"002 LEARNING FRAMEWORKS ASSESSMENT TASKSQUESTION 1QUESTION Describe the pedagogical practices that typically occur in an early child education context. A brief description of the pedagogical practice includes:1. Building and Nurturing Relationships;2. Curriculum and Decision Making;3. Teaching and Learning with evaluation framework.QUESTION 2READINGS ? Belonging, Being and Becoming: The Early Years Learning Framework for Australia, DEEWR,(2009)? Educators’ Guide to the Early Years Learning Framework for Australia, DEEWR (2010).QUESTION 2 (A)Explain the key principle „Belonging: family, culture and wider community.? Experiencing belonging – knowing where and with whom you belong – is integral to humanexistence. Children belong first to a family, a cultural group, a neighbourhood and a widercommunity. Belonging acknowledges children?s interdependence with others and the basis ofrelationships in defining identities. In early childhood, and throughout life, relationships are crucial toa sense of belonging. Belonging is central to being and becoming in that it shapes who children areand who they can become. QUESTION 2 (B)Explain the key principle „Being: self, relationships with others and meeting life?s challenges.? Being recognises the significance of the here and now in children?s lives. It is about the present andthem knowing themselves, building and maintaining relationships with others, engaging with life?sPage | 174CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014joys and complexities, and meeting challenges in everyday life. The early childhood years are notsolely preparation for the future but also about the present.QUESTION 2 (C)Explain the key principle „Becoming: reflects the process of continuous change in self, knowledge,relationships, understandings, skills and capacities.? Children?s identities, knowledge, understandings, capacities, skills and relationships change duringchildhood. They are shaped by many different events and circumstances. Becoming reflects thisprocess of rapid and significant change that occurs in the early years as young children learn andgrow. It emphasises learning to participate fully and actively in society.QUESTION 3The photographs below show typical play experiences that may be provided for children on a dailybasis to support learning and development. For each experience:i.Identify a learning outcome linked to the EYLF.ii.Identify the key developmental areas which may be supported by the play. iii.Identify the key role of the educator in supporting children?s learning.Play Experience i. Children develop dispositions for learning such ascuriosity, cooperation, confidence, creativity,commitment, enthusiasm, persistence, imagination andreflexivity.ii. Key developmental areas supported by block play arephysical development, cognitive skills, languagedevelopment, social and emotional development.iii. Educators assist children to carry blocks where required,provide ideas to pile the blocks, making connectionsand create structures and making elaborateBlock playconstructions.Page | 175CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014i. Children become socially responsible and show respectfor the environment.ii. Key developmental areas supported by gardening can besensory, physical, intellectual, social and emotionalattributes.iii. Educators interact with children and exchange ideas,explain the importance of nature and environment,respond to children's interests and curiosity, introducethe importance of nutrition.Gardeningi. Children develop a range of skills and processessuch as problem solving, inquiry, experimentation,hypothesizing, researching and investigating.ii. Key developmental areas supported at learningcenters are cognitive skills, language development,social development.iii. Educators interact verbally and non-verbally withothers for a range of purposes.Learning Centresi. Children interact verbally and non-verbally withothers for a range of purposes.ii. Key developmental areas supported with sharedexperiences can be sensory, physical, intellectual,social and emotional attributes.iii. Educators interact with children and exchange ideas.Shared ExperiencesPage | 176CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014 003 LEARNING FRAMEWORKS003 LEARNING FRAMEWORKS READINGSHBA Learner Guide? Refer to Section 14 in the HBA Learner Guide for CHC50113 Diploma in Early ChildhoodEducation and CareYou will also need to access the following readings:? Australian Children?s Education and Care Quality Authority. (2011). Guide to the NationalQuality Standard. ACT: Commonwealth of Australia. Page | 177CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014003 LEARNING FRAMEWORKS ASSESSMENT TASKSQUESTION 1QUESTIONMatch the examples of educator interactions with one of the specific types of stragetgies used toscaffold learning:a. Facilitating.b. Collaborating as a learning partner.c. Making learning explicit.d. Building connections.e. Extending children?s thinking to develop deep understandings.Educator Interactions I. Drawing children?s attention to learning and everyday situations in which learning a is used.II. Inquiring and investigating together. bIII. Providing opportunities for choice.c IV. Assisting children to make connections between experiences. dV. Collaborating and working alongside children.b VI. Making language and thinking strategies explicit.eVII. Providing environments for independent and collaborative learning. b, dVIII. Assisting children to pose and solve problems. eIX. Negotiating and collaboratively planning projects and experiences. b, c, d,X. Drawing on children?s prior knowledge and making links to new experiences.d, e XI. Discussing and explaining meanings and ideas. b, e XII. Using teachable moments. d XIII. Verbalising and modelling thinking and problem-solving strategies.e Page | 178CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014QUESTION 2QUESTION 2 (A)Identify the Element within the NQS that refers to children?s strengths and capabilities with regardsto program development. Element 1.1.2QUESTION 2 (B)Identify the Element within the NQS that promotes children as active learners and decision makers. Element 1.1.2QUESTION 2 (C)Identify the Element within the NQS that outlines the importance of utilising planned and unplannedinteractions, experiences, routines and events to foster children?s learning. Element 1.1.3QUESTION 3READINGSTo complete this task refer to the following reading:? Guide to the National Quality Standard, ACECQA (2011). QUESTION In relation to Element 1.1.2 of the NQS, list five ways educators can demonstrate evidence of howthey utilise each child?s current knowledge, ideas, culture and abilities as a foundation for theprogram. Initiating and contributing to play experiences that emerge from their own ideas and interests to theirsatisfactionRepeating, revisiting and adding to projects or experiences that they have initiatedDeveloping strong foundations in the culture and language of their family and in that of the broaderPage | 179CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014community, without compromising their cultural identitiesIndicating their deep involvement in experiences that are rich and meaningful to them with facial and vocalresponses, and sustained concentrationExploring ideas and theories using imagination, creativity and play, during large blocks of uninterrupted time.Page | 180CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014QUESTION 4QUESTION Define the concept of a „teachable moment? and give two examples It refers to the opportunities that arises within the classroom, and educator get a chage to offer insights tostudents. For example1. During a meeting, student asked, why to do the homework. 2. During the classroom teaching for animals, if student asked why human beings are termed as socialanimals.Page | 181CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014004 GROUP TIMES004 GROUP TIMES READINGSHBA Learner Guide? Refer to Section 14 in the HBA Learner Guide for CHC50113 Diploma in Early ChildhoodEducation and CareYou will also need to access the following readings:? Australian Children?s Education and Care Quality Authority. (2011). Guide to the NationalQuality Standard. ACT: Commonwealth of Australia. ? Kearns Education. (2013). Guidelines for Planning 2013. Page | 182CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014004 GROUP TIMES ASSESSMENT TASKSQUESTION 1READINGSTo complete this task refer to the following reading:? Guidelines for planning, Kearns Education (2013).QUESTION Explain the purpose of group goals in early childhood education settings. QUESTION 2QUESTION 2 (A)Group experiences, if well planned can provide rich collaborative learning opportunities for children. Explain why it is important to limit numbers when conducting small group experiences with youngchildren.The reason being that educators can get more time and change to interact with children, focus on their need,and motivate them explicitly for the area of improvement. Overall, it will allow the educator to workspecifically for their improvement in learning and development. QUESTION 2 (B)What might be considered a reasonable number of children for a small group experience with thefollowing groups and experiences?Group and Experience Number of Childrena. Toddlers - Sharing a story 55b. Toddlers - music & dancec. Pre-schoolers - sharing stories, dramatisation 10Page | 183CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014"