GDECE105 Becoming an Early Childhood Practitioner Report 2 Sample

GDECE105 Becoming an Early Childhood Practitioner Report 2

Task description: Develop two sequences of learning experiences appropriate for 0-2 year olds and 3-5 year olds, one focuses on STEM, and one focuses on literacy. Base each sequence on the practical application of play-based learning with intentionality to support children’s learning across domains of development. Specific strategies for inclusive practice should be provided, as should additional supports and modifications for diverse learners, including indigenous learners and learners with disabilities.

Criteria:

• Two learning sequences are provided, one for 0-2 year olds and one for 3-5 year olds, one focuses on STEM and one focuses on literacy.

• Three learning experiences are contained in each sequence, and are age/developmentally appropriate and clearly work towards the stated learning objective(s)

• Rationale of the practical application of play-based learning with intentionality is justified, drawing on relevant academic readings.

• Specific strategies for inclusive practice are provided, including additional supports and modifications for diverse learners.

• Relevant academic literature is drawn upon to justify learning objectives, learning experiences, learning materials and supports for diverse learners.

For each sequence:

• Learning objectives and targeted aged group of the sequence clearly identified.

• Three learning experiences are clearly described, and each of experiences contains relevant details of its aim, duration, and materials to be used

• Learning experiences are planned with consideration of diverse learners, including indigenous learners and learners with disabilities, drawing on relevant academic readings.

Word count: 1500 (excluding references)

Solution

Learning Sequence 1 for Age Group 0-2 Years with Focused Contents STEM
Learning Experiences 1: Texture Exploration

Aim

Considering the age group of 0-2 years, the learning experience 1 is completely aimed to introduce the infants to the concept of textures focusing on the process of fostering the exploration of sensory elements and curiosity.

Duration

Staying on the formative years such as 0-2 years, the children are completely able to absorb knowledge kinds of sponges. The duration of this learning experience completely depends on the engagement of the Infant, which is forecast by approximately 15 to 20 minutes per session.

Materials

For the purpose is of developing this learning experiences they are several kinds of materials is needed, which are as follows -

● Squares with soft fabric

● Toys which are textured sensory

● Several asserted textured objects like bumpy, soft, smooth, and rough

● Several surfaces rubber ball

Age/developmentally appropriateness and relevance to the stated learning objective(s) are clearly justified

With respect to the findings of Celik, Elbasan, Gucuyener, Kayihan, & Huri (2018), infants specifically in between the age groups of 0-2 years are completely reliant upon the early stages of the several developments about the sensory process. Texture exploration is not only the process of stimulating their senses but it is also able to encourage the development of cognitive aspects. This is thoroughly happening due to the behaviors of infants in the cases of making connections between several textile experiences and their surroundings significantly.

Rationale of the practical application of play-based learning with intentionality

Giving encouragement among the infants for touching and feeling several textures throughout their play time can promote their active engagement as well as curiosity throughout the process. By hands-on several kinds of textures explorations, infants can develop their sensory awareness along with fine motor skills (Bernal & Sholl-Franco, 2023). The rationale of this practical application within the play-based learning is completely allowed by the efficacy of developing textile experiences laying on the groundwork for developing the future concepts of STEM in terms of understanding the materials along with their properties. Children from several cultural backgrounds as well as children with disabilities can also take part in this due to the lack of verbal communications and completely staying on the knowledge gained by sensory experience.

Specific strategies for MBA assignment expert inclusive practice are provided, including additional support and modifications for diverse learners.

Children with disabilities are completely shared with their universal rights along with all the people during the gathering of knowledge significantly (Jackson, 2018).

For this instance, these strategies are follows allowing the diverse learners -

● Promote delivery of additional verbal descriptions for the purposes of ensuring the visually impaired infants.

● Try to provide several kinds of textured toys which have or thoroughly accommodate several kinds of sensory requirements.

● Try to encourage the caregivers in the cases of engaging with the several activities based on cultural practices as well as traditions which are detailed and relevant with sensory exploration.

Learning Experiences 2: Block Buildings

Aim

Aim is to introduce the infants with the basic concept of engineering by block play, with the help of fostering the development of problem-solving skills allowed with spatial awareness.

Duration
Approximately 20-25 minutes for each and every session.

Materials

● Several sizes and shapes soft building blocks

● Mirrors which will be used in developing several angle reflections and structuring observations

● Picture books with simple buildings and structures

Age/developmentally appropriateness and relevance to the stated learning objective(s) are clearly justified

Infants are the starting age group in the case of understanding the object's shapes and the basic relationships between them. Block plays have the ability to provide the opportunities for infants for manipulating the objects along with exploding the relationship in the context of cause and effect (Otsuka & Jay, 2020).

Rationale of the practical application of play-based learning with intentionality

Block printing is able to engage infants in the experimentation through hands-on aspects promoting cognitive development along with increasing reasoning skills. The rationale behind these practical applications of play-based learning is completely incorporated with the encouragement of infants for stacking blocks and developing simple structures which can foster their creativity skills and problem-solving approach.

Specific strategies for inclusive practice are provided, including additional support and modifications for diverse learners.

● In the cases of the infants with motor challenges, provide additional support like usage of comparatively larger blocks as well as offering assistance.

● Assuring knowledge development among several cultures and community infants, the inclusion of structures’ images can be allowed with incorporation of several representations in the block materials.

● Open-ended conversation must be followed by caregivers about the structures that infants create considering diverse communication styles along with abilities.

Learning Experiences 3: Water Play Exploration

Aim

Aim is to introduce the basic science principles by water play, poster in their curiosity about water properties along with their effects on the objects.

Duration

Approximately 15-20 minutes for each and every session.

Materials

● Several sized and shaped plastic containers

● Water saves toys like plastic boats and rubber ducks

● Measuring cups for transferring water

Age/developmentally appropriateness and relevance to the stated learning objective(s) are clearly justified

According to UNICEF (2024), infants are naturally drawn to the water and also explore several properties in a quite enthusiastic format which is one of the rationales to allow this particular game.

Rationale of the practical application of play-based learning with intentionality

Water play provides significant opportunities for the exploration of sensory requirements with hand-eye coordination Along with understanding the cause-and-effect relationship. So, with the help of these opportunities of experimenting the water can be allowed by infants encouraged with active exploration along with discovered aspects.

Specific strategies for inclusive practice are provided, including additional support and modifications for diverse learners.

● Additional support can be provided with alternative materials offering for water play like gel-filled bags for infants with the sensory sensitivities.

● Respecting the diverse perspective and cultural traditions for practices the significance of water can be pictured with several pictorial explanations.

● An inclusive leadership approach must be allowed among caregivers.

Learning Sequence 2 for Age Group 3-5 Years with Focused Contents Literacy

Learning Experiences 1: Interactive Storytelling

Aim

To develop phonological awareness by interactive storytelling process.

Duration
30 min.

Materials

● Picturized books with repetitive rhymes and phrases

● Flashcards with image relevant with story

● Markers and white boards

● Soft toys for role play

Age/developmentally appropriateness and relevance to the stated learning objective(s) are clearly justified
It is completely aligned with the development stages of the children who are old 3-5 years focusing on developing their phonological awareness with the help of reading and writing skills.

Rationale of the practical application of play-based learning with intentionality

Considering the thought of Vaahtoranta, Lenhart, Suggate, & Lenhard (2019), interactive storytelling is completely able to capture the attention of children and engage them actively in the cases of listening, for studying the development of language, as well as comprehension. This is justified for its ability in exploding the language patterns of children, sounding structures, and rhythms which can enhance their significant as well as phonemic awareness.

Specific strategies for inclusive practice are provided, including additional support and modifications for diverse learners.

This is configured with the organization aspects in supporting and meeting the specific needs of children from diverse cultural backgrounds and disability children.

● Incorporation of stories from their specific cultural heritage can be allowed ensuring the relevance and inclusivity for the diverse children kind of indigenous children (Morrison, Rigney, Hattam, & Diplock, 2019).

● For disabilities learners, allowance of textile materials and visual aids can be provided for additional support

● For Visual impairment children, audio recordings of stories can be provided.

Learning Experiences 2: Sensory Play

Aim

To develop writing skills by sensory play.

Duration

45 minutes.

Materials

● Pencils and markers

● Letter-shaped stencils

● Large dress containing several sensory materials

● Sensory beans which filled with shaving cream, sand, or rice

Age/developmentally appropriateness and relevance to the stated learning objective(s) are clearly justified

Sensory exploration characteristics completely allowed by these activities among the children aged in between 3-5 years providing the opportunities for developing learning experience in hands-on a aspects.

Rationale of the practical application of play-based learning with intentionality

Rationale for this play-based learning allows the significant insights about sensory play to stimulate multiple senses by making the learning session more memorable as well as meaningful for the young children (Kucirkova & Kamola, 2022).

Specific strategies for inclusive practice are provided, including additional support and modifications for diverse learners.

● The selection of sensory materials can be allowed by individual preferences as well as sensory needs which can accommodate diverse children.

● Alternative writing tools can be provided for the children with motor difficulties such as adaptive grips which can ensure their accessibility.

● Special observation must be followed by the caregivers for the disabled children.

Learning Experiences 3: Literacy Centers

Aim

To develop print awareness by interruptive literacy centers.

Duration

60 minutes.

Materials

● Several literacy center station such as alphabet puzzles, reading corner, and writing table

● Visual aids highlighting words, letters, and sentences

● Writing materials and books as per age

Age/developmentally appropriateness and relevance to the stated learning objective(s) are clearly justified

This activity can give the opportunities among these children between 3-5 years in the cases of independence explorations as well as discovery.

Rationale of the practical application of play-based learning with intentionality

Literacy centers have the ability to offer a structured as well as flexible environment for the children where they can engage in several purposeful play during developing their significant literacy skills (Allee-Herndon & Roberts, 2021) and this is the rationale for this activity.

Specific strategies for inclusive practice are provided, including additional support and modifications for diverse learners.

● Ensure the availability of the materials and activities which can satisfy diverse learner abilities and interests.

● In the cases of indigenous learners, their culturally relevant books along with materials can celebrate their heritage along with promoting their belonging sense.

● Picture-based books and audio versions must be available for the children who have limited verbal communication. 

References

Allee-Herndon, K. A., & Roberts, S. K. (2021). The power of purposeful play in primary grades: Adjusting pedagogy for children’s needs and academic gains. Journal of Education, 201(1), 54-63. DOI: 10.1177/0022057420903272

Bernal, A. F., & Sholl-Franco, A. (2023). Sound and Movement hands-on workshop as a sensorimotor stimulation tool during child development. Cuadernos de Educación y Desarrollo, 15(3), 2424-2444. DOI: 10.55905/cuadv15n3-021

Celik, H. I., Elbasan, B., Gucuyener, K., Kayihan, H., & Huri, M. (2018). Investigation of the relationship between sensory processing and motor development in preterm infants. The American Journal of Occupational Therapy, 72(1), 7201195020p1-7201195020p7. https://doi.org/10.5014/ajot.2018.026260

Jackson, M. A. (2018). Models of disability and human rights: Informing the improvement of built environment accessibility for people with disability at neighborhood scale?. Laws, 7(1), 10. doi:10.3390/laws7010010

Kucirkova, N., & Kamola, M. (2022). Children's stories and multisensory engagement: Insights from a cultural probes study. International Journal of Educational Research, 114, 101995. https://doi.org/10.1016/j.ijer.2022.101995

Morrison, A., Rigney, L. I., Hattam, R., & Diplock, A. (2019). Toward an Australian culturally responsive pedagogy: A narrative review of the literature. University of South Australia. https://www.researchgate.net/profile/Anne-Morrison/publication/335101498_Anne_Morrison_Lester-
Irabinna_Rigney_Robert_Hattam_Abigail_Diplock_TOWARD_AN_AUSTRALIAN_CULTURALLY_RESPONSIVE

_PEDAGOGY_A_NARRATIVE_REVIEW_OF_THE_LITERATURE/links/5d4f4c3da6fdcc370a8c2ce2/Anne-Morrison-Lester-Irabinna-Rigney-Robert-Hattam-Abigail-Diplock-TOWARD-AN-AUSTRALIAN-CULTURALLY-RESPONSIVE-PEDAGOGY-A-NARRATIVE-REVIEW-OF-THE-LITERATURE.pdf

Otsuka, K., & Jay, T. (2020). Understanding and supporting block play: Video observation research on preschoolers' block play to identify features associated with the development of abstract thinking. In Reconsidering The Role of Play in Early Childhood (pp. 40-53). Routledge. https://shura.shu.ac.uk/13380/1/submitted%20version%20_%20Otsuka%20%26%20Jay%20_%20Block%20

Play%20Article.pdf

UNICEF (2024). Early learning and development STANDARDSFOR ... https://www.unicef.org/northmacedonia/media/1781/file/MK_E_ECD_EarlyLearningDevelopmentStandards_ENG.pdf
Vaahtoranta, E., Lenhart, J., Suggate, S., & Lenhard, W. (2019). Interactive elaborative storytelling: Engaging children as storytellers to foster vocabulary. Frontiers in psychology, 10, 456895. https://doi.org/10.3389/fpsyg.2019.01534