Workplace Assessment Task

Workplace Assessment Task

Introduction

This is an assessment activity linked to an individual unit of competency and contributes to the overall assessor judgement of competence.

CHCECE036 Provide experiences to support childrens play and learning

Elements

1.Create environments for play

2.Support childrens agency through play and learning

3.Review and evaluate play opportunities

How students participate in assessment

You are required read and follow the instructions below. Additional instructions may be provided in your Student Handbook and supporting documentation.

Assessment conditions

Assessment responses must demonstrate a capable understanding and consistent application of knowledge and skills in a workplace setting.

1.You MUST provide responses to tasks and questions to a Satisfactory level

2.Assessment responses MUST demonstrate consistent performance in a real-world setting

3.You should rely on the information gained through implementation of tasks and the referenced learning materials to guide responses

Authenticity requirements

You must make a genuine attempt to answer each task appropriately in this assessment activity. Intentionally or unintentionally presenting answers to assessment questions that are another individuals work, or the work of a team as your own is considered plagiarism and may result in exclusion from the unit. Refer to the Student Handbook for further information.

Authenticity declaration

It is important that you sign and date the Authenticity Declaration on the next page to confirm that the responses to tasks and questions presented for assessment are your own work.

Supervisor confirmation of authenticity

A supervisor (usually a Workplace Supervisor or assessor) should acknowledge the authenticity of your work prior to submission. By completely this declaration, the supervisor is authenticating these tasks as having been completed in an appropriate setting, under supervision and to an acceptable standard for Early Childhood Education and Care workplace.

ATTENTION

You must include your name and SIGNATURE on this page

Your signature is required to verify authenticity of your work.

Student declaration

By making this declaration:

I understand the assessment conditions and how to effectively participate

I understand my responsibility to provide assessment responses that are my own.

I understand that, at any time, if it is shown that in this assessment task, I have plagiarised or misrepresented assessment responses, the assessment outcome may be revoked.

I understand I must gain the approval of the assessor and/or Workplace Supervisor before and/or after implementation of these tasks.

Name:

Signature:

Date:

You must include the name of your supervisor and

collect an authenticating SIGNATURE on this page.

Supervisor declaration

I confirm the workplace assessment tasks were completed by the named student in a regulated childrens service in Australia.

I confirm that I have discussed and provided specific feedback in relation to:

Workplace Task 1: Experiences for babies (0-23 months)

Workplace Task 2: Experiences for children (over 24 months)

Workplace Task 3: Group time experiences

Workplace Task 4: Experience over multiple days

Workplace Task 5: Support learning in routines

Workplace Task 6: Reflecting on your practices and childrens learning

Supervisor Name:

Signature:

ECEC Name:

Date:

Optional comment/feedback:

Assessment instructions

You are required to discuss, plan, coordinate and implement a range of tasks and respond to questions to demonstrate understanding and skill application. To facilitate the appropriate learning and developing skills, practical tasks MUST be completed within a regulated Early Childhood Education and Care setting or an approved simulated workplace setting.

Attempting assessment tasks

You are required to respond to each task and question in the space provided. You can answer each question by typing responses directly into the spaces provided, or by printing and handwriting responses.

Assessment outcomes

The Early Childhood Education and Care training packages are vocational qualifications that are competency based. For each assessment undertaken you will be assessed as Satisfactory or Not Yet Satisfactory. Where you are assessed as Not Yet Satisfactory, the assessor will provide you with feedback regarding what needs to be re-attempted and the resubmission process.

Reasonable adjustment

You may apply for reasonable adjustment to this assessment activity. You should refer to the Student Handbook for further information.

Submitting tasks

Once you have provided responses to ALL tasks and questions, submit your assessment for assessor marking. Refer to the Student Handbook for information on how to submit assessment activities.

Student appeals

Students have the right to appeal an unfavourable decision or finding during assessment. Students should refer to the RTO Student Handbook for further information.

Learning materials and required readings

Students will require access to the following textbooks, readings and websites to provide responses to the questions in this assessment.

Textbook reference

Kearns, K. (2020) Birth to Big School, 5th ed., Cengage Learning Australia, Melbourne.

Chapters 1, 7

Readings

Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments. (2009). Belonging, Being & Becoming. The Early Years Learning Framework for Australia.

https://www.acecqa.gov.au/sites/default/files/2020-05/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

Workplace tasks planning table

This tool provides you with a summary of the workplace tasks for this unit. It indicates:

the approximate time frame needed to complete each task

the preparation required for each task.

Use this tool with your Workplace Supervisor to plan the completion of your tasks.

This symbol indicates that the task can be completed either in your allocated workplace study time, or at home.

This symbol indicates that your workplace supervisor must observe you as you complete this task, or sign to confirm they have reviewed your responses.

This symbol indicates that there are important instructions that you must read before completing a task.

Task Time frame

(mins) Preparation for task Target completion date Complete

Task 1

120 Experiences for babies (0-23 months)

Read through the prefilled experience plans and choose at least one.

Plan your own experience if you choose to.

Discuss the two experiences you would like to implement with your Workplace Supervisor

Task 2

120 Experiences for children (over 24 months)

Read through the prefilled experience plans and choose at least one.

Plan your own experience if you choose to.

Discuss the two experiences you would like to implement with your Workplace Supervisor

Task 3

60 Group time experiences

Read and select from the pre-filled experience plans provided, or create your own plan

Reflect on the implemented experience

Discuss with your Workplace Supervisor

Task 4

120 Experience over multiple days

Read the partially completed experience plans

Complete the planning for days 2 and 3

Task 5

60 Support learning in routines Must be outdoors

Choose a prefilled experience plan

Alternatively, plan an experience of your own choice

Task 6

60 Reflecting on your practices and childrens learning

Refer to the experience plans you used in previous tasks

Set aside some quiet time to complete the reflection

Discuss your reflection with your supervisor

Supervisor notes and/or suggestions:

Task 1: Experiences for babies (0-23 months)

The purpose of this task is to demonstrate that you can:

provide safe areas and appropriate resources for babies to practice gross motor skills

supervise babies and toddlers appropriately, according to development and environmental factors

ensure babies and toddlers can safely explore their environment with their hands, mouths and bodies

monitor and encourage age-appropriate physical exploration and gross motor skills for two different babies 0-12 months and 2 different toddlers 13- 23 months.

This task is duplicated in CHCECE032 Nurture Babies and Toddlers. If you have completed your baby/toddler placement you will have already completed this task and do not need to do this again.

Preparation

You are going to implement two experiences (one indoor and one outdoor) that support babies and toddlers play and learning.

One experience must be for two toddlers, the other must be for an individual baby. You may like to work with the one of the two babies and the two toddlers who were the focus of Task 6 Part A and B.

You have been provided with a set of prefilled experiences. You must use one of these plans. For your second activity you may choose another of the prefilled plans, or you may plan your own experience using the blank template provided. This plan must meet the age requirements of the prefilled plan you did not choose e.g., toddler or baby.

In consultation with your Workplace Supervisor discuss the experiences you would like to implement.

Refer to service standards, policies and procedures relating to childrens health and safety, educational program and practice, physical environment, relationships with children.

Student tip

When planning consider:

the goals and learning outcomes of each play experience.

the role of the educator in guiding and facilitating childrens play and learning

the opportunities the experience for babies to engage in sensory play

when and where the play experience will be set up

safety requirements

you will need to ensure that the equipment you have chosen is stage appropriate and in good repair.

you will also need to check the environment for any hazards and the area is conducive to your plan.

Pinterest

Visit the Kearns Pinterest page for more ideas to help you with this task.

Instructions

1.Indicate your choice of two experiences (one indoor for a baby and one outdoors for 2 toddlers) in the table below.

2.Complete the planning format for each experience. This includes the following information for the pre-planned experiences:

Evaluation of the experience

Links to the Early Years Learning Framework (EYLF)

Developmental domains

Future planning

Suggested Follow-up

Reflection on your role as an educator in the experience

3.Discuss your plans with your Workplace Supervisor and have the plans approved prior to implementation.

4.To capture these experiences, you may like to take photographs to show and discuss with your assessor.

Experiences

Select one Toddler and one Baby experience from the list below

Select 1 Toddler experience

Plan 1: Ball game (2 toddlers outdoor)

Plan 2: Toddler play (2 toddlers outdoor)

Own choice plan I understand this plan must be for 2 toddlers outdoors and by choosing this option I must choose a prefilled plan for the Baby experience

Select 1 Baby experience

Plan 3: Baby 1 play (individual indoor)

Plan 4: Baby 2 play (individual indoor)

Own choice plan I understand this plan must be for an individual baby indoors and by choosing this plan I must choose a prefilled plan for the Toddler experience

Student tip

Please note that your workplace trainer will need to observe you implementing an experience supporting physical and gross motor skills as part of your observation assessment. Implementing these experiences before the observation visit provides you with a good opportunity to practice your skills.

Task 1: Experiences for babies and toddlers

Plan 1: Ball game for two toddlers (13-23 months)

Supervisor approval Experience Plan Approved: Yes No

Planned for Individual toddler Two toddlers Large group

Toddlers names Toddlers age/Age group Under 23 months

Goal Develop eye hand co-ordination and grasping skills

Develop gross motor skills of bending, reaching, balance

Date Planned from Toddlers interests Educator (Intentional teaching)

Experience plan

Location Indoors Outdoors Timing Free play Group-time Routine task

Preparation

I will prepare a small ramp for a ball to roll down e.g., toddler size slide, car ramp and determine a place to set up experience.

I will choose a ball that is age appropriate and that the children can pick up and will test it by rolling it down the slope.

Equipment/Safety Requirements

Ball, ramp/slide, table if necessary.

Experience description what you will do

Beginning (How will the toddler/toddlers be introduced to the experience?)

47104307239000I will invite the toddlers to come and join me at the slide and tell them I need their help rolling the ball down the hill

I will invite one toddler go to the top and the other go to the bottom.

I will be aware that the ball may not make it to the bottom before rolling off (according to the skills of the toddler).

I will give the ball to the toddler at the top and ask them to roll it down to the bottom and ask the other toddler to catch it at the bottom.

Once the toddler catches the ball they will walk around the slide and hand the ball back to their friend at the top and move to the bottom to catch it again. (Be aware they may need assistance returning the ball).

I will ask the toddlers to swap roles after a few turns so the other toddler has a chance to roll and catch the ball.

I will observe the skills of each toddler and praise their efforts.

Middle (How will you support the toddler/toddlers)

I will demonstrate the rolling action.

I will talk about the properties of the ball, how they roll down hills and are bouncy and tricky to keep still and they roll very fast.

I will talk about how they are using strong muscles in their arms and hands to lift, carry and roll the ball.

I will praise all attempts and discuss how I see their eyes watching how the ball moves (tracking the ball)

I will extend vocabulary by verbally tracking the ball and saying Its at the top and its going down, down, down.

I will respond respectfully to the toddlers reaction and conversation.

End (How will you conclude the experience?)

I will be alert to the interests of the toddlers and invite them to choose another activity or ask them other ways they can use the ball.

Evaluation of the experience

Was the goal achieved? Describe what you saw and heard the toddler/toddlers say and do during the experience relating to the goal.

Links to the Early Years Learning Framework (EYLF)

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

Developmental domains

Cognitive Social Emotional Physical Language

Future planning

(Follow up activity and description)

Extend the interest Vary the experience

Repeat the experience Work on a new skill

Suggested follow-up

Reflection on your role as an educator in the experience

(Which strategies did you use with the toddler/toddlers during the experience?)

Role model Play partner Mediator Collaborator Provisioner/facilitator

Information giver Advocate Evaluator Supervisor Supporter/encourager

Comment on your role as an educator (what you did well, what you found challenging, what surprised you, the skills/knowledge you need to develop).

Task 1: Experiences for babies and toddlers

Plan 2: Toddler Play

Supervisor approval Experience Plan Approved: Yes No

Planned for Individual toddler Two toddlers Large group

Toddlers names Toddlers age/Age group Under 23 months

Goal To develop gross motor skill of throwing

To develop hand-eye coordination

To develop spatial awareness

To develop fine motor skill of picking up, grasping

Date Planned from Toddlers interests Educator (Intentional teaching)

Experience plan

Location Indoors Outdoors Timing Free play Group-time Routine task

Preparation

Collect items required and have them in the room ready to use.

Student tip

You can use balls, bean bags. The different weight of the item will change how much strength the child is using when picking up and throwing.

Equipment/Safety Requirements

Hoop

Small balls (light weight, like balls used in ball pits)

Tub to hold balls

Ensure there is enough space and position balls in tub away from quiet areas and table activities.

Experience description what you will do

Beginning (How will the toddler/toddlers be introduced to the experience?)

I will bring the toddlers over the space where I have the tub of balls.

I will take one out and start a game of rolling to each other, throwing to each other

I will follow the toddlers lead and ideas

Middle (How will you support the toddler/toddlers)

I will show the toddlers the hoop

I will call it a circle and tell the toddlers that we can make a game with the hoop and the balls

I will hold the hoop up and ask the toddlers to use their muscles to throw the ball to make it go through the hoop

I will watch to see if the toddlers can attempt this. If they are unsure, I will get them to hold the hoop and I will have a turn demonstrating what to do

I will support the toddler to have a turn and acknowledge their effort e.g., Great throw, youre using your muscles, can you throw it faster, can you throw it closer?

End (How will you conclude the experience?)

I will finish the experience when I see that the toddlers are no longer interested or if we need to move to the next part of the routine

I will be aware of time and the interest of the toddlers

I will place the hoop on the shelf, and I will move the tub to the centre of the space

I will assist the toddlers to pack away by singing the pack away song and making a game by asking the toddlers to put all the red balls in the tub, blue balls etc.

Evaluation of the experience

Was the goal achieved? Describe what you saw and heard the toddler/toddlers say and do during the experience relating to the goal.

Links to the Early Years Learning Framework (EYLF)

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

Developmental domains

Cognitive Social Emotional Physical Language

Future planning

(Follow up activity and description)

Extend the interest Vary the experience

Repeat the experience Work on a new skill

Suggested follow-up

Reflection on your role as an educator in the experience

(Which strategies did you use with the toddler/toddlers during the experience?)

Role model Play partner Mediator Collaborator Provisioner/facilitator

Information giver Advocate Evaluator Supervisor Supporter/encourager

Comment on your role as an educator (what you did well, what you found challenging, what surprised you, the skills/knowledge you need to develop).

Task 1: Experiences for babies and toddlers

Plan 3: Baby play for 1 baby (0-12 months)

Supervisor approval Experience Plan Approved: Yes No

Planned for Individual baby Small group Large group

Babys name Babys age/Age group 0-12 months

Goal Support gross motor movement of arms

Date Planned from Childs interests Educator (Intentional teaching)

Experience plan

Location Indoors Outdoors Timing Free play Group-time Routine task

Preparation

I will prepare a quiet and peaceful space or move into where the baby is engaged in play.

I will be aware of the time of day and that the baby is alert and ready for play.

I will research 2 to 3 baby games/rhymes e.g., peek-boo, round and round the garden.

231775148209Roly Poly (Play game slow and gentle at first to determine the babys reaction)

Roly Poly up, up, up ( roll arms gently up with baby)

Roly Poly down, down, down (roll arms gently down with baby)

Roly Poly in, in, in (roll hands gently in lap)

Roly Poly out, out, out (roll hands gently to side)

Roly Poly tickle your chin (tickle babys chin)

00Roly Poly (Play game slow and gentle at first to determine the babys reaction)

Roly Poly up, up, up ( roll arms gently up with baby)

Roly Poly down, down, down (roll arms gently down with baby)

Roly Poly in, in, in (roll hands gently in lap)

Roly Poly out, out, out (roll hands gently to side)

Roly Poly tickle your chin (tickle babys chin)

101448304241Round and Round the Garden (Play game slow and gentle at first to determine the babys reaction)

Round and Round the Garden (trace you finger around the childs palm) Like a teddy bear

Take one step (creep up arm)

Two step (creep up arm)

Tickle you under there (tickle gently under arm)

Peek a boo (educator covers her eyes with hand and then lifts it up)

Peek-a-boo, peek-a-boo,

Whos that hiding there

Peek-a-boo, peek-a-boo, (childs name) is hiding there!

Boo!!!! (say quietly)

00Round and Round the Garden (Play game slow and gentle at first to determine the babys reaction)

Round and Round the Garden (trace you finger around the childs palm) Like a teddy bear

Take one step (creep up arm)

Two step (creep up arm)

Tickle you under there (tickle gently under arm)

Peek a boo (educator covers her eyes with hand and then lifts it up)

Peek-a-boo, peek-a-boo,

Whos that hiding there

Peek-a-boo, peek-a-boo, (childs name) is hiding there!

Boo!!!! (say quietly)

Student tip

Use your knowledge about the babys interests, likes and dislikes

Equipment/Safety Requirements

No equipment needed

Experience description what you will do

Beginning (How will the baby be introduced to the experience?)

I will connect to the babys individual routine and choose the time that they are alert and ready to play.

I will make eye contact and smile at the baby greeting them and telling them we are going to play a game.

I will place the baby on my lap or position them to play the game.

I will commence playing the game, going through each sequence using verbal and non-verbal communication cues.

I will repeat my actions according to the responses and cues from the baby.

Middle (How will you support the baby)

I will use non-verbal and verbal communication, such as tone of voice, smiling, eye contact, position of body to support engagement.

I will exaggerate my movements and speech where necessary.

I will mimic the babys movements.

I will label different parts of the body as we progress through the game.

I will be alert to the babys needs and when to continue to complete the experience.

End (How will you conclude the experience?)

I will move the baby to another safe play space/routine and stay with them until they are settled.

Evaluation of the experience

Was the goal achieved? Describe what you saw and heard the baby/babies say and do during the experience relating to the goal.

Links to the Early Years Learning Framework (EYLF)

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

Developmental domains

Cognitive Social Emotional Physical Language

Future planning

(Follow up activity and description)

Extend the interest Vary the experience

Repeat the experience Work on a new skill

Suggested follow-up

Reflection on your role as an educator in the experience

(Which strategies did you use with the baby during the experience?)

Role model Play partner Mediator Collaborator Provisioner/facilitator

Information giver Advocate Evaluator Supervisor Supporter/encourager

Comment on your role as an educator (what you did well, what you found challenging, what surprised you, the skills/knowledge you need to develop).

Task 1: Experiences for babies and toddlers

Plan 4: Baby play for 1 baby (0-12 months)

Supervisor approval Experience Plan Approved: Yes No

Planned for Individual baby Two babies Large group

Toddlers names Babys age/Age group Under 12 months

Goal To develop core muscles using tummy time

To develop core muscles and balance whilst sitting

To encourage baby to lift their head

To strengthen arm muscles by baby stretching/lifting and putting weight on arms

To strengthen leg muscles by baby stretching/kicking.

Date Planned from Childs interests Educator (Intentional teaching)

Experience plan

Location Indoors Outdoors Timing Free play Group-time Routine task

Preparation

40805105842000I will prepare a hoop tying on items of interest that baby would like to touch.

I will use a variety of materials including:

Ribbon

Fabric with different texture such as tulle, silk, hessian, bath sponges

Pom poms

Small balls with holes

Pipe cleaners

Small soft toys

Bells

Any items that I know interest the baby

I will select an area on the verandah or under the shade

I will lay out a blanket/soft mat.

Equipment/Safety Requirements

Hoop with sensory times attached

Mat or blanket

I will ensure that all items used on the hoop are securely attached

I wont use any small item that could be a choking hazard

When using the hoop, I will stay with the baby and pack the hoop away when finished

I will check the area for ants and ensure there is shade

I will set up the experience in a quiet area that is not a pathway or active area

Experience description what you will do

Beginning (How will the baby be introduced to the experience?)

I will choose a time that baby is alert such as after waking, changed nappy and bottle/food

I will talk to the baby about the special time we are going to have playing on our tummies

I will hold the baby and the hoop and go to the mat/blanket

I will lay the hoop on the mat/blanket and sitting down I will hold the baby on my lap and look at the items on the hoop

I will place the babys hand on the items and name them, talk about how the item feels; soft, fluffy, scratchy etc.

I will talk about the sounds I can hear when baby touches the item; I can hear a bell, ring ring. I can hear the tulle scrunch.

Middle (How will you support the toddler/toddlers)

I will lay the baby on their tummy in the middle of the hoop

I will watch the baby as they explore the experience

I will encourage the baby to look and reach by noticing what is happening youre touching the sponge; does it feel soft?

I will turn the hoop (if the baby is not mobile) to allow the baby the chance to touch different items.

I will notice movements the baby makes and acknowledge these by saying I can see you pushing with your legs, youre getting strong pushing up with your arms

End (How will you conclude the experience?)

I will watch to see signs of baby becoming unsettled

I know that tummy time takes energy and will not let baby become upset

If baby is still interested, I will turn the baby onto their back and offer the chance to explore the hoop and items holding it above the baby

To conclude the experience, I will lift the baby onto my lap and continue free play experiences/move to the next part of the babys routine

I will ask a colleague to hold baby or ask them to pack away hoop so it is not used unsupervised.

Evaluation of the experience

Was the goal achieved? Describe what you saw and heard the baby say and do during the experience relating to the goal.

Links to the Early Years Learning Framework (EYLF)

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

Developmental domains

Cognitive Social Emotional Physical Language

Future planning

(Follow up activity and description)

Extend the interest Vary the experience

Repeat the experience Work on a new skill

Suggested follow-up

Reflection on your role as an educator in the experience

(Which strategies did you use with the baby during the experience?)

Role model Play partner Mediator Collaborator Provisioner/facilitator

Information giver Advocate Evaluator Supervisor Supporter/encourager

Comment on your role as an educator (what you did well, what you found challenging, what surprised you, the skills/knowledge you need to develop).

Student tip

When planning your own experiences, you must complete all the sections of the experience plan template. Use the indoor experience plans provided as a guide. You may also like discuss your plans with your assessor if you need extra assistance.

Task 1: Experiences for babies and toddlers (0-23 months)

Experience plan template (Students own choice)

Supervisor approval Experience Plan Approved: Yes No

Planned for Individual child 2 children Childs name Childs age/Age group 0-12 months

13-23 months

Goal Date Planned from Childs interests Educator (Intentional teaching)

Experience plan

Location Indoors Outdoors Timing Free play Group-time Routine task

Preparation

Equipment/Safety Requirements

Experience description what you will do

Beginning (How will the child/children be introduced to the experience?)

Middle (How will you support the child/children)

End (How will you conclude the experience?)

Evaluation of the experience

Was the goal achieved? Describe what you saw and heard the child/children say and do during the experience relating to the goal.

Links to the Early Years Learning Framework (EYLF)

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 well-being.

LO4: Children are confident and involved learners

LO5: Children are effective communicators

Developmental domains

Cognitive Social Emotional Physical Language

Future planning

(Follow up activity and description)

Extend the interest Vary the experience

Repeat the experience Work on a new skill

Suggested follow-up

Reflection on your role as an educator in the experience

(Which strategies did you use with the child/children during the experience?)

Role model Play partner Mediator Collaborator Provisioner/facilitator

Information giver Advocate Evaluator Supervisor Supporter/encourager

Comment on your role as an educator (what you did well, what you found challenging, what surprised you, the skills/knowledge you need to develop).

Task 2: Experiences for children (over 24 months)

The purpose of this task is to demonstrate that you can:

create environments for play

support childrens agency through play and learning

Preparation

You are going to implement two experiences (one indoor and one outdoor) that supports childrens play and learning.

You have been provided with a set of prefilled experiences. You must use one of these plans. For your second experience you may choose another of the prefilled plans, or you may plan one of your own using the blank template provided.

In consultation with your Workplace Supervisor discuss the experiences you would like to implement.

Refer to service standards, policies and procedures relating to childrens health and safety, educational program and practice, physical environment, relationships with children

Student tip

When planning consider:

the goals and learning outcomes of each play experience

the role of the educator in guiding and facilitating childrens play and learning

the opportunities the experience offers for children to make decisions and work collaboratively

when and where the play experience will be set up

safety requirements. You will need to ensure that the equipment you have chosen is age appropriate and in good repair. You will also need to check the environment for any hazards and the areas is conducive to your plan.

Pinterest

Visit the Kearns Pinterest page for more ideas to help you with this task.

Instructions

1.Indicate your choice of two experiences (one indoor and one outdoor) in the table below.

2.Complete the planning format for each experience. This includes the following information for the pre-planned experiences:

Evaluation of the experience

Links to the Early Years Learning Framework (EYLF)

Developmental domains

Future planning

Suggested Follow-up

Reflection on your role as an educator in the experience

3.Discuss your plans with your workplace supervisor and have the plans approved prior to implementation.

4.To capture these experiences, you may like to take photographs to show and discuss with your assessor.

Select 1 Indoor Experiences

Clay (indoors)

Creativity (indoors)

Table game (indoors)

Own choice indoor (please list):

Select 1 Outdoor Experiences

Directional obstacle course (outdoors)

Gardening (outdoors)

Floating and sinking (outdoors)

Own choice outdoor (please list):

Task 2: Experiences for children (over 24 months)

Plan 1: Clay

Supervisor approval Experience Plan Approved: Yes No

Planned for Individual child Small group (4 children) Large group

Childs name Childs age/Age group 2-6 years

Goal To experience cause and effect

To develop creativity and imagination

Date Planned from Childs interests Educator (Intentional teaching)

Experience plan

Location Indoors Outdoors Timing Free play Group-time Routine task

Preparation

Prepare table, setting out 5 boards (one for yourself) with one piece of clay on each board with spray bottle and clay tools.

Research properties of clay, where, how, why.

Find photos of children using clay.

Student tip

One board will be for the educator to demonstrate.

Equipment/Safety Requirements

Clay and clay boards

4 small spray bottles or water containers

Water

A table and 5 chairs

Aprons

Clay cloth (if white clay use brown cloth, if brown clay use white cloth)

Bin for storage

Tray for pieces being kept for display

Poster of children using clay

Experience description what you will do

Beginning (How will the child/ren be introduced to the experience?)

47205904889500I will invite a group of 4 children to explore the clay table.

Once gathered, I will take them to the table and ask them to put on an apron and discuss with them the contents of the table and their uses, water, (aware of spraying) the properties of clay and how to use the clay tools.

I will discuss with the children to never put clay into our mouths and be careful around our eyes.

Middle (How will you support the child/ren?)

I will discuss properties of clay

I will talk about how the water is used to join the pieces together (like glue)

I will demonstrate how we can use our fingers or tools to make marks or patterns

I will ask the children what they think could happen if I manipulate the clay

I will talk to the children about their creations

End (How will you conclude the experience?)

I will assist each child to pack away their materials and praise each effort

Evaluation of the experience

Was the goal achieved? Describe what you saw and heard the child/ren say and do during the experience relating to the goal.

Links to the Early Years Learning Framework (EYLF)

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

Developmental domains

Cognitive Social Emotional Physical Language

Future planning

(Follow up activity and description)

Extend the interest Vary the experience

Repeat the experience Work on a new skill

Suggested follow-up

Reflection on your role as an educator in the experience

(Which strategies did you use with the child during the experience?)

Role model Play partner Mediator Collaborator Provisioner/facilitator

Information giver Advocate Evaluator Supervisor Supporter/encourager

Comment on your role as an educator (what you did well, what you found challenging, what surprised you, the skills/knowledge you need to develop).

Task 2: Indoor experience

Plan 2: Creativity

Supervisor approval Experience Plan Approved: Yes No

Planned for Individual child Small group Large group

Childs name Childs age/Age group 2-6 years

Goal To develop self-expression and creativity

To develop language by making choices and engaging in discussions

To develop appreciation of own and others efforts

NOTE: Tick your chosen goal/s based on the stage of development of the children who will participate

Date Planned from Childs interests Educator (Intentional teaching)

Experience plan

Location Indoors Outdoors Timing Free play Group-time Routine task

Student tip

For this experience plan, you will need to think about and complete blank areas of the plan e.g., beginning, middle and end.

Preparation

Preparation will depend on the creative experience you choose, it may include:

Preparing and organising spaces e.g., tables, easels, craft mats, equipment

Equipment/Safety Requirements

e.g., Preparing paints, tools for easel painting e.g., brushes, paints, glue scissor, collage materials

Experience description what you will do

Beginning (How will the child/ren be introduced to the experience?)

Middle (How will you support the child/ren?)

End (How will you conclude the experience?)

Evaluation of the experience

Was the goal achieved? Describe what you saw and heard the child/ren say and do during the experience relating to the goal.

Links to the Early Years Learning Framework (EYLF)

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

Developmental domains

Cognitive Social Emotional Physical Language

Future planning

(Follow up activity and description)

Extend the interest Vary the experience

Repeat the experience Work on a new skill

Suggested follow-up

Reflection on your role as an educator in the experience

(Which strategies did you use with the child during the experience?)

Role model Play partner Mediator Collaborator Provisioner/facilitator

Information giver Advocate Evaluator Supervisor Supporter/encourager

Comment on your role as an educator (what you did well, what you found challenging, what surprised you, the skills/knowledge you need to develop).

Task 2: Experiences for children (over 24 months)

Plan 3: Table game

Supervisor approval Experience Plan Approved: Yes No

Planned for Individual child Small group Large group

Childs name Childs age/Age group 3-6 years

Goal To develop visual discrimination by matching cards in the game.

To work in co-operation with others by turn taking

Date Planned from Childs interests Educator (Intentional teaching)

Experience plan

Location Indoors Outdoors Timing Free play Group-time Routine task

Preparation

A table with four chairs, 3 children plus educator

Choose a matching game from the services resources that is age appropriate for the chosen children

Student tip

Check all pieces are in the game

Equipment/Safety Requirements

Name of Game:

Experience description what you will do

Beginning (How will the child/ren be introduced to the experience?)

I will invite 3 children to the table where the game has been set up for free play.

I will explain the rules of the game to the children, for example they need to find 2 cards with the same picture.

I will explain how we will go around the table to take a turn each.

Middle (How will you support the child/ren?)

I will support the children by taking the first turn to demonstrate what to do. E.g., I will turn the card and name the picture I can see. I will then turn over another card and name the picture and ask the children if it is the same. If so, I will collect both cards. If not, I will say to the children, Its not a match (the same)! Lets turn them back over and now its your turn.

I will encourage them by acknowledging their attempts, prompting their recall through questioning such as, Can you remember, think about along with smiling and praising them for waiting for their turn.

End (How will you conclude the experience?)

I will ask the children to assist in either packing away the game or preparing it for another turn and will praise each child for their assistance.

Evaluation of the experience

Was the goal achieved? Describe what you saw and heard the child/ren say and do during the experience relating to the goal.

Links to the Early Years Learning Framework (EYLF)

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

Developmental domains

Cognitive Social Emotional Physical Language

Future planning

(Follow up activity and description)

Extend the interest Vary the experience

Repeat the experience Work on a new skill

Suggested follow-up

Reflection on your role as an educator in the experience

(Which strategies did you use with the child during the experience?)

Role model Play partner Mediator Collaborator Provisioner/facilitator

Information giver Advocate Evaluator Supervisor Supporter/encourager

Comment on your role as an educator (what you did well, what you found challenging, what surprised you, the skills/knowledge you need to develop).

Task 2: Experiences for children (over 24 months)

Plan 4: Directional obstacle course

Supervisor approval Experience Plan Approved: Yes No

Planned for Individual child Small group Large group

Childs name Childs age/Age group 2-6 years

Goal Develop gross motor abilities, (co-ordination, balance and climbing)

Use pre-literacy skills (arrows) start and finish

Date Planned from Childs interests Educator (Intentional teaching)

Experience plan

Location Indoors Outdoors Timing Free play Group-time Routine task

Preparation

Design an obstacle course. (You may like to involve the children in your design.)

Develop literacy props (can be made out of cardboard and laminated). For example, you might like to create 5-10 arrows, start and finish cards, and instructions cards such as under and over

407670149860finish

start

under

over

00finish

start

under

over

4718059271000215074510477500

Student tip

Think about how you would support a child who wishes to challenge herself, or a child who is cautious.

Equipment/Safety Requirements

(e.g., 2 A-Frames, a walking board, Balance Beam, tunnel, ladders, literacy cards)

Experience description what you will do

Beginning (How will the child/ren be introduced to the experience?)

I will invite a small group of children to the obstacle course and ask them how they will use the equipment.

I will show them how the literacy cards are places on the course.

We will look at the different cards and I will explain the meaning of the words start and finish and the arrows which will show us the way to go (direction).

I will then give instructions about how we will use the cards to help us move through the course.

I will roleplay by verbally going through the obstacle course and asking children to show others how to use it

Middle (How will you support the child/ren?)

I will carefully and closely supervise the correct use of the equipment and use verbal guidance if required.

I will talk about and provide encouragement to the children while they are using the obstacle course e.g., how do we climb up the A frame? Is it dark in the tunnel?

I will encourage childrens skills through praise, encouragement, and support e.g. I will hold your hand this time and next time you might like to show me how clever you by trying it on your own.

I will be aware of the children who need further challenges e.g. Can you jump along the walk board?

End (How will you conclude the experience?)

I will monitor the childrens interests and invite them to choose another activity when they have completed their play.

Evaluation of the experience

Was the goal achieved? Describe what you saw and heard the child/ren say and do during the experience relating to the goal.

Links to the Early Years Learning Framework (EYLF)

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

Developmental domains

Cognitive Social Emotional Physical Language

Future planning

(Follow up activity and description)

Extend the interest Vary the experience

Repeat the experience Work on a new skill

Suggested follow-up

Reflection on your role as an educator in the experience

(Which strategies did you use with the child during the experience?)

Role model Play partner Mediator Collaborator Provisioner/facilitator

Information giver Advocate Evaluator Supervisor Supporter/encourager

Comment on your role as an educator (what you did well, what you found challenging, what surprised you, the skills/knowledge you need to develop?)

Task 2: Experiences for children (over 24 months)

Plan 5: Gardening

Supervisor approval Experience Plan Approved: Yes No

Planned for Individual child Small group Large group

Childs name Childs age/Age group 3-5 years

Goal To develop social skills of working together

To develop understanding of life cycles

Date Planned from Childs interests Educator (Intentional teaching)

Experience plan

Location Indoors Outdoors Timing Free play Group-time Routine task

Preparation

I will set up my resources on a large outdoor table and chairs setting

I will then place the resources in the middle of the table ready for use

I will research photo/picture of growing plants

Equipment required

Garden pots, small spades, watering cans, gardening gloves, tray of soil and seeds.

Outdoor table, 5 chairs

Pictures of what we are going to plant.

Stickers for labelling child plant

Student tip

Please check with your supervisor on the type of soil used, as some soils are hazardous to children

Experience description what you will do

Beginning (How will the child/ren be introduced to the experience?)

I will invite 4 children to the table where the gardening experience is set up and show them the picture of the plant and talk about how it was once a seed and how it was cared for with sun and water to grow and develop in the sample picture.

I will then show them the seeds and ask them if they would like to do some planting and grow seeds of their own.

I will then go through the different types of equipment (pot, watering cans, seeds, gloves and soil, spades).

I will ask the children to choose a pot.

I will then role model the process of wearing gloves filling pot way, adding seeds, watering and filling to the top with additional soil.

Middle (How will you support the child/ren?)

I will talk to the children about wearing gloves to keep safe, ask them questions to find out if they have gardened before and with whom, praise efforts, talk about cause and effect e.g. plants need food, sunshine and water to grow and how we must look after them.

I will talk to the children about the links between growing our own food and caring for our plants and the connection to our outdoor environment and the earth.

I will label each childs pot and talk to them about ongoing caring for their plant.

End (How will you conclude the experience?)

Together with the children we will choose a place for the plants to grow and discuss how often we will need to check on them water, weed.

Evaluation of the experience

Was the goal achieved? Describe what you saw and heard the child/ren say and do during the experience relating to the goal.

Links to the Early Years Learning Framework (EYLF)

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

Developmental domains

Cognitive Social Emotional Physical Language

Future planning

(Follow up activity and description)

Extend the interest Vary the experience

Repeat the experience Work on a new skill

Suggested follow-up

Reflection on your role as an educator in the experience

(Which strategies did you use with the child during the experience?)

Role model Play partner Mediator Collaborator Provisioner/facilitator

Information giver Advocate Evaluator Supervisor Supporter/encourager

Comment on your role as an educator (what you did well, what you found challenging, what surprised you, the skills/knowledge you need to develop).

Task 2: Experiences for children (over 24 months)

Plan 6: Floating and sinking

Supervisor approval Experience Plan Approved: Yes No

Planned for Individual child Small group Large group

Childs name Childs age/Age group 3-6 years

Goal To develop concepts of floating and sinking

To develop cognitive skills of predicting

Date Planned from Childs interests Educator (Intentional teaching)

Experience plan

Location Indoors Outdoors Timing Free play Group-time Routine task

Preparation

Set up and fill water tray in a safe outdoor area, add equipment, prepare float and sink poster divided into columns.

Student tip

Be aware of the safety aspect and ensure the water tray is supervised at all times and emptied when the activity is completed

Equipment/Safety Requirements

(e.g., Water, tub, rocks, ping pong ball, wooden block, foam block feather, water smocks (if used at the service) float and sink poster, texta.)

Student tip

Equipment may change according to your resources as long as there is a balance of objects that float or sink

Experience description what you will do

Beginning (How will the child/ren be introduced to the experience?)

47593251905000 I will gather the children at the tub.

I will introduce the concept of sinking and floating by talking to them about boats that float on the water and heavy objects that sink

Middle (How will you support the child/ren?)

I will show the displayed objects and poster and explain how we are going to experiment by dropping the objects into the water and see what happens (do they float or sink)

I will then invite each child to match the object to the right side of the poster and place a stroke in the column that they have chosen

I will support the children by asking questions e.g., do you think this one will float or sink. I wonder why this one is floating/sinking.

I will respond to their reactions by drawing attention to how heavy/light the object is

I will use the language of science e.g., experiment, density, science, light, heavy on top/bottom of water.

End (How will you conclude the experience?)

The children will then go on a treasure hunt to continue their experiments to find objects that they think may float or sink and try them out.

Evaluation of the experience

Was the goal achieved? Describe what you saw and heard the child/ren say and do during the experience relating to the goal.

Links to the Early Years Learning Framework (EYLF)

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

Developmental domains

Cognitive Social Emotional Physical Language

Future planning

(Follow up activity and description)

Extend the interest Vary the experience

Repeat the experience Work on a new skill

Suggested follow-up

Reflection on your role as an educator in the experience

(Which strategies did you use with the child during the experience?)

Role model Play partner Mediator Collaborator Provisioner/facilitator

Information giver Advocate Evaluator Supervisor Supporter/encourager

Comment on your role as an educator (what you did well, what you found challenging, what surprised you, the skills/knowledge you need to develop).

Student tip

Note: When planning your own experiences, you must complete all the sections of the experience plan template. Use the experience plans provided as a guide. You may also like discuss your plans with your assessor if you need extra assistance.

Task 2: Experience plan template

(Students own choice)

Supervisor approval Experience Plan Approved: Yes No

Planned for Individual child Small group Large group

Childs name Childs age/Age group Goal Date Planned from Childs interests Educator (Intentional teaching)

Experience plan

Location Indoors Outdoors Timing Free play Group-time Routine task

Preparation

Equipment/Safety Requirements

Experience description what you will do

Beginning (How will the child/ren be introduced to the experience?)

Middle (How will you support the child/ren?)

End (How will you conclude the experience?)

Evaluation of the experience

Was the goal achieved? Describe what you saw and heard the child/ren say and do during the experience relating to the goal.

Links to the Early Years Learning Framework (EYLF)

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

Developmental domains

Cognitive Social Emotional Physical Language

Future planning

(Follow up activity and description)

Extend the interest Vary the experience

Repeat the experience Work on a new skill

Suggested follow-up

Reflection on your role as an educator in the experience

(Which strategies did you use with the child during the experience?)

Role model Play partner Mediator Collaborator Provisioner/facilitator

Information giver Advocate Evaluator Supervisor Supporter/encourager

Comment on your role as an educator (what you did well, what you found challenging, what surprised you, the skills/knowledge you need to develop).

Task 3: Group time experiences

The purpose of this task is to demonstrate that you can:

create environments for play

support childrens agency through play and learning

identify role of the educator in childrens play and learning through reflection on own pedagogical practices

Preparation

You are going to implement one group time experience that supports childrens play and learning.

You have been provided with a set of prefilled experiences. You may use one of these plans or you may plan one of your own using the blank template provided.

In consultation with your Workplace Supervisor discuss the experience you would like to implement.

Refer to service standards, policies and procedures relating to; childrens health and safety, educational program and practice, physical environment, relationships with children.

Student tip

When planning consider:

the goals and learning outcomes of each play experience

the role of the educator in guiding and facilitating childrens play and learning

the opportunities the experience offers for children to make decisions and work collaboratively.

when and where the play experience will be set up

safety requirements. You will need to ensure that the equipment you have chosen is age appropriate and in good repair. You will also need to check the environment for any hazards and the area is conducive to your plan.

Pinterest

Visit the Kearns Pinterest page for more ideas to help you with this task.

Instructions

1.Indicate your choice of one group experience in the table below.

2.Complete the planning format for each experience. This includes the following information for the pre-planned experiences:

Evaluation of the experience

Links to the Early Years Learning Framework (EYLF)

Developmental domains

Future planning

Suggested Follow-up

Reflection on your role as an educator in the experience

Discussion of your reflection with your Workplace Supervisor.

3.Discuss your plan with your Workplace Supervisor and have the plan approved prior to implementation.

4.To capture the experience, you may like to take photographs to show and discuss with your assessor.

Select 1 Experiences

Story Who Sank the Boat

Story The Very Hungry Caterpillar

Butterfly dance

Own choice (please list):

Task 3: Group time experience

Plan 1: Who Sank the Boat

Supervisor approval Experience Plan Approved: Yes No

Planned for Individual child Small group Large group

Childs name Childs age/Age group 3-6 years

Goal Children will interpret pictures to predict the outcome of the story (e.g., main idea, sequence of events)

Date Planned from Childs interests Educator (Intentional teaching)

Experience plan

Location Indoors Outdoors Timing Free play Group-time Routine task

Preparation

Prepare a quiet reading area, comfortable cushions and a chair, if necessary, for educator

Learn words to settling song. Write songs on palm cards if necessary.

Examples:

22479073660Old McDonald Had a Farm

Old McDonald had a farm E I E I O

and on that farm he had a (children choose animal)

At the end of the story you may conclude by singing old McDonald again and use the animals in the story (this also supports childrens recall of the story)

00Old McDonald Had a Farm

Old McDonald had a farm E I E I O

and on that farm he had a (children choose animal)

At the end of the story you may conclude by singing old McDonald again and use the animals in the story (this also supports childrens recall of the story)

99695-267970Row Row Row your boat

Row, row, row your boat, gently down the stream

Merrily, merrily, merrily, merrily life is but a dream.

00Row Row Row your boat

Row, row, row your boat, gently down the stream

Merrily, merrily, merrily, merrily life is but a dream.

Equipment/Safety Requirements

Cushions, chair Story Book Who Sank the Boat by Pamela Allen

Experience description what you will do

Beginning (How will the child/ren be introduced to the experience?)

53276501524000I will gather the children and settle them by choosing and singing one of the songs

I will tell the children I am going to read them a story about some animals who all tried to get into a boat together to go on a ride.

I will ensure all children are able to see the book and are comfortable

I will introduce the story by referring to the cover and read the name of the story

I will ask if they know where the story takes place (by the sea)

I will invite the children to look at the animals and ask them to identify the animals and which animals they think may sink the boat and why.

I will the open the book and commence reading the story

Middle (How will you support the child/ren?)

I will ask questions when reading the story such as: do you know who sank the boat, what do you think is happening in this picture.

I will make eye contact, smile and praise the childrens input and feedback

I will model how to predict (what might happen next)

I will ask questions and give the children time to answer

I will introduce new language and explain if necessary

I will review the story once completed and ask the children to identify the animals and recall what happened

End (How will you conclude the experience?)

3122295124460Wavy Sea

(This song can be sung to Twinkle Twinkle Little Star)

This is the sea the wavy sea (make wave actions with arms)

Here is a boat (curl hands into boat shape)

And here is me (point to self)

And little fishes, way down below (make fist action)

Wiggle their tails and away they go (make hands swim like fish)

Here is a boat and here is me

00Wavy Sea

(This song can be sung to Twinkle Twinkle Little Star)

This is the sea the wavy sea (make wave actions with arms)

Here is a boat (curl hands into boat shape)

And here is me (point to self)

And little fishes, way down below (make fist action)

Wiggle their tails and away they go (make hands swim like fish)

Here is a boat and here is me

I will conclude the experience by singing another song with the children

After we have finished singing the song, I will ask the children to choose their favourite animal from the story and move like the animal to their next activity

Evaluation of the experience

Was the goal achieved? Describe what you saw and heard the child/ren say and do during the experience relating to the goal.

Links to the Early Years Learning Framework (EYLF)

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

Developmental domains

Cognitive Social Emotional Physical Language

Future planning

(Follow up activity and description)

Extend the interest Vary the experience

Repeat the experience Work on a new skill

Suggested follow-up

Reflection on your role as an educator in the experience

(Which strategies did you use with the child during the experience?)

Role model Play partner Mediator Collaborator Provisioner/facilitator

Information giver Advocate Evaluator Supervisor Supporter/encourager

Comment on your role as an educator (what you did well, what you found challenging, what surprised you, the skills/knowledge you need to develop).

Discuss your reflection with your Workplace Supervisor, ask her/him for any feedback about things you did well and things you could improve on. Write a summary of this discussion.

Task 3: Group time experience

Plan 2: The Very Hungry Caterpillar

Supervisor approval Experience Plan Approved: Yes No

Planned for Individual child Small group Large group

Childs name Childs age/Age group 4-5 years (can be adapted for 3 years)

Goal The children will develop rote and one-to-one correspondence counting skills.

The children will identify healthy and sometimes foods.

Tip: If you are reading this to younger children, please use goal 2

Date Planned from Childs interests Educator (Intentional teaching)

Experience plan

Location Indoors Outdoors Timing Free play Group-time Routine task

Preparation

I will prepare the area ensuring the floor is clear and is in a quiet area

I will research and print food posters connecting to parts of the story and gather other props

I will set up my easel and board and have my food posters in order

85725488315Caterpillar

Little caterpillar inside the egg (cup hands into an egg shape and soft tone of voice)

As quiet as quiet can be

Crackle, crackle, crackle, crackle

Out pops he/she

00Caterpillar

Little caterpillar inside the egg (cup hands into an egg shape and soft tone of voice)

As quiet as quiet can be

Crackle, crackle, crackle, crackle

Out pops he/she

I will learn the rhyme Here is the Beehive and Caterpillar

104140125095Here is the Beehive

Here is the Beehive (cup hands together to make a beehive)

But where are the bees

Hiding away where no one can see (lower tone of voice)

Watch them all come out of their hive (open hands)

1 2 3 4 5 (using fingers to count)

Wave hand making buzzing bzzzzzzzzzzzzzzzzzzzzz

00Here is the Beehive

Here is the Beehive (cup hands together to make a beehive)

But where are the bees

Hiding away where no one can see (lower tone of voice)

Watch them all come out of their hive (open hands)

1 2 3 4 5 (using fingers to count)

Wave hand making buzzing bzzzzzzzzzzzzzzzzzzzzz

Equipment/Safety Requirements

52590709080500Book Very Hungry Caterpillar by Eric Carle

Pictures or felt pieces of different foods in story, a caterpillar and butterfly

Felt board/white board (to stick fruit onto)

Easel and Blu Tac/tape if required

Experience description what you will do

Beginning (How will the child/ren be introduced to the experience?)

I will invite 6 children to the area and settle them by introducing them to the action rhyme Here is the Beehive, by first doing the actions and then asking them to join in

I will introduce the book by asking them what they think the story might be about

I will then share another poem Caterpillar (Tip - you may decide to leave this poem until last)

Middle (How will you support the child/ren?)

I will then place the caterpillar at the edge of the board

I will then read the story pausing on each day asking children to identify food and if they have eaten it

I will then place the piece of fruit/food on the board for the caterpillar to munch on and continue reading the book

I will support the children by asking them if they have favourite foods

We will count and identify the foods as we read the story

I will ask questions about what they think will happen next e.g., how might you feel if you ate that much food, can you see that the caterpillar is changing, I wonder what might happen

End (How will you conclude the experience?)

At the end of the story, I will talk to the children about healthy and sometimes food and choose children to come up to the board and assist them (classify) foods into healthy and sometimes food.

I will then suggest that they may like to go to the drawing area and choose a food that they could draw.

Evaluation of the experience

Was the goal achieved? Describe what you saw and heard the child/ren say and do during the experience relating to the goal.

Links to the Early Years Learning Framework (EYLF)

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

Developmental domains

Cognitive Social Emotional Physical Language

Future planning

(Follow up activity and description)

Extend the interest Vary the experience

Repeat the experience Work on a new skill

Suggested follow-up

Reflection on your role as an educator in the experience

(Which strategies did you use with the child during the experience?)

Role model Play partner Mediator Collaborator Provisioner/facilitator

Information giver Advocate Evaluator Supervisor Supporter/encourager

Comment on your role as an educator (what you did well, what you found challenging, what surprised you, the skills/knowledge you need to develop).

Discuss your reflection with your Workplace Supervisor, ask her/him for any feedback about things you did well and things you could improve on. Write a summary of this discussion.

Task 3: Group time experience

Plan 3: Butterfly Dance

Supervisor approval Experience Plan Approved: Yes No

Planned for Individual child Small group Large group

Childs name Childs age/Age group 3-6 years

Goal The children will develop understanding about the stages of the life cycle of a butterfly through moving their bodies creatively and matching the stage of the cycle to words of rhyme and music

Date Planned from Childs interests Educator (Intentional teaching)

Experience plan

Location Indoors Outdoors Timing Free play Group-time Routine task

Preparation

I will prepare the space to ensure there is enough room for children to dance.

I will make sure I know the rhyme to demonstrate the actions to the children. I will research music to support the life cycle of a butterfly (2-5 minutes)

77470-225425Butterfly Song

(Sing to tune of Row, Row, Row Your Boat)

Hatch, hatch little egg,

Im so very small

Teeny tiny caterpillar,

You cant see me at all! (Children curl up on floor in tiny shape and burst up from their egg)

Crawl, crawl caterpillar

Munching on a leaf

Munching, munching, munching, munching

Munching on a leaf.

Form, form chrysalis, Im a different shape

Hanging by a silken thread, until I can escape (children roll their bodies on floor and make a long shape and stand and pretend to hang)

Rest, rest chrysalis while I change inside (children close eyes and stand still as if they were asleep)

Now at last my time has come to be a butterfly

Stretch, stretch pretty wings, its a special day

(children break free and stretch wings)

Soon they will be strong enough for me to fly away (children then fly around the area and look for a place to land)

Fly, fly butterfly, fly from flower to tree

Find a place to lay my eggs so they can grow like me

Source: Early Years Planning Cycle Resource for the VEYLDF

00Butterfly Song

(Sing to tune of Row, Row, Row Your Boat)

Hatch, hatch little egg,

Im so very small

Teeny tiny caterpillar,

You cant see me at all! (Children curl up on floor in tiny shape and burst up from their egg)

Crawl, crawl caterpillar

Munching on a leaf

Munching, munching, munching, munching

Munching on a leaf.

Form, form chrysalis, Im a different shape

Hanging by a silken thread, until I can escape (children roll their bodies on floor and make a long shape and stand and pretend to hang)

Rest, rest chrysalis while I change inside (children close eyes and stand still as if they were asleep)

Now at last my time has come to be a butterfly

Stretch, stretch pretty wings, its a special day

(children break free and stretch wings)

Soon they will be strong enough for me to fly away (children then fly around the area and look for a place to land)

Fly, fly butterfly, fly from flower to tree

Find a place to lay my eggs so they can grow like me

Source: Early Years Planning Cycle Resource for the VEYLDF

Equipment/Safety Requirements

Instrumental music, scarves, poster/picture/book lifecycle of butterfly.

Experience description what you will do

Beginning (How will the child/ren be introduced to the experience?)

I will invite a group of 6 children to the area and review the life cycle and stages of becoming a butterfly using (chosen resource). I will talk to the children about the different stages, egg, caterpillar chrysalis and butterfly and how we are going to learn a new song and move our bodies to the different stages to make ourselves into butterflies.

I will talk to them about how we might need lots of space when changing our bodies as we will be growing.

We will measure the space we need by stretching our arms to the side, front and back.

I will praise them for sharing the space with their friends.

I will sing the whole song through for them and then break it down into the stages and ask them to think how they could make their bodies into the shape e.g., curl up in the egg, burst out and become caterpillar, roll into a chrysalis and then become a butterfly.

When the children are familiar with the song and movements, we will sing it through twice more as the children make the shapes with their bodies to the different stages of the song.

Middle (How will you support the child/ren?)

I will then ask them to choose a scarf and play instrumental music where they can create the stages and shapes with their bodies using my verbal cues when to change.

I will support the children through introducing the life cycle of the butterfly introducing vocabulary hatch, chrysalis, butterfly, cocoon.

I will support the children by guiding them to be aware of their own and others need for space.

I will support the children through praise and reinforcement when learning new song.

I will praise the childrens creative movements through acknowledging their understanding and how they are moving their bodies into the different stages of how the butterfly grows.

End (How will you conclude the experience?)

Invite children to pack away scarves by e.g., everyone who has a blue, red, scarf to come and put back in box then ask them to fly away to another activity.

Evaluation of the experience

Was the goal achieved? Describe what you saw and heard the child/ren say and do during the experience relating to the goal.

Links to the Early Years Learning Framework (EYLF)

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

Developmental domains

Cognitive Social Emotional Physical Language

Future planning

(Follow up activity and description)

Extend the interest Vary the experience

Repeat the experience Work on a new skill

Suggested follow-up

Reflection on your role as an educator in the experience

(Which strategies did you use with the child during the experience?)

Role model Play partner Mediator Collaborator Provisioner/facilitator

Information giver Advocate Evaluator Supervisor Supporter/encourager

Comment on your role as an educator (what you did well, what you found challenging, what surprised you, the skills/knowledge you need to develop).

Discuss your reflection with your Workplace Supervisor, ask her/him for any feedback about things you did well and things you could improve on. Write a summary of this discussion.

Student tip

When planning your own experiences, you must complete all the sections of the experience plan template. Use the indoor experience plans provided as a guide. You may also like discuss your plans with your assessor if you need extra assistance.

Task 3: Group Time Experience

Plan 4: Experience Plan Template (Students Own Choice)

Supervisor approval Experience Plan Approved: Yes No

Planned for Individual child Small group Large group

Childs name Childs age/Age group Goal Date Planned from Childs interests Educator (Intentional teaching)

Experience plan

Location Indoors Outdoors Timing Free play Group-time Routine task

Preparation

Equipment/Safety Requirements

Experience description what you will do

Beginning (How will the child/ren be introduced to the experience?)

Middle (How will you support the child/ren?)

End (How will you conclude the experience?)

Evaluation of the experience

Was the goal achieved? Describe what you saw and heard the child/ren say and do during the experience relating to the goal.

Links to the Early Years Learning Framework (EYLF)

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

Developmental domains

Cognitive Social Emotional Physical Language

Future planning

(Follow up activity and description)

Extend the interest Vary the experience

Repeat the experience Work on a new skill

Suggested follow-up

Reflection on your role as an educator in the experience

(Which strategies did you use with the child during the experience?)

Role model Play partner Mediator Collaborator Provisioner/facilitator

Information giver Advocate Evaluator Supervisor Supporter/encourager

Comment on your role as an educator (what you did well, what you found challenging, what surprised you, the skills/knowledge you need to develop).

Discuss your reflection with your Workplace Supervisor, ask her/him for any feedback about things you did well and things you could improve on. Write a summary of this discussion.

Task 4: Experience over multiple days

The purpose of this task is to demonstrate that you can:

create environments for play

support childrens agency through play and learning

Preparation

You are going to implement one block play experience that support childrens play and learning over a three-day period.

You have been provided with partially completed plans for day one. You must complete the blank sections for day one and complete all planning for days 2 and 3.

Refer to service standards, policies and procedures relating to childrens health and safety, educational program and practice, physical environment, relationships with children.

Student tip

When planning consider:

the goals and learning outcomes for each day

the role of the educator in guiding and facilitating childrens play and learning

the opportunities the experience offers for children to make decisions and work collaboratively

when and where the play experience will be set up

safety requirements

Instructions

1.Complete the planning format for day one.

2.Discuss your plan with your Workplace Supervisor and have the plan approved prior to implementation.

3.Complete the evaluation of this experience.

4. For days two and three use your evaluation of the previous day to inform your planning. Discuss your plans with your Workplace Supervisor and have the plans approved prior to implementation. You will need to complete the planning document in full for days 2 and 3.

5.In task 4 your props must include real, natural, and recycled materials in your plan.

6.Ideas you may like to consider for adding resources to the blocks could be developing dramatic play interest. e.g., Adding role play equipment (Dolls, bowls, sheets, hard hats, clipboards and pens, boxes, leaf litter, branches.)

Pinterest

Visit the Kearns Pinterest page for more ideas to help you with this task.

Task 4: Experience over multiple days

Plan 1: Blocks Day 1 (no additions)

Supervisor approval Experience Plan Approved: Yes No

Planned for Individual child Small group Large group

Childs name Childs age/Age group 2-6 years

Goal To develop cognitive skills of size, measurement and number

To develop creativity, imagination and development

Date Planned from Childs interests Educator (Intentional teaching)

Experience plan

Location Indoors Outdoors Timing Free play Group-time Routine task

Preparation

I will ensure the area is safe and ready to use

I will be aware of safety and enough materials for the number of children able to use the block area at one time.

Equipment/Safety Requirements

Blocks of different shapes and sizes according to resources found in your service.

Experience description what you will do

Beginning (How will the child/ren be introduced to the experience?)

I will observe how the children are using the blocks and the types of structures they are building and how they are interacting with each other.

Middle (How will you support the child/ren?)

I will then pose questions (I wonder why, are you, tell me about what you are building) about the choices they are making and why the types of blocks are being used.

I will be mindful of when to intervene and when to observe and wait for an invitation from the children on some occasions.

I will then pose questions and wonder about the choices they are making and why they are using different sized blocks.

I will point out simple math concepts of 2 small blocks equals one large block linking to measurement and size, compare blocks heavy at bottom, lighter at top.

I will reinforce planning and working together to solve problems.

I will notice how the depth of the blocks are different and talk to them about sorting blocks together.

End (How will you conclude the experience?)

Evaluation of the experience

Was the goal achieved? Describe what you saw and heard the child/ren say and do during the experience relating to the goal.

Links to the Early Years Learning Framework (EYLF)

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

Developmental domains

Cognitive Social Emotional Physical Language

Future planning

(Follow up activity and description)

Extend the interest Vary the experience

Repeat the experience Work on a new skill

Suggested follow-up

Reflection on your role as an educator in the experience

(Which strategies did you use with the child during the experience?)

Role model Play partner Mediator Collaborator Provisioner/facilitator

Information giver Advocate Evaluator Supervisor Supporter/encourager

Comment on your role as an educator (what you did well, what you found challenging, what surprised you, the skills/knowledge you need to develop).

Task 4: Experience over multiple days

Plan 2: Blocks Day 2 - add roleplay props

Supervisor approval Experience Plan Approved: Yes No

Planned for Individual child Small group Large group

Childs name Childs age/Age group 2-6 years

Goal Date Planned from Childs interests Educator (Intentional teaching)

Experience plan

Location Indoors Outdoors Timing Free play Group-time Routine task

Preparation

Equipment/Safety Requirements

Experience description what you will do

Beginning (How will the child/ren be introduced to the experience?)

Middle (How will you support the child/ren?)

End (How will you conclude the experience?)

Evaluation of the experience

Was the goal achieved? Describe what you saw and heard the child/ren say and do during the experience relating to the goal.

Links to the Early Years Learning Framework (EYLF)

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

Developmental domains

Cognitive Social Emotional Physical Language

Future planning

(Follow up activity and description)

Extend the interest Vary the experience

Repeat the experience Work on a new skill

Suggested follow-up

Reflection on your role as an educator in the experience

(Which strategies did you use with the child during the experience?)

Role model Play partner Mediator Collaborator Provisioner/facilitator

Information giver Advocate Evaluator Supervisor Supporter/encourager

Comment on your role as an educator (what you did well, what you found challenging, what surprised you, the skills/knowledge you need to develop).

Task 4: Experience over multiple days

Plan 3: Blocks Day 3 with real, natural and recycled materials

Supervisor approval Experience Plan Approved: Yes No

Planned for Individual child Small group Large group

Childs name Childs age/Age group 2-6 years

Goal Date Planned from Childs interests Educator (Intentional teaching)

Experience plan

Location Indoors Outdoors Timing Free play Group-time Routine task

Preparation

Equipment/Safety Requirements

Experience description what you will do

Beginning (How will the child/ren be introduced to the experience?)

Middle (How will you support the child/ren?)

End (How will you conclude the experience?)

Evaluation of the experience

Was the goal achieved? Describe what you saw and heard the child/ren say and do during the experience relating to the goal.

Links to the Early Years Learning Framework (EYLF)

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

Developmental domains

Cognitive Social Emotional Physical Language

Future planning

(Follow up activity and description)

Extend the interest Vary the experience

Repeat the experience Work on a new skill

Suggested follow-up

Reflection on your role as an educator in the experience

(Which strategies did you use with the child during the experience?)

Role model Play partner Mediator Collaborator Provisioner/facilitator

Information giver Advocate Evaluator Supervisor Supporter/encourager

Comment on your role as an educator (what you did well, what you found challenging, what surprised you, the skills/knowledge you need to develop).

Task 5: Supporting learning in routines

The purpose of this task is to demonstrate that you can support childrens agency through play and learning.

Preparation

This task requires you to engage in intentional teaching and recognise opportunities for spontaneous learning.

You have been provided with a prefilled experience plan.

Alternatively, you can choose to use the blank template to plan an experience of your choice.

Refer to service standards, policies and procedures relating to childrens health and safety, educational program and practice, physical environment, relationships with children.

Instructions

1. Tick your choice of experience in the table below.

2.Complete the planning format for the experience.

3.Discuss your plan with your Workplace Supervisor and have the plans approved prior to implementation.

Select 1 Experiences

Relaxation to support end of day routines

Own choice (please list): this experience MUST be conducted outdoors

Student tip

Consider:

the goals and learning outcomes of the routine experience

the role of the educator in guiding and facilitating childrens play and learning

the opportunities the experiences offer for children to make decisions and work collaboratively

when and where the play experience will be set up

safety requirements

Pinterest

Visit the Kearns Pinterest page for more ideas to help you with this task.

Task 5: Supporting learning in routines

Plan 1: Relaxation (Outdoors)

Supervisor approval Experience Plan Approved: Yes No

Planned for Individual child Small group Large group

Childs name Childs age/Age group Goal To support childrens relaxation at routine times

Date Planned from Childs interests Educator (Intentional teaching)

Experience plan

Location Indoors Outdoors Timing Free play Group-time Routine task

Preparation

Consult with team members about the best time to pack away and gather children.

Familiarise yourself with packing away procedures

Prepare area

Timer

Learn 2 simple exercises to support children to relax.

I will ask for assistance from a colleague if needed if children are departing with families.

34290220345Tense and Release Muscle Relaxation

Ask children to lay comfortably on the floor or chair without touching others.

Starting at the feet, gently squeeze the muscles in the feet by tightening them, then slowly release.

Next squeeze the muscles in the legs, then slowly release.

Repeat for hands, arm shoulders.

00Tense and Release Muscle Relaxation

Ask children to lay comfortably on the floor or chair without touching others.

Starting at the feet, gently squeeze the muscles in the feet by tightening them, then slowly release.

Next squeeze the muscles in the legs, then slowly release.

Repeat for hands, arm shoulders.

Examples:

5207022225Just One Breath

Ask children to sit comfortably on the floor or chair without touching others.

Set a timer for one minute

Ask children to close their eyes and take a slow deep breath through their nose and breath out through mouth. (Repeat ask children to listen to the sounds around them)

Take one more deep breath and hold (count to 5) and then release.

00Just One Breath

Ask children to sit comfortably on the floor or chair without touching others.

Set a timer for one minute

Ask children to close their eyes and take a slow deep breath through their nose and breath out through mouth. (Repeat ask children to listen to the sounds around them)

Take one more deep breath and hold (count to 5) and then release.

Source: Adapted from Big Life JournalEquipment/Safety Requirements

Experience description what you will do

Beginning (How will the child/ren be introduced to the experience?)

Assist children with the packing away routine in the afternoon according to your service procedures. Once completed, invite the children to join you in a quiet area of the outdoors, asking them to find a big space so we can calm/settle and relax our bodies after a busy day.

I will acknowledge that this is each childs choice to participate, and they know they can join or leave when they choose.

I will then play a simple game of focusing on their individual body parts e.g., touch your nose, eyes, elbows, ankles, knees and take a deep breath.

Middle (How will you support the child/ren?)

I will then move through the breath and relax movement games.

I will encourage the children by using a quiet calming voice and supporting them to focus on particular parts of their bodies.

I will praise all efforts and suggest that they close their eyes if they wish to and listen to what is happening around them.

I will praise how clever they are at resting and calming their bodies.

End (How will you conclude the experience?)

Evaluation of the experience

Was the goal achieved? Describe what you saw and heard the child/ren say and do during the experience relating to the goal.

Links to the Early Years Learning Framework (EYLF)

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

Developmental domains

Cognitive Social Emotional Physical Language

Future planning

(Follow up activity and description)

Extend the interest Vary the experience

Repeat the experience Work on a new skill

Suggested follow-up

Reflection on your role as an educator in the experience

(Which strategies did you use with the child during the experience?)

Role model Play partner Mediator Collaborator Provisioner/facilitator

Information giver Advocate Evaluator Supervisor Supporter/encourager

Comment on your role as an educator (what you did well, what you found challenging, what surprised you, the skills/knowledge you need to develop).

Student tip

When planning your own experiences, you must complete all the sections of the experience plan template. Use the experience plans provided as a guide. You may also like discuss your plans with your assessor if you need extra assistance.

Task 5: Supporting learning in routines (Outdoors)

Experience plan template (Students own choice)

Supervisor approval Experience Plan Approved: Yes No

Planned for Individual child Small group Large group

Childs name Childs age/Age group 2-6 years

Goal Date Planned from Childs interests Educator (Intentional teaching)

Experience plan

Location Indoors Outdoors Timing Free play Group-time Routine task

Preparation

Equipment/Safety Requirements

Experience description what you will do

Beginning (How will the child/ren be introduced to the experience?)

Middle (How will you support the child/ren?)

End (How will you conclude the experience?)

Evaluation of the experience

Was the goal achieved? Describe what you saw and heard the child/ren say and do during the experience relating to the goal.

Links to the Early Years Learning Framework (EYLF)

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

Developmental domains

Cognitive Social Emotional Physical Language

Future planning

(Follow up activity and description)

Extend the interest Vary the experience

Repeat the experience Work on a new skill

Suggested follow-up

Reflection on your role as an educator in the experience

(Which strategies did you use with the child during the experience?)

Role model Play partner Mediator Collaborator Provisioner/facilitator

Information giver Advocate Evaluator Supervisor Supporter/encourager

Comment on your role as an educator (what you did well, what you found challenging, what surprised you, the skills/knowledge you need to develop).

Task 6: Reflecting on your practices and childrens learning

The purpose of this task is to demonstrate that you can:

holistically evaluate the implementation of play and learning opportunities

reflect on childrens play experience to identify learning and development outcomes

analyse outcomes to identify opportunities for further learning and development

identify role of the educator in childrens play and learning through reflection on own pedagogical practices

Preparation

Now you have completed your play and learning experiences, its time to reflect on your skills as an educator. When completing this task, you must refer to your evaluations of all the play and learning experiences for this unit.

Instructions

As you are responding to each question take time to reflect and think about your performance as an educator.

When you have completed this task, you must discuss your reflections with your Workplace Supervisor and seek feedback to support your ongoing development as a beginning educator.

Task 6: Reflecting on your practices and childrens learning

How did you respond to the childrens ideas in their play? Think about how the play extended over the week.

What changes did you notice in the types of play in relation to the different materials/resources used?

What did you notice about any differences in play in relation to gender or social groups e.g. children taking on different roles, working alone or together?

Thinking about the experiences you provided, what did you do well?

Thinking about the experiences you provided, what challenged you? Were there any surprises?

What did you do to collaborate and work with the other educators when planning, setting up and implementing your experiences?

Thinking about the experiences, comment on the timing - was sufficient time allocated for you and the children to undertake the experiences and explore the materials? Were the children unhurried?

How did you assist children to join play, if children chose not to participate how did you respect this decision?

How did you encourage children to explore their creativity? Refer specifically to at least one example.

Discuss your reflections with your Workplace Supervisor, ask her/him for any feedback about things you did well and things you could improve on. Write a summary of this discussion.