CHCECE010 - Learning Opportunities During Routines

[trainee]

Choose one routine experience (such as morning tea, toileting, lunch) and list the possible learning opportunities for a child to acquire and practice skills in each of the areas listed in the table below.

Routine Experience: Morning Tea
Social Development: Able to sit and socialize with
other children and develop friendships.

Language/Communication Development:



Health and Physical Development:



Emotional Development:



Sustainable Practices: Working out what belongs

to recycling or non recycling able to determine

what food scraps can go to Chickens


Cognitive Development: Working out how to

open certain packets or container using there

cognitive skills do do these activities.



Am on the right track if not please help?

[trainee]

is anyone able to help me please

[Manisha27]

I need help for this question aswell and also for how does this experience support creative development , social development , language development , physical development and cognitive development

[KatR]

Hi Ladies
I'm also doing this assessment and I'm struggling big time on the project part. I've started project A and was wondering how you are going with it? Maybe we could help each other out?

[EmCass]

Language could be naming fruit, using manners, peer and educator discussions
Health could be being aware of healthy choices and self regulation to stop eating when full
Emotional - unsure
Sustainable would also be if the children have water, pouring it onto the garden
Cognitive could be using tongs to pick up fruit and pouring own drink?

[Lorina]

Routines provide a two pronged approach to fostering learning:

1. they provide learning within the routine itself and the specific tasks associated with the routine;

2. through the process of generalization (i.e., establishing a frame of reference that can be used to learn other skills and concepts (Gil, 2010).

Routines provide a context for learning to take place. Routines help children learn how their world is organized and what they need to do in order to interact successfully in that world (Sussmen, 2011). For example, after they wake up they need to get dressed and have breakfast before getting ready to go to daycare. At daycare, they need to hang up their jacket, say good morning to the teacher and then they will have time for some free play for a while before they may later sit down together as a group. Routines will give each child a sense of continuity throughout the day as well as letting them know what to expect next. Within routines children also learn methods associated with math and sequencing: used to follow an ordered sequence of activities, determine relationships between elements, count, and make simple calculations

Routines not only help children learn about their day, they can also help develop motor skills as they begin to practice the tasks involved with the routine. A child’s confidence level will also begin to increase as they become more and more successful at performing those tasks. Children may initially not be able to get dressed by themselves but they will slowly develop the skills necessary and will soon be able to accomplish the task on their own.

Getting parents involved not only in passing on key routines from home, but also sharing in key routines for your early childhood service, will strengthen the security and comfort children take from routines.

Routines can also provide opportunities for little children to slowly increase their responsibility and care of self and it is important that families and educators work patiently together to strengthen children’s confidence to do this.

Social skills can also be taught through routines such as welcoming, saying goodbye, turn taking and group times. Gill (2010) refer to this as ‘tactile and/ or visual modeling’: used when learning a new action in the routine or repeating an action that has not yet been mastered. By teaching children what behaviours are appropriate and at what times, it can teach them how to start conversations and interact with other people (Sussmen, 2011). Routines can give educators and parents a chance to practice conversations with their child as well as providing an opportunity for the child to initiate conversation. Children can inform educators and parents when it’s time for a routine to take place as well as what comes next in the routine.

Routines also teach children specific skills involved in the routine as well as skills that can be used in other circumstances (Rodriguez-Gil, 2010). For example, a routine that is learned in a pre-school will be brought home and practiced there. If the expectation at the pre-school is that children arrive and immediately put their school bag away, this routine can be imported into the family home so that children will put their school bag away when they get home as well.

Routines can also have a powerful effect on language learning because of all the opportunities they provide excellent prompts for discussion. As educators and parents progress through the various daily routines, they can name the items that are being used in the routine, they can discuss each action as it is being done and they can discuss what comes next. Their child will begin to understand the vocabulary that is associated with the routine. Gill (2010) refers to this as ‘adapted communication’: used by the child and the communication partner as needed in the routine to anticipate, to name, to make choices and to have a conversation about actions, people, objects, places, physical sensations and emotions.

Ref: Learning Through Routines

Hope this gets you all started,

,
Lorina

[Manisha27]

Thanks helps a lot

[KatR]

Thanks for your help ladies and Lorina I just saw the forum rule thank you