"d. Pre-schoolers - exploring maths & science 10conceptsQUESTION 2 (C)What should be considered when planning for a small group experience?The purpose of the group – what are the desired learning outcomes (skills/knowledge)What role will the educator play in the group? For example, facilitator, director, role model, tutor, coach?What will the children be required to do? For example, listen passively, engage in hands-on experiences,engage in discussion, complete set tasks?How will the experience be introduced?How will the experience be concluded?Will the children work co-operatively, in pairs or as a group?What resources, materials or aids will be used? How will children be encouraged to listen and stay on-task?How long will the group experience last?How will children be transitioned to and from the group experience?QUESTION 3QUESTION Explain some of the difficulties and limitations of large/whole group experiences.One of the difficulties and limitations of large/whole group experiences is that children may not yet be ableto attend, follow directions or adjust their own needs to accommodate others to any great extent. Experiencesthat are conducted with large groups, limit opportunities for active, hands-on learning and it is often difficultto keep children on-task. These issues can result in disruptive/undesirable behaviour in children who are notable to cope in a large group. It may also create safety/supervision issues. QUESTION 4QUESTION What are the primary benefits of project work in relation to children?s learning? It helps in acquiring generalised knowledge, creativity, planning, and completing the project. The approachwill be fun-based in which care consideration is to provide guidance and enjoy the experiences shared byPage | 184CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014children.QUESTION 5QUESTION What is the key difference between a learning centre and a project? Learning centre focuses on various issues including games, activities, book reading, and have permanent arefor conductance.Projects is linked with educating children about something from the scratch. It might have temporary locationfor program conductance and is mainly for a short duration of time. QUESTION 6QUESTION Suggest two maths/science concepts that could be explored through a learning centre with 4-5 yearolds. Reading and learning how to use clock for determining time.Understanding the solar system.Page | 185CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014005 PLANNING FOR LEARNING005 PLANNING FOR LEARNING 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 | 186CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014005 PLANNING FOR LEARNING ASSESSMENT TASKSQUESTION 1READINGSTo complete this task refer to the following reading:? Guide to the National Quality Standard, ACECQA (2011). QUESTION What does Element 1.2.1 of the NQS aim to achieve? Educators use to collect, document, and organise the information to make interpretation related to progressin children?s learning. This helps in identifyingchild?s strength, weakness, understanding, and skills. QUESTION 2READINGSTo complete this task go to your text and refer to the following reading:? Guidelines for planning, Kearns Education (2013).Page | 187CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014Read the scenario and answer the related questions.Scenario The Coffee Morning – Mardi – Observation taken 12/9/xxMardi (4 years 8 months) decided it was a beautiful day to have coffee in the garden. “I just need to get some thingsfor my coffee morning”, she told me. “Do you need any help?” I asked.“No thanks Brooke; I know where to getthings. You can come for coffee when I?m all ready OK?”“OK, sounds wonderful. I?ll see you later.”Mardi busied herself with her preparations. She pulled the red table over near the rain tank, and then added a cloth &flowers. Next came the chairs. I was intrigued to see Mardi rearrange the table three times until it was in the rightspot. As she worked she talked to herself. “No, too hot, just here. Oh, I think I need to move it.There. “Now there?sno room for the picnic.”Mardi moved the table for a third time then went inside and gathered her bits and pieces inone of the large baskets. Lilly wandered over and asked Mardi what she was doing.“Actually I?m making a coffee morning. That?s when you sit in the garden and drink coffee and eat cakes with yourbest friends.You say, „Oh that looks delicious. I?ll just a have a little tiny bit.?“I can be your friend and come to the garden Mardi”, said Lilly.“Yes you can. Brooke is coming too so you will have to sit on the picnic blanket.” “OK”, said Lilly. Mardi set out her picnic blanket and her flowers. She also had a bug catcher, shells, a drink bottle, paper, colouredpencils and some rocks. “There, it?s ready now, time for coffee.”Mardi sat at the table and pretended to drink coffee. “Would you like some delicious cake Lilly?”The girls continued to pretend to eat and drink for a few minutes. “Now it?s time to look at my shopping. See what I bought? Do you love this?” Mardi started to show Lilly the variousitems she had set out, discussing each one, the shop it came from and the cost.Lilly seemed a bit overwhelmed by Mardi?s lengthy descriptions and kept smiling and nodding her head. “Well I?ll just go and put on the kettle and make some fresh coffee. I think Brooke is coming soon.”QUESTION 2 (A)Provide an analysis of Mardi?s learning and development as evidenced in the observation.Mardi have a good understanding in conjunction to how adult host their high teas. She made this observationfrom her mother. She also plays a role to organise the morning tea and is persistent in making sure that itemsare arranged. She also invited her friends and teacher for morning tea that reflect her social skills. QUESTION 2 (B)From your interpretation identify ways you could extend on this experience for future learningPage | 188CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014opportunities. Mardi can be taken to a restaurant to learn how to serve and host guest especially for food and beverage. She can be motivated to write her learning on a piece of paper and show to the class. She can arrange a learning session, in which she can demonstrate the important portion to peers. The learning experience can also be extended towards nutritional requirement, mainly on good and bad foodsfor health. QUESTION 3READINGSTo complete this task refer to your text and the following reading:? Guide to the National Quality Standard, ACECQA (2011). QUESTION Provide an analysis of Mardi?s learning and development as evidenced in the observation.Mardi have a good understanding in conjunction to how adult host their high teas. She made this observationfrom her mother. She also plays a role to organise the morning tea and is persistent in making sure that itemsare arranged. She also invited her friends and teacher for morning tea that reflect her social skills. Page | 189CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014"