"QUESTION 2 (F) In your own words describe what is meant by the „Zone of Proximal Development? (ZPD). The zone of proximal development (ZPD), is defined as the level of development achieved whenthe children are involved in the social behaviour and it is highly dependent on the social interaction.The two levels of ZPD attainment involves the „present level of development? and „potential level ofdevelopment?. The present level of development depicts the child?s ability to perform without help ofothers, whereas the potential level of development describes the child?s ability to perform with thehelp of others.QUESTION 3QUESTION 3 (A)Piaget made a significant contribution to our understanding of cognitive development. Significantly,he was able to demonstrate that children do not think in the same way as adultsList the key principles of Piaget?s theory of cognitive development? According to the principle of Piaget?s theory of cognitive development, the infants start to explorefrom the first stage to the fourth stage as becoming individuals with the use of reasoning thinking.With the help of reasoning thinking, they develop their future, absorb knowledge and properlybehave with others.QUESTION 3 (B) What did Piaget mean by the term „scheme?? The term scheme or schema is used to describe the ways of acting in the world or systematizedpatterns of behaviour. Piaget firstly describes scheme as the behaviour and secondly as the basicstructure or the principle of the behaviour. Page | 54CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014QUESTION 3 (C)Describe the patterns of behaviour for each of the following „schemes?.Scheme Pattern of behaviour In the transporting schema, the children love to move themselves and theTransportingresources repeatedly from one place to the other. The pattern of behaviour ofthe children also includes being physically active outdoors, e.g., moving sandusing wheelbarrows The pattern of behaviour of children for this schema includes wrapping andEnvelopingenclosing themselves and items. They get deeply involved in discovering thefeeling being inside another object. The equipment used in this schema includeblanket, clothes, barrels and tunnels.The pattern of behaviour of the enclosure schema includes the urge to climbEnclosureon the cardboard boxes, filling cups with water, and building fences for animals. The pattern for this behaviour is to ordering the items in their correct position.PositioningThis behaviour includes the aligning things neatly on the desk, turning cupsupside down, showing creativity during plating for dinner.This pattern of behaviour include the idea of experiencing the change of stateTransformingof material and mixing different substances together. They often experience itduring rain, melting ice and freezing conditions. They used to mix sand, soil andmud for knowing the consistency during dry and wet.QUESTION 3 (D)Provide a description and example of the following milestones that are achieved in the SensorimotorPeriod.Milestone Description and Examplei. ObjectThe object permanence in the sensorimotor stage defines the ability of aPermanencechild of knowing the existence of an object despite the fact that it cannotbe seen or heard. For example, in the game of „peek-a-boo? the infantsoften become upset when the items are hidden from them, even thoughthe object continues to exist. ii. DeferredThe deferred limitation is referred to as one of the most importantimitationmilestone of sensorimotor stage. It represents the end-point ofsensorimotor stage where the child?s representational capacity is not fullydeveloped until 18-24 months of age. For example, a child holds aPage | 55CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014symbolic and representational capacity in the middle of the second year. iii. Categorisation The categorization milestone allows the infant to treat the things in theworld as a group together, and assume all the members of the group tobe similar. For example, the young infants of 3 months categorise on thebasis of perceptual characterisation. iv. Analogical Analogical problem solving milestone shows the ability of a child to takeproblem solvingsolution strategy from one of the problem to another relevant problem.For example, babies are given the game of where they have to overcomea barrier, clasp a string and then pull it for getting a toy. In order to solvethe problem they have created a flexible mental representation.Page | 56CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014004 EXPLORING COGNITIVE DEVELOPMENTTHEORIES004 EXPLORING COGNITIVE DEVELOPMENT THEORIESREADINGSTo complete these tasks you will need to refer to the relevant chapter in your Learner guide forunderpinning knowledge:HBA Learner Guide? Refer to Section 11in the HBA Learner Guide for CHC50113 Diploma in Early ChildhoodEducation and CarePage | 57CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014004 EXPLORING COGNITIVE DEVELOPMENT THEORIESASSESSMENT TASKSQUESTION 1QUESTION Describe Bruner?s three stages of learning:Stage of Learning DescriptionEnactive This stage represents the knowledge through actions which is formedthrough the data encoding and storage. The object is directly manipulatedwithout any representation of any other objects. Iconic The iconic stage of learning shows the visual summarization of the images.In this stage the internal representation of an externally viewed object isshown in the form of mental icon.Symbolic The symbolic representation shows the use of proper words and symbolsfor describing experiences. Usually children from seven years and moreare able to store information in the form of symbol or code. QUESTION 2Read the scenario and answer the related questions.Scenario Gardner?s Theory of Multiple Intelligence–MaddisonMaddison (3 years 7 months) has been attending long day care five days per week for the last threeyears. Maddison is an extremely bright child who has an extensive vocabulary. She enjoys talking toadults. She has taught herself to read, is able to write her full name and lately she has been making agood attempt at writing other words. Maddison can produce quite elaborate and detailed drawings. Maddison can do 30 piece puzzles and particularly enjoys the challenge of mosaic puzzles. Maddison hasrecently become interested in butterflies after visiting the live butterfly display at the botanic gardenswhere visitors walk among an enclosure filled with butterflies.Page | 58CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014QUESTION2 (A)Based on Gardner?s Theory of Multiple Intelligence, identify Maddison?s preferred learning style. According the Gardner?s theory of Multiple Intelligence the learning style of Maddison can beLogical Mathematical Intelligence and this can be defined as the ability to identify patterns, reasondeductively with logical thinking ability. QUESTION2 (B)You decide to build on Maddison?s interest in butterflies. How would you find out what it is aboutbutterflies that interests Maddison? What opportunities could you offer Maddison to represent whatshe knows about butterflies? I would ask her experience of visiting the botanical garden where she saw the live butterflies withinthe enclosure. And I would ask her to describe the actions, colors and types of butterflies to knowher interest in the butterflies. In order to know her knowledge and interest about butterflies, I wouldask her to draw pictures of butterflies and even ask her to speak something about butterflies. QUESTION2 (C)You discover Maddison is interested in the colours and patterns on butterfly wings. Describe twoexperiences you could provide for Maddison to give her the opportunity to explore her interest andbuild on her existing knowledge? For describing the interest of Maddison on butterflies, I would take her to an open garden whereshe could see a lot of butterflies flying all around. Secondly, I would narrate her stories, theirproduction system, for generating her interest and knowledge about butterflies. QUESTION 3Read each scenario and answer the related questions. Scenario AWhere?s the clock Liam?Loretta is sitting with Liam (2 years 6 months) looking at a picture book together. They are looking at abook with illustrations of different rooms in a home. Loretta is playing a game – „I can see…? each persontakes a turn at stating something they can see in the picture and the other person points to it. Loretta: “I can see a red clock hanging on the wall.”Liam looks closely but is not able to see the clock.“There it is,” says Loretta. “Your turn”Page | 59CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014 “ball” says Liam. Loretta knows that Liam is looking at the ball that one of the children is rolling across the floor.QUESTION3 (A)What concerns would you have in regards to Liam?s cognitive development? It is clearly reflective that the cognitive development of Liam is delayed and that is the reason isfails repeatedly from Loretta. His recognition and recalling capability does not seems to use anymnemonic strategy. His ability of reasoning, categorizing and problem solving seems to have under- developed as compared to his age. Scenario BWilliam William (4 years 4 months) has been attending the service three days per week for the past two years.Next year he goes to school. William has poor concentration and is easily distracted. He finds it difficultto follow two or three step directions and will often stop mid-way through a task because he hasforgotten what he is supposed to be doing. He still calls his peers „Hey boy/girl? - he has not managed tolearn their names in two years. He finds it difficult to stay on-task when attempting puzzles or playing games that involve matchingcolour or shape. William builds quite elaborate structures with blocks and enjoys outdoor play.QUESTION3 (B)What concerns would you have about William?s cognitive development? In this case, William?s memory skill has not improved to that extent and for this reason he couldnot remember his classmate?s name. Even his ability to concentrate in class is very low, whichmakes him distracted in most of the time. QUESTION 4Symbolic relationships include an understanding of symbols used in everyday life to conveymeaning. These symbols include concrete objects, physical actions, and spoken and writtensymbols.Read each scenario and suggest an educator response that could support or reinforce theunderstanding and use of symbols. (Question „a? is provided as an example)Page | 60CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014Scenario Symbol Type Educator responseWhen the highchairs are set up Action symbols: “You know it?s nearly time for15month old Deka squeals with recognition that something morning tea, don?t you Deka. Aredelight, he knows it?s time for is going to happen. you a hungry boy?”morning tea.EXAMPLEa. The educator and two Object symbols:provide “Jay help us in arranging the items,toddlers are packing away. opportunities for children bring the teddy and put in theA third toddler, Jay, brings to explore and discover cupboard.”over a teddy. The teddies the properties of objects,have already been put in which helps the child tothe cupboard.form a mental image ofthe object when it is out ofsight.b. The educator carries a box Picture symbols: use “Children, unpack the box and playinto the room for the pictures of familiar objects with your favourite toys that youchildren to unpack. There to assist in understanding have seen in your book. Are notare several new toys inside that a two dimensional they the same toys as in yourwhich have been ordered picture represents a real book?”from the catalogue which three dimensional object.the children like to look atthrough the day.c. The educator in the 3 year Language symbols:“Decorating close-up view ofolds? room has put a talking, pointing and various shoes for a 3 year olddisplay of pictures on the labelling assists the child child.” wall that shows close-up to understand that wordsimages of a variety of are symbols for objects,shoes. actions, feelings, ideas,concepts and beliefs.d. The educator has a series Number symbols: “Arrange the pictures showcasingof pictures that show the counting and the use of the daily routines. Are you able tovarious routines that occur numerals assist the child remember the routine through thethroughout the day eg to develop a concept of concept of time and quality? arrival, play, outdoors, quantity and time.morning tea etc.QUESTION 5QUESTION 5 (A)Explain the difference between rote counting and rational counting. The difference between rote counting and rational counting is just lies behind the numbers. In rotecounting children walk off numbers in counting starting from 1 to 10, on the other hand in rationalPage | 61CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014counting the children actually uses the numbers according to their meaning for counting the ojectsthey have with them.Rote counting is more like a song, poem and chanting which is to bememorise whereas rational counting helps to recognise the name with their meanings.QUESTION 5 (B)Provide an example of one-to-one correspondence.One-to-one correspondence helps children to skilfully count the number of objects. For example,children count objects through “1, 2, 3, 4, 5….” counting, but they need practice for saying onenumber with one object during their pre-school periods. Page | 62CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014QUESTION 5 (C)Suggest two ways educators can help children to recognise numerals:1. The educators can use the number while reading, and can read-aloud for teaching thenumber recognition. Make toddlers to look at the pictures with numbers while the educator 2. The educator can use the number poems as the rhyming activity is a fun activity for theyoung children.QUESTION 5 (D)What are cardinal numbers?Cardinal numbers is defined as any number which depicts and express a certain amount, for exa,1,2, 3, 4, 5,…. QUESTION 5 (E)What are the skills children need for matching? To develop the matching skill, the children need to develop their thinking skill, problem solvingskill, and psycho-analytical skill.QUESTION 6Read the narrative observation and answer the following questions.Page | 63CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014"