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Post by selinayang1979 » Mon Sep 14, 2020 4:01 pm

1. Briefly describe a variety of methods that might be appropriate for gathering and documenting detailed information about all aspects of a child’s development over a period of time in a variety of situations.

1) Anecdotal Records
This observation is usually recorded after the event has occurred and written in past tense.
[*]2) Running Records
A running record tells a story of the child's behaviour by detailing everything a child says during a set period of time.
3) Learning Stories
A Learning Story is just that, a story that tells a tale to those who are reading it. It should focus on a child or a group of children, about the decisions they make and the consequences that follow..
4) Jottings
A jotting is usually short details of significant events, behaviours or conversations
5) Sociograms
A sociogram is map or diagram of a child's friendships and interactions within a group of children..
6) Time Samples
These are used to record the occurrence of a child’s behaviour and keep track of the number of times a behaviour occurs throughout the day.
7) Event Samples
Event samples are a series of short observations of a child's response during a particular situation.
A picture tells 100 words! Photos of a child engaged in an activity with a brief description are an effective way to capture a child's learning.
9) Work Samples
These are collected from each individual child and include drawings, painting, cutting, writing etc. Accompanying work samples, you can add comments from the child, a description of what happened or what the child and said and link these to areas of development.

2. Describe a learning environment which is appropriate for children’s learning and development. Your description should explain how the environment can develop a sense of agency.

As educators and for your children, we need to provide appropriate environment for children’s learning and development.
The prepared environment, with its developmentally appropriate activities, is a perfect environment for promoting agency for the child.
The children are free to make their own decisions and choices of what they want to do and how they are going to direct their learning during the day.
We observe and listen to your children and plan and provide experiences and opportunities to support their decision-making. The activities and resources are available to be chosen, taken, worked with, enjoyed, restored and replaced “ready for the next person”.
Example: At home it can be as simple as giving your child the option of the green or the red plate; hair in a ponytail or bunches this morning; grapes or apple with your snack.
Taking the time to consider what we say and can provide our children so much more opportunity to join in and contribute to our everyday routines and decisions, can better empower them and promote their sense of being, belonging, and becoming.
We all need to feel in control of ourselves, our thoughts, our way ahead and so too, do our children. Providing opportunities for choice empower the child and gives them agency.

3. The term 'program' is the word many early childhood professionals use on a daily basis — but is it a word understood? If you were to define what a program is, how would you respond? What are the main criteria of a good programme?
the quality of an early childhood program is dependent on the following three key factors.
The main criteria of a good programme following is:
1)Interpersonal interactions
The learning environment created by a teacher is critical to the quality of an early childhood program. The experiences that a child has in their earliest years shape their development, and teachers play an important role in creating those experiences.
A well-trained and highly skilled teacher tailors their interactions to fit the needs of the child—using responsive language, engaging all children in classroom activities, fostering independence, and creating a language-rich environment. Effective early childhood teachers proactively prevent and redirect challenging behavior and respond to children’s needs with respect, warmth, and empathy.
The experiences children have with teachers in their earliest years can also set the tone for their interactions with teachers in later grades and thus are crucial to promoting positive attitudes about school and approaches to learning.
2)Physical environment
Children need a physical setting—both inside and outdoors—where they can play, explore, and learn safely. The learning environment needs to include engaging and developmentally appropriate materials and be arranged to promote independence and exploration based on children’s different stages of development.
For example, As teacher, We can set up appropriate environment for children. Infants need to interact with their environment in a very physical way, examining cause and effect relationships by touching and feeling objects. So We can make the environment which should be include toys made of different materials that are small enough to be picked up by an infant.
Toddlers and preschoolers use objects in more complex combinations and engage in socio-dramatic play with one another. We can creat their environment which needs toys that spark the imagination, such as play kitchens, and that can engage them in problem solving such as puzzles. Learning centers—clearly defined areas set aside in a learning environment where children can have easy access to materials and engage in independent and self-directed learning activities—can be an effective way to organize and support developing abilities, encourage interactions, create opportunities for role playing, and promote literacy skills.
In addition to the indoor learning environment, children need access to outdoor space where they can move and engage with the natural world. Outdoor play has positive impacts on health and has been shown to combat childhood obesity and help develop stronger immune systems. Research also shows that children who play outdoors regularly have more active imaginations, lower stress levels, and have greater respect for themselves and others.
3)Program support structure
A high-functioning operating environment is an essential element of a quality early childhood program.
This administrative operational support takes a number of forms.
First, programs need effective leaders who can provide instructional support to teachers as well as sound business management to the overall program. These multiple leadership functions are complex and often need to be fulfilled by more than one person.
Second, external to the immediate program, programs need a series of structural supports, including access to professional development, quality improvement resources, stable and sufficient funding streams, and a pipeline of well-trained teachers.
These external supports recognize that early childhood programs do not operate in a vacuum and rely on the wider early childhood system.
All three factors need to be in place to ensure quality. A well-resourced classroom is not sufficient without an effective teacher to harness those resources. Meanwhile, an effective teacher is not sustainable without a support system to manage the business, support instruction, and provide professional development

HI, I think my answer is too many. i used google and found my answer. who can tell me it is right or not?

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Re: CHCECE022-024

Post by selinayang1979 » Mon Sep 14, 2020 4:44 pm

11. List five (5) sources to collect credible information in regard to children that you are planning for and describe each.
please help me this question, thanks

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Re: CHCECE022-024

Post by Lorina » Tue Sep 15, 2020 2:26 pm

Good... very detailed response! Just make sure your reference any information you are using from other sources.

5 sources include - research papers, reputable websites, seminars, workshops, s textbooks etc.

Hope this helps!


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Re: CHCECE022-024

Post by selinayang1979 » Wed Sep 16, 2020 7:48 pm

thank you very much , lorina
can you help me check this question answer, is right and wrong?
17. Identify the methods of observations you would use if you need to observe the individual child’s: 11
a. Common behavior ------ anecdotal records, time smapling
b. Child’s interest and learning ------- running records
c. A list of skills and behaviors children typically master or show at a certain age----developmental checklist, event sample
d. Interactions including relevant actions and responses of others ---- sociogram
e. Progress and his learning process documented in a form of a story---child’s sample work

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