Using the frameworks for Teaching - Ruby Case Study - Education Studies Assignment Help

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Assignment Task :

Background
Great education has a strong structural foundation that sits at its very core. You’ll learn about the teaching frameworks that govern best practice in education through this assessment task, which will then support you to start building engaging programmes for children in the future.
 
Brief
Read through the case scenario provided and complete the other learning framework activities. Use your knowledge to understand how the educator has applied the learning frameworks to engage and support a child’s learning and development.

 

Case Scenario: Pine cones and cumquats – Ruby’s learning story 
Ruby walked quickly into the room clutching a plastic bag named ‘Ruby’s bag’. It seemed heavy and bulging as she needed two hands to manage it. She came straight up to me and said, “Quick, I’ve got to show you my pine cones that I collected under a tree!” She started to unpack the pine cones as we moved to make room! Previously a child had been counting his leaves on the ground so there were numbers drawn in chalk on the carpet. Ruby announced, “Let me count how many I collected for you!” As she started to line them up, she looked up at me and asked, “Is this maths?” “Of course.” I replied, delighted that she had made the connection. 
I suggested we put some paper under the pine cones so we could write the numerals as she counted. “Yeah sure,” said Ruby. She reached the edge of the paper with her pine cones as she counted “Six” and I commented, “Uh oh, there’s too many and they won’t fit on the paper.” “Just get another one.” said Ruby, laughing at my apparent silliness! She ended up with three pieces of paper, just enough to fit them on. “Yeah, they can fit”, smiled Ruby. The other children watched patiently as she went through the process of counting each pine cone right up to the number 15, touching each one. 
Ruby looked again, hesitated and then began shifting the pine cones around. After asking what she was thinking, Ruby replied, “I’m finding the big ones and then the little ones.” She had sorted the pine cones into a sliding scale of size! She smiled as we gave her a thunderous round of applause.  Ruby had also brought in a bag of cumquat seeds and I suggested we count these too to see if there were more seeds or more pine cones. As Ruby put each seed in front of a pine cone she realised there were more seeds and said, “There’s more seeds.” “Great maths Ruby! How many more?” I asked. No replies. “How can we find out?” Ruby didn’t say anything she just started to count. She counted up to 19 without missing a beat. I commented, “Oh, there’s 15 pine cones and 19 seeds!”, wondering if I can take it to the next level of critical thinking. “How many more seeds than pine cones are there?” and placed my hands under the remaining seeds to give a visual indicator.

 

Case Scenario questions
1.
 What principles and practices of the Early Years Learning Framework (ELYF) were demonstrated in this case study by the educator? Provide an example for both.
2. In what ways did the Educator promote the child’s sense of being, belonging and/or becoming?
3. In what ways did the Educator demonstrate intentional teaching? 
4. Which EYLF Learning Outcomes, related to this experience, were achieved?

 

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