the question. Record the response.
•  
• OBSERVATION OF A GROUP EXPERIENCE
• Student Name: Name of Service:
• Age Group: Date:
• How does the Educator transition the children to the experience?
• How is the group experience set up?
• How are the resources/props used?
• What strategies does the Educator use to keep children engaged and responsive?
•  
• How does the Educator manage the group (including behaviour management/guidance techniques)?
• How does the Educator conclude the experience (including transition to next experience/routine)?
• How did the experience support children’s learning and development? Developmental area/s the experience supported:
• Physical development
• Social development
• Emotional and psychological development
• Language development
• Creative development
• Cognitive development
• How did the group experience link to the EYLF learning outcomes?
• Question for Workplace Supervisor/Educator:
• Supervisor/Educators Response:
• Supervisor Comment:
•  
• Task 3: Reflection: How I promote learning
• In your placement / workplace you used the Learning Outcomes of the Early Years Learning Framework (EYLF) to promote children’s learning.
• In the table below list two ways in which this was achieved for each learning outcome.
• Learning Outcomes Ways I promoted learning for the outcome
• Children have a strong sense of identity Children are connected with and contribute to their world Children have a strong sense of wellbeing Children are confident and involved learners Children are effective communicators
• Task 4: Involvement in 3 spontaneous pedagogical experiences
• In your placement / workplace you will be involved in spontaneous learning experiences. Make a record of three (3) you were involved in using the tables following.
• Learning Experience 1
• Describe the situation, including the child’s age, and the spontaneous learning experience that was created
• Link the learning experience to at least one Learning Outcome from the EYLF Framework, describing if and how it achieved elements of the Learning Outcomes
• LO1: Children have a strong sense of identity
• LO2: Children are connected with and contribute to their world
• LO3: Children have a strong sense of wellbeing LO4: Children are confident and involved learners
• LO5: Children are effective communicators
•  
• Learning Experience 2
• Describe the situation, including the child’s age, and the spontaneous learning experience that was created
• Link the learning experience to at least one Learning Outcome from the EYLF Framework, describing if and how it achieved elements of the Learning Outcomes
• LO1: Children have a strong sense of identity
• LO2: Children are connected with and contribute to their world
• LO3: Children have a strong sense of wellbeing LO4: Children are confident and involved learners
• LO5: Children are effective communicators
•  
• Learning Experience 3
• Describe the situation, including the child’s age, and the spontaneous learning experience that was created
• Link the learning experience to at least one Learning Outcome from the EYLF Framework, describing if and how it achieved elements of the Learning Outcomes
• LO1: Children have a strong sense of identity
• LO2: Children are connected with and contribute to their world
• LO3: Children have a strong sense of wellbeing LO4: Children are confident and involved learners
• LO5: Children are effective communicators

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