"To complete this task you will need to refer to your text and the following readings:? Belonging, Being and Becoming: The Early Years Learning Framework for Australia, DEEWR,(2009).? Educators’ Guide to the Early Years Learning Framework for Australia DEEWR, (2010).? Guide to the National Quality Standard, ACECQA (2011). ? Guidelines for Planning 2013, Kearns Education (2013). QUESTION 1 (A)Based on the above documentation samples, provide an interpretation of the experience and of thechildren involved, including all the relevant information in the table below:Interpretation of documentation samples: Children were curious to find the sounds produced by various material and they enjoyed theirexperience which also comes with gaining newer knowledge. They discovered with their interestabout different types of sounds, running sounds, and making a loud noise. They also reflectiveproblem solving skills by arranging the pipes, interpreted that sounds are different, shared theinformation with others and raising their knowledge content, and learned about newer aspects. The educator used intentional teaching and supported the play as well as interest of children, becauseof which the learning program found to be effective and fruitful. Overall, children developedcognitive, problem solving, and team working skills. QUESTION 1 (B)Based on the narrative „The Preschool Music Makers?; „The Child?s Voice? and the web, and yourinterpretation, plan a follow-up experience for preschool children. The experience should challenge, extend and engage the children and be relevant to yourinterpretation. Ensure you complete all relevant information in your plan. Page | 164CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014Theory Assessment Task 005: Question 1b: Small/Large Group Experience Plan Age of Children: Group Size: ?Small 4-6 years Date: 12 Mar 2017 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 identityThe learning experience will help in developing problem solving skills,?LO2: Children are connected with and contribute to theirexperimentation, and exploring newer things in their surroundings.worldChildren can make their interpretation and analyse the outcomes.Additionally, they will also develop skills for cooperation and team-work. ?LO3: Children have a strong sense of wellbeing ?LO4: Children are confident and involved learnersPerformance Indicator/s: (What will you see and hear to demonstrate ?LO5: Children are effective communicatorsachievement of the goal?)The reported evidence by children will be reflective of their performance.They will also be sharing their experience with other children andreflective their sense of connected, confidence, and continuous learner.Additionally, the communication skill and cooperation with peers will bereflective as key indicator in this learning process. Rationale: (How does the experience support the interests/learning/goals of the child/ren?) The experience will help children to learn the process of exploring things, correlating the environment according to their interest, and generate senseof problem solving skills based on situational requirements. The experience will also support their communication and coordination skills, which is akey goal in process of learning and development. Time: 1500 to 1700 hours Location:Indoors Outdoors Routine Task__ OutdoorPage | 1 CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept2014 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 smoothlytransition the children to the next experience/routine at the conclusion?) Drum stick Focusing on interest and excitement of children tends to attract otherMaterials like steel, wood, PVC pipe, rubber, and various objectschildren as well. From the educator?s point of view, they need to supportavailable in surroundings.the interest, motivate them, and provide additional resource along withguidance. Paper to write the findingsImportantly, paying attention to individual students and motivating themMobile phone to record the soundsexplore things will help in making a smooth transition for nextexperience. 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 I will first explain the things along with giving them demonstration. interactions.)Next facilitating the resources and giving guidance to involve into activityI will be giving demonstration as a part of model display. and share experience will be motivating.I will encourage children, proving them coaching and prompting them toFinally observing individual students and focusing on their needs will beget involved into the activity.helpful.Giving them direction, asking question, and extending their experience byoffering problem solving opportunity will be the key role in this regard. Page | 166CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014SECTION 4– UNIT 4CHCECE024 DESIGN AND IMPLEMENT THECURRICULUM TO FOSTER CHILDREN ’S LEARNINGAND DEVELOPMENTThis unit describes the skills and knowledge required by educators to design, implementand evaluate the curriculum to foster children?s learning and development.This unit applies to educators working in a range of education and care services.To achieve competency in this unit you will need to provide evidence that you can: ? Designed and implemented curriculum on at least one occasion, including:? Evaluating and modifying environments to enhance opportunities for children?s learningfrom other educators, children and their families? Gathering information to use as a basis for design to address identified needs ? Designing learning experiences to foster children?s development ? Assessing and evaluating curriculum and learning experiences in accordance withguidelines? Performed the activities outlined in the performance criteria of this unit during a period of atleast 240 hours of work in at least one regulated education and care service.Page | 1 CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept2014 001 LEGISLATION AND FRAMEWORKS001 LEGISLATION AND FRAMEWORKS READINGSHBA Learner Guide? Refer to Section 14in 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. Page | 168CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014001 LEGISLATION AND FRAMEWORKS ASSESSMENTTASKSQUESTION 1Listed in the table below are some of the key elements that must be present for the effective deliveryof quality early childhood education and care. For each element listed, describe one way it can be translated in early childhood settings.Think about policies, procedures, curriculum and routines. Element How it can be translated into practice.a.Recognition of the family andBy discussing with and involving parents into decisionrelationships within the family asmaking for the benefit and appropriateness of children. critical to healthy child development.b.A key focus on the principles of Observing individual children and plan experiencesdevelopment, learning and play.according to their needs, skills, abilities and interestsc.Early childhood programs Engaging children in group experiences, getting parentsrecognise that learning occurs in ainvolved in their children's learning - asking forsocial context and that family,input/ideas/interestscultural and environmental factorsimpact significantly on learningopportunities and learning outcomesfor young children.d.Recognition of the early years as aProvide support to each child with their development andunique periodlearning through shared learningQUESTION 2QUESTION 2 (A)Based on the above documentation samples, provide an interpretation of the experience and of thechildren involved, including all the relevant information in the table below:What is the name of the National legislative framework? National Quality Framework, which is governed by the new national body the Australian Children'sPage | 169CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014Education and Care Quality Authority (ACECQA). Education and Care Services National LawQUESTION 2 (B)What are the 2 legislative documents that underpin the national framework? The National Quality Framework is underpinned by the Education and Care Services National Law(„National Law?) Education and Care Services National Regulations („National Regulations?)QUESTION 2 (C)List the National Quality Standard (NQS) and Element that instructs educators on curriculum. Quality Area 1 – Standard 1.2 – Element 1.2.3QUESTION 2 (D)What is the approved learning framework? Under the National Law and National Regulations, approved services are required to base theireducational program on an approved learning framework. The program should focus on addressingthe developmental needs, interests and experiences of each child, while taking into account theindividual differences of each child.QUESTION 2 (E)What is the general purpose of learning frameworks? To create a jointly-governed uniform and integrated national approach to the regulation and qualityassessment of education and care servicesQUESTION 2 (F)According to your text, what suggested elements should be typically included in a curriculumframework?Principles and values that should guide early childhood services; Summary of program standards; Page | 170CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014Outline of content and outputs for children of different ages; Pedagogical (instruction techniques) guidelines outlining the processes to achieve the outcomes. QUESTION 3QUESTIONEarly childhood programs function within, and are shaped by, the social and cultural context in whichthey exist. Explain what is meant by the term cultural context.Cultural context includes family background, language, home environment, flooding habits,nativity, and perspectives of children and parents. This differs on the basis of child?s background andfamily linking.QUESTION 4QUESTION 4 (A)Quality Children?s Services is made up of both structural and process components. Explain the „structural components? that make up quality children?s service provision? Structural components include consideration that educators are well qualified and have adequatecompetency. The program coordinator have knowledge of cultural diversity, provision of adequateresources, and learning environment are suitable for individual child according to their learning anddevelopmental needs.QUESTION 4 (B)Explain the „structural components? that make up quality children?s service provision? Structural components include consideration that educators are well qualified and have adequatecompetency. The program coordinator have knowledge of cultural diversity, provision of adequateresources, and learning environment are suitable for individual child according to their learning anddevelopmental needs.QUESTION 5QUESTION Page | 171CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014List the key areas that are generally included in mandatory licensing requirements for earlychildhood services. Sufficient space; qualified educators; explicit and transparent framework for classroom; resources;proper evaluation and monitoring framework, availability of documents to conduct audit process, andprecise means to follow the regulatory guidelines. Page | 172CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014002 LEARNING FRAMEWORKS002 LEARNING FRAMEWORKS 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 Government Department of Education, Employment and Workplace Relations.(2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia.Canberra: DEEWR.? Australian Government Department of Education, Employment and Workplace Relations.(2010). Educators? Guide to the Early Years Learning Framework for Australia. Canberra: DEEWR.Page | 173CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014"