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Case Study 2
Read the following na
ative ‘The Cake’.
The Cake: Dylan & Jonty XXXXXXXXXX07/05/ xx
Dylan (2.5yrs) & Jonty (2.7yrs
)
Dylan approached Jonty who wa
s sitting at the table with a sand mould
.
Dylan: “
What dat Jon?
”
Jonty: “
Take.”
(cake
)
Dylan
“Me have it?”
:
Jonty:
“Mine
”
Dylan
:
“Wha
t it?”
Jonty lifts the m
ould and the dry sand pours out.
“Take”,
.
says Jonty
Dylan “
Oh”
Dylan smiles
.
e dry sand and spread it on the tables
.
Jonty begins to touch th
Dylan sits for a while watching Jonty and then moves away
.
Jonty remained at the table for around 5 minutes enjoying t
he sensory experience of the sand with
his fingers. He looked around for Dylan and ran over to him. They smiled at each othe
.
Stacey commented to the children: “
Dylan and Jonty are friends
.”
.
The children smiled and climbed into the sandpit
2. Based on the information provided:
a. Write one goal for to support the development of friendship between the two children: link the goal to the EYLF.
-
. Describe two experiences and/or practitioner strategies to support your goal of promoting shared interactions between the children.
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c. Provide a rationale for your experiences which reflects your knowledge of child development and the social and cultural context of learning. Click here to enter text.
3. Based on the information provided:
a. Write one goal for Jonty related to expressive language development - link the goal to the EYLF.
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. Provide a rationale for your gaol which reflects your knowledge of child development and the social and cultural context of learning. Click here to enter text.
c. Describe a series of five experiences to promote Jonty’s expressive language development. Include a rationale for your choice of experiences.
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d. Describe two care strategies that can be used daily to promote Jonty’s expressive language.
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Case Study 3
1. Read the following na
ative ‘The Lion: Mille’.
The Lion: Millie XXXXXXXXXX03/07/XX
Mille (2.7yrs)
bought her favourite book to childcare. The book was given to her by her grandmother
and she wanted to share it with Vicki
.
Vicki: “
so you can show me your book Mille.
”
Let’s go and sit on the lounge
Vicki: “
This book looks interesting Mille, What’s it about
?
”
Millie: “
Lion. Him asleep and him says wake up lion.
”
Vicki: “
I can see the lion’s asleep. Who’s that telling
him to wake up?
”
Millie: “
’Draffe (giraffe) he go big, big, long neck
.”
Vicki: “
It says, Leon the Lion is fast asleep and n
o one can wake him up.
”
Millie: “
Him name Leo. Leo Lion.
”
Vicki begins to read and Mille list
ens intently. Each time the page is turned Millie points to, names
and makes a comment about each new animal. (elephant, monkey, snake, hippopotamus, crocodi
le
.
and finally a mouse)
“
Long, nose
” elepha
nt
“
See monkey? Him fu
nny
.”
“
Look, teeth
” – points
to hi
pp
o
“
Him eat you up”
- cro
codile
“
e up
Leo and him waked up
Little mouse say wak
.”
Mille and Vicki enjoye
d the story and when it was fi
nished Mille ran to get another one from her ba
g
.
n
Review/ Interpretati
o
Millie is well on her w
a
y to becoming an effective reader. She understands that words have meani
n
g.
Listens to the reader
and matches words and action with the illustrations. She is able to recall and
n
etell parts of the sto
y from memory. She is able to label things that are familiar to her and she ca
Mille shows that she enjoys reading for its own sake and enjoys the shared
also describe actions.
.
experience
Where to f
om here
?
•
2. Based on the information provided:
a. Identify an appropriate goal linked to the EYLF.
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. Plan a series of five experiences to support Millie’s language and literacy skills. Click here to enter text.
c. Write a rationale for your choice of experiences.
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Case Study 4
Using the web as a guide plan three experiences that could be provided to extend the children’s knowledge.
Your plan should include:
a. An outline of the experiences – what it is & how you would introduce each one b. Resources required
c. What role the children will play in research/investigation/exploration
d. How each experience will build on the children’s existing knowledge
LOOK FOR:
· Reflection on what children know – research what birds eat or bird habitats by exploring what each of the birds identified by the children eat • Use reference materials & internet to access information
· Research by ca
ying out a bird watch over a few weeks – what birds can we see and identify?
· Invite person with expertise to share information
· Contact natural history museum for information
· Make bird feeder & use native seed mix to attract birds
· Children record their learning using drawings and photographs
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Research Activity 1
Early childhood programs in Australia have been influenced by a range of overseas EC cu
iculum models. This influence has led to the adoption or adaption of a range of philosophies, theoretical perspectives and practices.
Select one EC cu
iculum model to explore in depth and prepare a presentation that could be delivered to an EC team. You should include:
· An overview of the model
· The underpinning philosophy/values
· The underpinning theoretical framework
· Description of how it may inform cu
ent EC programs in Australia, including how information is used to inform learning.
Approx. 100 words.
References
The New Zealand Early Childhood Cu
iculum, Te Whàriki www.educate.ece.govt.nz/learning/cu
iculumAndLearning/TeWhariki.aspx
High/Scope Cu
iculum. www.highscope.org
Reggio Emilia Approach: type: ‘reggio emilia approach cu
iculum’ into search engine
Developmentally Appropriate Practice (DAP): National Association for the Education of Young Children (NAEYC), Washington DC; http:
www.naeyc.org/about/positions/dap.asp
Sure Start, UK: type: ‘sure start’ into search engine
Siraj-Blatchford, I., Sylva, K., Muttock, S., Gilden, R. and Bell, D XXXXXXXXXXResearch Effective
Pedagogy in the Early Years. Research Report RR. 356. London, UK: Department of Education and
Skills. http:
www.dcsf.gov.uk
esearch/data/uploadfiles/RR356.pdf
Click here to enter text.