"experience.Description of Experience/Procedure:Teaching Strategies/Adult?s Role:(List/describe how you intend to implement the experience with the (What role will you play in the experience? How will you facilitatechildren from beginning (set up) to end. How will it be set up? What will children?s engagement, learning and development? E.g. initiating,the children be required to do?) modelling, prompting, coaching, encouraging, playing alongside, givingdirections, asking questions, extending, demonstrating, one to one They will be first demonstrated. interactions.)Then children will be encouraged to participate and analyse their actions.I will be giving demonstration as a part of model display. Finally, they will be comparing their outcomes with peers.I will encourage children, proving them coaching and prompting them to getinvolved into the activity.Giving them direction, asking question, and extending their experience byoffering problem solving opportunity will be the key role in this regard.Assessment of goal and concept developmentExplain how you will assess the outcomes/goals of the experience for children in terms of their concept development e.g. how will you know theyhave achieved the goal, what will you see and hear the children doing?Analysing the outcome of their activity will be the best method to assess their learning outcomes. In this regard I will also make communication with their regardingtheir difficulties and areas which they need my support. Page | 74CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014004 PROJECT TASK 2Project Task 2 – Science Learning CentreCreate a Science Learning Centre for Toddler (2-3 years) or Preschool (3-4 years) children based onone of the following concept:? Things that Fly (this will allow exploration of a wide range of bugs, birds, bats etc. and theirhabitats).Please note: This project is a planning exercise and you are not required to implement the learningcentre or experiences.To complete this task you must:a. Plan the Learning Centrei. Identify the specific learning outcomes and link to the Early Years LearningFramework, providing a rationale for your choices.ii. List the resources you will use, including materials, reference books, stories, songs,IT, websites etc.iii. Explain how the Learning Centre will be set-up e.g. table against wall to displayposters, artificial grass on table, use book shelf to display resources like a diorama(you may like to draw a picture).iv. Identify key vocabulary (words, phrases) you could use and questions you could askto promote children?s learning. Use the „Learning Centre Planning? Template to complete your plans. b. Plan for Teaching and Learningi. Describe a series of four related experiences/challenges/tasks for the children toundertake that complement the Learning Centre. Ensure the experiences relate tothe concept being explored and provide a rationale for your choice.ii. Develop a web plan of questions that you could use with children to explore theirexisting knowledge. Use the „Plan for Teaching and Learning? and „Web Plan? Templates to complete your plans. Page | 1 CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept2014 Theory Assessment Task 004 - Project Task 2 – Science Learning CentreLEARNING CENTRE PLANNING Things that fly 2-3 years (toddler)Learning Concept:Age Group:Developing recognition To rationalise differenceLink to EYLF Goal of LearningLearning Outcome: skills and understanding Centre: between birds andtemperature aeroplaneRationale: : The concept will justify the difference between birds and aeroplane. With this children can learn thingsthat are living and which are machine. Resources: : Video to demonstrate things, text book, chart paper showing images of different types of birds andaeroplane.How will resources be set up/presented?: Children will be first demonstrated using chart. They will be made learn the difference between birds andaeroplane. Final demonstration will be provided using video, where children will be motivated to expresstheir understanding with peersLanguage (Vocabulary and Questions) to provoke and/or promote children?s learning.: Children will be encouraged to watch and reflect their learning. This will also be helpful in sharing theirexperience for objects and their property. Likewise, they also realise things which are living object and whichare machine or materials. Theory Assessment Task 004 - Project Task 2 – Science Learning CentrePLAN FOR TEACHING AND LEARNINGExperience 1 Demonstrating with Experience 2 Feedback from childrenchart for their understandingFigures and description Children will be askedDescription and Description andTeaching Strategies: will be helpful in Teaching Strategies: question like example ofunderstanding cold and hot objectsRationale: This will give them brief Rationale: They can correlate theirunderstanding of the learning with real-life concept.objectsExperience 3 Motivating children to Experience 4 Sharing experiencewatch videoamong peersPage | 76CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014Description and They will be encouraged Description and Children are encouragedTeaching Strategies: to express their Teaching Strategies: to exchange experienceunderstanding. with other childrenRationale: Children can develop Rationale: Developingskills to identify and learn communication skills.things.Theory Assessment Task 004 - Project Task 2 – Science Learning CentreWEB PLAN Plan experience for different birds and aeroplane. Resources like chart, text books, and videosDescribe each experience to develop patternThings That Fly Specific learning outcomesImportant key words and vocabulariesDeveloping range of skills like Suggesting questions to childrenProblem-solving, researching, and investigation Page | 77CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014005 LANGUAGE AND COMMUNICATION005 LANGUAGE AND COMMUNICATION READINGSTo complete these tasks you will need to refer to the relevant chapter in your Learner guide forunderpinning knowledge:HBA Learner Guide? Refer to Section 11 in the HBA Learner Guide for CHC50113 Diploma in Early ChildhoodEducation and CareYou will also need to access the following readings:? NSW Department of Education and Training. (2001). Literacies, Communities and Under 5?s[extract], pp. 17-24. Ashfield: NSW Department of Community Services.? Heroman, C., & Jones, C. (2010). Phonological Awareness [extract]. pp.16-21. Literacy: TheCreative Curriculum Approach. Washington, DC: Teaching Strategies Inc.? Heroman, C., & Jones, C. (2010). Letters and Words [extract] pp.28-32. Literacy: TheCreative Curriculum Approach. Washington, DC: Teaching Strategies Inc.Page | 78CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014005 LANGUAGE AND COMMUNICATION ASSESSMENTTASKSQUESTION 1QUESTION Central to Vygotsky?s theory of cognitive development is what he termed tools of the mind whichenable transmission of complex cognitive operations. Language was regarded by Vygotsky as theprominent „tool of mind? that shaped mental functioning in a social and cultural context.What did Vygotsky mean by „private speech??According to Vygotsky, „private speech? is defined as the means for children for planning strategiesand activities for overall development. The „private speech? is however the use of language neededfor the self-regulation of their behaviour.QUESTION 2QUESTION Describe Piaget?s stages of language developmentStage of language DescriptiondevelopmentEgocentric speech: The egocentric speech can be defined as the activity of a child who tendsto talk to himself or herself, through any activity or event, which is found atthe age of 3 or 4. It is that stage where the children is unable tounderstand their feelings, experiences, and thinking of peers. Socialised speech:Socialised speech is defined as the give-and-take process between twopeople. It is the major of language achievement, which is not associatedwith thinking or intellect. Page | 79CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014QUESTION 3QUESTIONPage | 80CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014Identify the language skills examples for each age group.Approximate Age Language skills examples2½-5 years? Understands only two stage instructions (for example, bring the toy,drink milk)? Able to understand questions related to „what? or „who?.?Tries to use narrate their interesting experiences. 0-3 months? Looks at the speaker and smiles? Enjoys and listen to music and sound? Cries according to different situation? Repeat same tone and sound most of the time2-2½ years ? Points to images and pictures?Stats to speak more clearly? Able to ask two word question like, milk?, toy?3-6 months? Able to babble at this age? Uses sounds like gurgling while they are playing with someone happily? Turns and listen when their name is called12-18 months? Able to understand simple question related to “where and how”? Begin to speak more words and more clearly 6-9 months? Recognises the similar faces and listens to similar names and words? Develops other various change in the babbling sound? Responds when they are requested to do anything 9-12 months ? Enjoys and likes to play simple games like fingers play, for examplethe „Round and Round? game or the „Peek a Boo?.? Tries and speak their first few wordsQUESTION 4Read the scenarios and answer the related questions.Scenario AOscar Page | 81CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014Oscar (2 years) has been building with the small coloured blocks. He has incorporated several figures (boy, woman, man) and as well as farm animals into his building. He also has two trucks and a QUESTION 5QUESTION 5 (A) Write two open-ended questions that you could ask Oscar, and give a reason for each one:1. “Oscar, where are you to place boys, woman, and man and farm animals in his building?”The reason behind asking this question is to judge his analytical thinking capability and the way heis organising things in his buildings.2. “What are you talking to yourself at each interval?”The question is asked to know the state of mind of Oscar and his thinking process. Scenario BPia & Ashia Pia & Ashia (both 4 years 6 months) have been busy playing at the bottom of the vegetable garden forquite some time. They have transported various items such as African dolls, plastic giraffes &elephants, pieces of fabric, a blue ceramic bowl, small boxes and various items from the collage trolleyto the site. The girls have created a little scene – they have made the boxes into buildings decorated with fabric &various bits of collage, put water in the bowl and have arranged the animals among the plants. Thedolls are seated around the water. Trish approaches: “Hello girls, I saw you down here and wondered what you have been doing.”Pia: “We made a Africa safari zoo!”Ashia: „Can you see our animals? They?re hiding in the jungle.?Page | 82CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014QUESTION 5 (B) Suggest two questions that Trish could ask Pia and Ashia to extend their language and thinking.1. “What is there in your African safari zoo, girls?” 2. “Why these dolls are siting are sitting around the water bowl?”QUESTION 5 (C) Refer to each picture and related child?s question, and document how you would respond to thechild. Think about:? What age-appropriate information would you provide and,? How would you help the child to understand the information? Picture andResponse“The body of hermit crab is very soft and delicate. And otherdangerous creatures can easily eat them. So, to protectthemselves they get hide themselves in others rejected shell.Their shells are their homes where live”3 year old: Why does the hermitcrab live in a shell?“The spider has eyes which helps him to move and throughhis mouth he is able to eat, but these are not visible to you. Itis because of its dark color”4 year old: “Where?s the spider?seyes and mouth?”Page | 83CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014"