TASK OVERVIEW
Task 1 involves completing a series of observations on a three (3) year old child, ‘LiLu'
Task 2 involves completing a developmental summary of the child's interest, strengths and emerging skills
Task 3 involves creating planning suggestions for the child based on the observations and developmental summary and identifying appropriate educator interactions
Task 1: Observations
Watch the following video sequences of ‘Lilu' (3 year old child).
Video clips can be accessed from the OLS under the Assessment Information tab; Resources Required tab; click on Notebook icon and this opens up a new screen.
Complete 4 observations (as detailed below) based on the clips provided:
Observation 1 - Anecdotal Observation - Sequence 1: Lilu and puzzle
Observation 2 - Learning story- Sequence 2: Drawing puppets at home
Observation 3 - Jotting - Use Sequence 3 - Lilu and Dad walking into service and
Use Sequence 4 - Lilu saying goodbye to Dad
Observation 4 - Jottings - Use Sequence 5 - Lilu at the park - Part 1 and
Use Sequence 6 - Lilu at the park - Part 2
Each observation must include:
- interpretations
- links to the Early Years Learning Framework (EYLF) Learning Outcomes and sub elements
- future planning ideas for each observation
Your observations must cover the following five (5) developmental domains:
- Physical
- Social
- Emotional
- Cognitive
- Communication
Task 2: Developmental summary
Using the observations on ‘Lilu' for Task 1 complete a Learning and Development Summary.
The Learning and Development summary must describe the progress that the child is making towards each EYLF Outcome (or approved Learning Framework) and cover all developmental domains
EYLF Outcomes are:
- Children have a strong sense of identity (Emotional development)
- Children are connected with and contribute to their world (Social development)
- Children have a strong sense of wellbeing (Physical - gross and fine motor and Emotional development)
- Children are confident and involved learners (Cognitive development)
- Children are effective communicators (Communication development)
The Learning and Developmental Summary must identify the child's:
- Interests
- Strengths
- Emerging skills
- Future planning
The following Developmental Summary proforma has been developed to use for this task.
Task 3: Planned experiences
Apply the knowledge you have gained from the observations and developmental summary completed on ‘Lilu' to:
a) Write up two (2) experience plans to support ‘Lilu's' development, you may choose to implement an experience or set up a learning centre based on the information collected about the child. Consider what you have included as your future planning ideas.
One (1) experience plan must be for the indoor environment.
One (1) experience must be for the outdoor environment.
One plan must aim
o to promote children's creative expression,
o to provide an opportunity for you to share an example of creative expression in art, architecture, inventions, music or dance.
o to provide an opportunity for you to teach children techniques when using materials and equipment
Both plans must include a creative transition to and from the experience or learning centre.
Please note for each of these two (2) experiences you will NOT be implementing them so you will NOT need to complete the ‘evaluation/reflection' section or the ‘follow up ideas' section of your Experience Plans, these have been ‘greyed out' in the experience plan template below. All other sections must be completed.
Early Childhood Education and Care
What you have to do
Before beginning your assignment, it is important that you have all required formats and documents that were part of the download for this assignment.
Also check in the ‘Assessment tips' section under this assessment tab in the OLS for this unit for any helpful fact sheets and web-links.
TASK OVERVIEW
Task 1- Definition of Aboriginal and Torres Strait Islander history
Task 2- Explanation of Australia's Historical Impact on Aboriginal and Torres Strait Islander people today
Task 3- Reflection on your own identity.
Task 1: Research and define
Research Australia's history regarding Aboriginal and/or Torres Strait Islander people using the resources and readings on the OLS and provide a short definition/ explanation for the following:
Terra Nullius
Stolen generation
Aboriginal Protection Act
Segregation
Assimilation
Mabo
Old definition of Aboriginality
Current understanding of Aboriginality
Dreaming
Reconciliation
NAIDOC
Racism
Discrimination Act
Task 2: Historical impact on families today
1) In one to two typed A4 pages of Arial font size 10, discuss the impact European settlement, and policies and practices since then, have had on Aboriginal and Torres Strait people and families in regards to:
a) Family Structure (ensure you discuss the short and long term effects of Stolen generation)
b) Health and well being
c) Self-determination
d) Loss of culture/ language/ land/ kinship
e) Education and employment
2) Access the National Quality Standard and list which standards and elements relate to cultural identity and cross cultural understandings. Consult your preferred Learning framework and identify the principle, practice or learning outcomes which reflect these standards.
NQS
EYLF (or other approved Learning Framework)
Task 3: Reflection and connecting with own community
In one A4 page you will need to reflect on significant events in your own life to reflect and answer the following.
1. Briefly describe your cultural identity or identities. What aspects of your environment or significant events in your life have helped to shape your values and beliefs?
2. Describe how your life, values and beliefs have made you view other cultures including Aboriginal and Torres Strait Islander people. Identify any knowledge, attitudes or skills that you would like to develop to ensure your personal cultural competency.
3. You are working in an Early Childhood Setting in your local community. It is your responsibility to ensure your program is inclusive of local Aboriginal and Torres Strait Islander Culture.
a) Research your local Aboriginal and Torres Strait Islander clan to answer the following (see video How to research Aboriginal Culture on OLS under ASSESSMENTS tab)
o Name of the traditional Aboriginal and Torres Strait Islander Community and language spoken
o Is this language still spoken within this Community?
o Local Aboriginal or Torres Strait Islander history of the people/clan, their art, Dreamtime stories or music.
o Describe the things that you did not know and were not aware of about this culture and your community.
b) Describe how you would demonstrate respect and understanding of protocol when making connections with the local Aboriginal and Torres Strait Islander Community.
c) Provide the contact details (organisation or individual name and phone/email / websites) of who you have consulted with regards to the local Indigenous community. This might be your local council, Aboriginal Organisation, Local school/ TAFE, Aboriginal Elders or a relevant member of the local Aboriginal or Torres Strait Islander community
Attachment:- work.rar