"Read the scenario and consider whether the choices offered are appropriate or inappropriate. Page | 44CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014Scenario The CubbyPreschoolers, Dom, Ahmed, Aleah & Gia had spent the morning making a cubby on the verandah. Theyasked the educator, Lexie, if they could have their lunch in the cubby. Lexie agreed but on the proviso thatthe children put away all of the excess materials that they had accumulated whilst building the cubby. “But there?s too much,” said Dom.“Yeah, it will take forever and ever to clean up,” said Ahmed.“I know”, said Gia. “The boys can pick up the blocks and the girls can pick up the blankets.”“Ok”, said Aleah.“No, that?s not fair”, said Dom,” there?re too many blocks.”The children began to argue. Lexie intervened. “How about every one pick up four things and put themaway and then we?ll see how much is left.”The children agreed. “Well done,” said Lexie, “now let?s see… I can see two blocks, a blanket, two pillows and three boxes. “Lexie then asked each child in turn what they would like to put away. In no time the area was tidy and thechildren were ready for their cubbyhouse lunch.QUESTION Were the choices given appropriate or inappropriate? Explain your reasoning and give an alternativechoice where your response is that the choice was inappropriate. The choice provided by the educator Lexie is appropriate for the kids as it seems to be a fairdistribution of responsibility and they therefore get easily ready to do it. Another alternativechoice would be that the children should adopt collaborative approach and clean up the areajointly and there will be less chance of any conflict between them.QUESTION 10READINGSTo complete this task refer to your text and the following readings:? Belonging, Being and Becoming: The Early Years Learning Framework for Australia, DEEWR,(2009)? Early Childhood Standards of Quality for Prekindergarten, Michigan State Board ofEducation, (2005).? Early Childhood Standards of Quality for Infant and Toddler Programs, Michigan StateBoard of Education, (2006).Page | 45CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014Read the Learning Outcome and Indicator of the EYLF listed in the table below and suggestone pedagogical practice that will support the achievement of the related group goals. Thinkabout:? The age of the group? Educator strategies? RoutinesNote: To complete this task you will need to reflect on the knowledge you have gained in relation tosocial and emotional development.Toddler Group (18mths-2yrs)Learning Outcome 1: Children have a strong sense of identityIndicator: Children feel safe, secure, and supportedGoals Pedagogical practices Respond sensitively to children?s attempts. They need support to gainChildren will engage inroutine self-help tasksindependence.Children will develop aEducators can promote this by supporting the secure attachments made withtrusting relationship with the children through consistent and warm nurturing relationship.staffPreschool Group (3yrs-6yrs)Learning Outcome 1: Children have a strong sense of identityIndicator: Children feel safe, secure, and supportedGoals Pedagogical practicesa. Children will engage Explaining children for the correct way of performing things and thenin routine self-helpallowing children to follow their understanding. tasks b. Children will develop Educators can promote this by supporting the secure attachments made witha trusting relationshipthe children through consistent and warm nurturing relationship.with peers Page | 46CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014Toddler Group (18mths-2yrs)Learning Outcome 1: Children have a strong sense of identityIndicator: Children learn to interact in relation to others with care, empathy andrespect Goals Pedagogical practicesa. Children will become Explaining the reason for child? action and then motivating them for self- aware of the howanalysis. their actions affectothersb. Children will Respond to their interest, and collaborating with them to explore the things.confidently exploreThis will motivate them to search, investigate, and find things. and engage in thechildren?s servicesenvironment.Preschool Group (3- 6yrs)Learning Outcome 1: Children have a strong sense of identityIndicator: Children learn to interact in relation to others with care, empathy andrespect Goals Pedagogical practicesa. Children will reflect Explaining the reason for child? action and then motivating them for self- on their actions andanalysis.considerconsequences forothersb. Children will Respond to their interest, and collaborating with them to explore the things.confidently exploreThis will motivate them to search, investigate, and find things.and engage in thechildren?s servicesenvironmentPage | 47CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014QUESTION 11READINGS? Code of Ethics, Early Childhood Australia (2006). Read each scenario and answer the related questions.Scenario ABelongingThe educators have worked with the children and their parents to make a visual symbol to represent theirfamily which is displayed in the room.QUESTION 10 (A)How has this experience supported the sense of community within the service?The visual symbol like family tree helps the child to develop a sense of community andtogetherness among the family members. It develops the sense of self-worth, which the childhas in the family and this strengthens the bonding of the children with their parents. Page | 48CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014Scenario BNoticing differenceIn group time, Naomi the educator and the children were discussing the visual symbols that each of thechildren had brought in to represent their family. Sally (3 years 8 months) notices that Jason?s symbol hashis two mums on it. Raoul (4 years 2 months) laughs and says „You can?t have two mums?.QUESTION 10 (B)What ethical issues has Raoul?s comments raised? Being a kid of 4 years and 2 months, Raoul have less understanding level about relationship. He isnot able to understand, the two mother concept of Jason, which made him laugh. This situationdepicts the innocence of a kid, which let him speak out what he feels actually. QUESTION 10 ©What opportunities could you provide for the children to investigate these ethical issues? Having posters around the room of what the right thing to do is, is effective during the discussion.Discussing posters with children about right and wrong will be thus helpful in understanding the issuescorrectly. Page | 49CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014003 COGNITIVE DEVELOPMENT003 COGNITIVE DEVELOPMENT READINGSHBA Learner Guide? Refer to Section 11 in the HBA Learner Guide for CHC50113 Diploma in Early ChildhoodEducation and CarePage | 50CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014003 COGNITIVE DEVELOPMENT ASSESSMENT TASKSQUESTION 1QUESTION 1 (A)Cognitive development does not occur in isolation but is part of a dynamic interactive process thatencompasses all areas of development.Using bullet points outline the principles of child development.? Child development follows a sequential order of growth.? The cognitive development of a child advances at a varying rates.? The learning and development process is achieved as a result of experience and maturation.?Play is an important medium of developing linguistic and cognitive behaviour.? The cognitive behaviour is best developed when the children are challenged. QUESTION 1 (B)There are a wide range of factors that influence development – these factors must be taken intoaccount when planning to support development. Describe the key factors that influence cognitive development. The various key factors involved in the cognitive development of children include the biologicalfactors, and environmental factor. The biological factors include the sense organ which receives thestimuli from the surrounding, intelligence, and maturation level. The environmental factors includesthe economic status of the family, learning opportunity, family and societal effect, and playingopportunity.QUESTION 2QUESTION 2 (A)Vygotsky made a significant contribution to the relationship between cognitive development and thesocio-cultural context. Briefly outline the main principles of Vygotsky?s theory of cognitive development Page | 51CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014 According to the Vygotsky?s theory of cognitive development, the cognitive development ofchildren is restricted to a certain given age and social interaction is necessary for full cognitivedevelopment. The thinking and thought of children is greatly affected by their knowledge of itssurrounding social community. The theory describes the language as one of the most important tool,which helps in gaining the social knowledge through other people. The two key features of thistheory includes „More Knowledgeable Other (MKO)? and „Zone of Proximal Development (ZPD)?.The MKO can be either the parents, teachers, coaches, adults, or professionals. QUESTION 2 (B) According to Vygotsky, what role does language play in cognitive development? According to Vygotsky, language is the most important tool for achieving the social knowledgerequired for cognitive development. This social knowledge a child can achieve from otherknowledgeable person through language. Thus linguistic communication matters significantly in thecognitive development of children. Page | 52CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014QUESTION 2 (C) In regards to the work of Vygotsky, what is the role of social interaction in relation to cognitivedevelopment? According to the Vygotsky theory, social interaction is very much important for the development ofcognition, as Vygotsky strongly believed that community is highly responsible for the processdevelopment of “making meaning”. Social processes is the root cause for higher mental processeswithin the individuals as it precedes the development of cognition and consciousness. QUESTION 2 (D) 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 2 (E) 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.ScenarioRabiyah Rabiyah (4years) speaks both Arabic and English. She often combines the two when speaking to adultsand then laughs because she knows the educator does not speak Arabic. Rabiyah is very interested inmaking patterns – with beads, blocks, collageetc – she will spend long periods of time creating herpatterns and will then go into great detail as she describes how the pattern was made. Rabiyahs? fathermakes lead-light windows as a hobby. He creates beautiful patterns that reflect his Middle Eastern culture.The educator has displayed a range of pictures that show naturally occurring patterns in the environment.Page | 53CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014 Rabiyah studies them closely."