"QUESTION 4 (B)Scenario BDaniel (15 months) Daniel (15months) heads straight to the bikes on arrival. He is unable to push the bike with his feet but hemanages to take the bike where he wants to go!i. Identify the motor skills Daniel is using. Loco motor skill ii. What do these photographs indicate about Daniel?s developing motor skills? This picture show his improving his locomotor skill aswell as stability skill. And he is building hisconfident toward his skill.Page | 24CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014QUESTION 4 (C)Scenario CDynamic Balance(Picture A) (Picture B)These girls are demonstrating dynamic balance skills. In the first picture (A) they have no difficultybalancing as they move along the stepping blocks. In the second picture (B) their balance appears to beless steady.Read the scenario and look closely at the two photographs. Explain why there is a difference in thegirl?s ability to maintain their balance on the narrow beam. Because in the first picture the beam is bigger so they are able to balance their body with their bothfeet?s support but in second picture the beam is very narrow there is not enough room for bothfeets which is affecting their body balance.QUESTION 5Think about the ways that fine motor skills can be integrated into everyday experiences within theearly childhood environment and curriculum. List 5 areas/experiences/routines where you might see fine motor skills commonly being used.1.Homemade playdoh2.making pasta necklaces3.patterning with legoPage | 25CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 20144.stacking cups 5. pom pom drop game QUESTION 6READINGSTo complete this task you will need to access the following website:? Let the Children Play, http://progressiveearlychildhoodeducation.blogspot.com/With reference to the website „Let The Children Play?, list 3 experiences and resources for bothtoddlers and pre-schoolers to encourage fine motor development , that require minimal use ofcommercial materials (i.e. primarily focus on natural materials). Provide a rationale for your choice ofexperiences.Fine Motor Experiences for ToddlersExperience Materials RationaleSensory playClay This will help naturally encouragechildren to use their sensoryObjective play Obeject hard/soft This will improve children naturallyplay andtouch sensory TouchingBanging Any soft objects This will help their hearing andtouch Fine Motor Experiences for Pre-schoolersExperience Materials Rationale Doll,This will help child to imaginationDramatic play(doll play) Hide and seek Play ground, peersThis will help them to makefriends being social Physical playClose shoe, shorts This helps children to stayhealthy and fit (running )Page | 26CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014QUESTION 7Plan one experience for toddlers (1-2 years)or pre-schoolers (3-6 years) with a focus on fine motordevelopment. Ensure you clearly identify the specific fine motor skills targeted and the goal. Document your experience plan on the „Group Experience Plan? template. Page | 27CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014Theory Assessment Task 001: Question 7: Small/Large Group Experience Plan – Fine Motor DevelopmentAge of Children:1-2 years Group Size:Date:? Small LargeGoal: (how will this experience support the group?s Linking to EYLF Outcome/s: Tick one relevant outcomedevelopment/learning? What do you want to achieve?)LO1: Children have a strong sense of identity Children will develop their fine motor skill by physically involving LO2: Children are connected with and contribute to their worldin the game like cutting, rolling squizzing,LO3: Children have a strong sense of wellbeing Performance Indicator/s: (What will you see and hear to demonstrateachievement of the goal?)? LO4: Children are confident and involved learners Children will achieve knowledge of colour, shape, taste and main LO5: Children are effective communicatorsthis isone of good experience offine motor skill. Rationale: (How does the experience support the interests/learning/goals of the child/ren?) Children building up strength in all the tiny hand muscles and tendons, it helps their fine motor skill aswell as coordination by squashing ,squeezing,rolling,flattening,chopping,cutting,pocking ,etc….. Time: 15-20 minutes Location:?Indoors Outdoors Routine Task_______________Other__ _______________Resources: Transition Strategy: (List the resources and materials you will use for the experience) (How will you gather children to the experience? How will you smoothly trI set up table and chair for small group of4 children with the all thePot, spatula, flour, water, oil, food colouring, salt,play doh cutter,resources and materials that needed for activity . I slowly startroller, shapes calling children by saying who would like to join me for play dohand they started saying me me and I took 4 children who wereinterested to join . I helped them to sit down on chair and said shallwill start and they were too excited to see and play so I start makingplay with as well as interacting with them . ansition the children to thePage | 1 CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept2014 next experience/routine at the concludeDescription 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 I set up table and chair for small group of4 children with the allinteractions.)the resources and materials that needed for activity . I slowly startcalling children by saying who would like to join me for play dohI play a role modelby encorgingby saying how to make a playand I took 4 children who were interested to join. I set down on chair doh how to knead how to use cutter what shape is this . I also askedand they all also did the same. I start making play doh with them them a questing during the play time like what colour is this playwhile making play doh I also interacted with them by saying what doh, what shape is this in one to one . I also showed them how tocolour is flour and said we going to pour this water and oil in to the make round ball flatten, squeeze . overall I helped them throughpot with flour and mix lets see what?s going to happen would you whole time and gave them direction . and I also said them that nextguys like to stir too and they reply “yes” and they also said “wow “. time we going to make glittery play doh would you guys like toAfter finished staring I let them to knead they also said “knead glittery play doh with me next and reply me “yes , yes “. For nextknead and roll roll” after finish making play doh I let them play with time I would extend this activity by adding glitter on it .cutter and shape things and they also recognize the shape andcolours of materials. After 20/25 minute they stared showing lessinterest andI asked them to pack away it?s a pack away time andthey help me to packed away . it was a good fine motor skillexperience. Page | 29CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014QUESTION 8Motor skills tend to develop in the same universal sequence across all cultures. However mastery ofmotor skills will vary according to genetic predisposition and environmental factors. Read each scenario and suggest an appropriate response.Scenario ANot WalkingThe parent of Bella (13 months) is concerned because Bella is not yet walking. She has noticed that otherchildren Bella?s age and even younger are walking. The parent asks if she should put Bella into a walkerwhich she has been given by a friend.Bella did not begin to crawl until she was 10 months old and did not sit without support until 9 months old.She is not yet pulling herself up to a standing position but actively crawls and can easily move from sittingto crawling to sitting.She is able to manoeuvre herself into, under, and out of small spaces.Bella isdemonstrating age-appropriate skills and behaviours in all other developmental areas.QUESTION 8 (A)What advice/information would you provide Bella?s parent?I would start my conversation with all children learn in their own way and time and should not becompared to other children I do understand you are worried about her development but you got to have passion. Her body will knows when she is ready and will allow her to move in the way it isready to move. I wouldn?t encourage her to use of a walker until she begins pulling herself upindependently. I would emphasise that at this time there is no need for concern that she is notwalking and i will observe and keep in touch with any developments I see with her movement. Scenario BWritingLeila (3.6years) is an outdoors girl. She loves climbing, kicking and throwing balls, digging in the gardenand making dams in the digging patch. She has two older brothers who are keen footballers and an oldersister who is excelling in ballet. Leila?s parents are concerned that Leila shows no interest in fine motoractivities, has poor scissor skills and an immature pencil grip.Page | 1 CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept2014 QUESTION 8 (B)What advice/information would you provide the parent? I would say the benefits on gardening is also helps her to develop her fine motor skillsuch as using her interest in gardening could be a way to develop these such as drawing with a stick in thegarden . Alternatively activities that use her interest in art work such as drawing and painting in asandy trough or painting with mud. Collages with leaves where she can cut them and paste in to thepage may evoke desire to use scissors, making cities in the garden and building and roads in thisway she will shows her interest on fine motor skill in her own way. And also occupational therapistmay be a good idea to see if she may need further assistance with her fine motor skills.Scenario cPoor PostureCarlos (4.9yrs) is a bright and intense child. He loves to research information about animals and insects.He?s also a collector – shells, rocks, erasers, marbles . Carlos has a reading age of 7-8yrs and has taughthimself to write. Carlos is a serious collector and his grandfather has taught him how to document hiscollections. Lately Carlos has been complaining of headaches, back and shoulder pain. He tends to sithunched over when reading and writing and he also holds his pen quite firmly.QUESTION 8 (C)What advice/information would you provide the parents?I would say encourage him to using experiences in the curriculum that allow Carols to stretch suchas yoga. These could be scaffolded to include his interest such as moving outside to find rocks andthen using some stretching, indoors you could do dramatic play where he actively moving throw animaginary beach encouraging bending and stretching as he gathers shells. i would also sayencourage that time spent sitting was broken up with time spent moving such as outdoor play withclimbing frames. Using art experiences with different size and alternative brushes and leaves topractice using a less firm hold of pencil grip. At home Carlos could use an ergonomic chair toencourage sitting with better posture or a pillow to encourage this. And encourage him to spent timewalking to the park, kicking ball, exercise rather than sitting. Page | 31CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014002 FOSTERING SOCIAL DEVELOPMENT002 FOSTERING SOCIAL DEVELOPMENTTo 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 CareYou will also need to access the following readings:? Australian Government Department of Education, Employment and Workplace Relations.(2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia.Canberra: DEEWR.? Early Childhood Australia. (2006). Code of Ethics.Watson, ACT: Early Childhood AustraliaInc.? Michigan State Board of Education. (2005). Early Childhood Standards of Quality forPrekindergarten. Lansing, MI: Michigan State Board of Education.? Michigan State Board of Education. (2006). Early Childhood Standards of Quality for Infantand Toddler Programs. Lansing, MI: Michigan State Board of Education.? Fox. L., & Harper Lentini, R. (2006). Teaching children a vocabulary for emotions. Beyondthe Journal: Young Children on the Web, November, 2006. NAEYC. Retrieved fromhttp://www.naeyc.org/files/yc/file/200611/BTJFoxSupplementalActivities.pdf ? Fox. L., & Harper Lentini, R. (2006). “You Got It!” Teaching Social and Emotional Skills.Beyond the Journal: Young Children on the Web, November, 2006. NAEYC. Retrieved fromhttp://www.naeyc.org/files/yc/file/200611/BTJFoxLentini.pdf ? Yorganop Indigenous Professional Support Unit WA. (nd.). Theories and Theorists: ErikErickson [Fact sheet]. WA: Yorganop. Retrieved from:http://www.ipsuwa.org.au/about/earlychildhood.php Page | 32CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014002 FOSTERING SOCIAL DEVELOPMENTQUESTION 1QUESTION 1 (A)Shonkoff & Phillips (2000, cited in your text) identify culture as a key influence on humandevelopment:Core Concept 2: Culture influences every aspect of human development and is reflected inchildrearing beliefs and practices designed to promote healthy adaptation. Refer to your text and fill in the missing words.Cultural traditions, values and behavioural expectations have a significant impact on a child?s self- concept, self-esteem and _social behaviour _______ ____________Strong, positive cultural identity is critical to a child?s __self________ ___esteem __________.The cultural context is an overarching and dominant factor in children?s _social __________development.Children learn how to behave by __observing___ ________and __modelling______ ______thebehaviour of family members.How a child is disciplined will be bound by __cultural__ _________practices.The process of __socialisation _____ ________occurs differently within different cultures andwithin different communities of the same culture.Martin (1999) uses the term _cultural_____ ___safety________to describe the level ofacceptance, understanding and respect that families who are not from the dominant culture mustfeel, before they will access a children?s service.QUESTION 1 (B)Each culture and community will have a set of values and beliefs about what is socially andculturally acceptable behaviour for members of that community. This has led to tensions as thebeliefs and values of one culture collide with that of another.Explain how the following differences in cultural values and beliefs may create tensionsbetween the parent and educator in early childhood settings. Western Cultural Belief/Practice Alternative Cultural Belief/PracticeChildren are encouraged to try different foods Everyone eats the same thing and everyone eatsbut are not required to eat everything on their everything that is served because we areshowing our appreciation to the living thingsPage | 33CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014"