CHCECE017 Foster the Holistic Development Proof Reading Services

CHCECE017 Foster the Holistic Development Assignment Help

CHCECE017 Foster the Holistic Development Proof Reading Services

Formative Assessments


1.As per the physical skill given, Thomas age is approximately six months. Maddie is probably one year old. James age is two to three years.

2.The process of identifying and monitoring is based on observation. Using some appropriate records forms this observation should be recorded by various peoplein a variety of contexts and over a period of time to obtain a consistent and accurate record.

3. Provide an example of developmentally appropriate experience/opportunity you might plan and provide to foster each of the children’s fine and gross motor/fundamental movement skills.

Examples are provided below

a.Thomas- He is six months old. So activities might include

Fine motor: hold a rattle

Gross motor: crawl

b.Maddie- For him some activities might be

Fine motor: pick up biscuits sticks

Gross motor: crawl across the room

c.James- for James activities might be

Fine motor: scribble with a large crayon

Gross motor: climb jungle gym and ladders

CHCECE017 Foster the Holistic Development Assignment Help

Activity 2

1.In a short paragraph for each plan an experience which challenges the physical skills and abilities and endeavours of children’s and promotes their physical fitness in these areas:

Examples are provided below:

a.Active games: First the children are divided into teams. One balloon is given to each team. Half of each team is at opposite ends of the room. The first player of each team must keep the balloon in the air while racing down to the other end. The first player passes the balloon to the first player of that team at that end who races back, and passes it off to the next.All members of the team must be successfully raced with the balloons in the air to be declared the winning team.

b.Music and movement experiences:

There are different types of music like slow, fast, loud or gentle. All these could be used to encourage children to move the way the music makes them feel.

2.Why is it important for children to be physically fit?

Children should be physically fit because:

1. Children who are physically active and experience success in movements activities show higher level of self-esteem and greater sense of accomplishment.

2. Physically fit children get through the day without fatigue and make them more alert.

3. Children who are physically fit are more likely to participate in sports, games, dance and other physical activities that improve muscular strength and endurances, flexibility, cardio-respiratory endurance and body composition.

4. Physically fit children’s will have a healthy body weight.

5. Children who live active and healthy lives are more likely to reach their full potential and have a greater chance of being active and healthy adults.

Activity 3

Spend an extended period of time monitoring a child you know. This might be a child you work with, a relative or the child of a friend. Make sure you obtain a parents’ permission before carrying out observation. Identify and monitor children’s social skill and development. Record your observations. What did you observe? Provide six samples (e.g. what did they say and do?). What do your observations reveals about the child’s social development.

Social skills observed might include:

1.Asking lot of questions

2.Trying to be in control

3.Making their own decisions

4.Playing cooperatively with others

5.Difficulty taking turns or shoring

6.Talking about themselves

7.Copying others

8.Showing off

Activity 4

1.Suggest a game or activity that could be used to get children to interact in pairs. What social skill might the children develop as a result of this game or activity?

The whole group might be divided into pairs. The children in each pair have their legs tied together and then compete in a three legged race. This is a fun activity that requires the pairs to work together, communicate and cooperate so that they take steps at the same time.

Alternately, pair might engage in a game of go fish with a deck of cards that have pictures on them. Children’s try to make pair of cards they have been dealt by asking the other player for a card with a picture that matches theirs. If the partner does not have a card they tell the other player to go fish and the child picks up a card from the deck. The game continues until one player has matched all their card into pairs. The game requires children’s to practice communication skills including asking questions and listening.

2.You have directed a group of three children to go and play in the dress up area. One of the children wants them all to dress up as princesses and another one wants them all to dress up as clowns. The third child does not what they dress up as. An argument has broken out. What would you do to get the children to respects each other’s interests and to settle the argument.

It would be necessary to talk to the children about the fact that we like to do different things and that we cannot always get our own way. There are a variety of solutions here. For instance, the time allotted to dressing up might be split so that they spend some time dressed up as princesses and the other time dressed as clowns or the educator might help them to identify something altogether different that they would all enjoy dressing up as. This way every child will get to play a part and dress up accordingly. This will help the children will not quarrel and take part in the drama with full enthusiasms.

Activity 5

1.You hold a group discussion about the environment and littering. You notice that one child has not made any contribution to the discussion. What would you do to encourage the child to participate in the discussion in a meaningful way? Provide at least three examples. Do not limit your response to ideas presented in the text.

Children can be encouraged to participate in the discussion by asking a lot of questions.

1. They can be asked question like is the park clean or dirty, if dirty how to clean the park etc.

Answer should come from each child to ensure that they all are taking part in the discussion.

2. For making the statement children should be encouraged. Then question should be asked to other children to get the answer. If no one gives the correct answer then the educator should correct the answer

2.You hold a group discussion about the animals that the children see outside. When you ask the group, ‘What do birds eat?’one child responds that birds only eat bird seed. What would you do?

For making the statement the child should be given positive encouragement. They should not be given any negative comments. Encouragement should be given at first and then a general question can be thrown at the other children to add other names to the list. In case nobody is capable of adding up any other name then the teacher should enrich the list.

3. You have asked a group of children to decide which song they would like to sing at the end of year concert to which family are invited. They cannot on one song. What would you suggest?

Here it’s difficult to resolve the conflict because solution should be given to each child’s choice. Preference can be given to the song that most children want to perform. Others can be asked to sing part of a few songs. Children can be divided into groups. Each group will perform on different song. So each child’s choice will get priority. the songs can be combined also by taken the chorus of each song. This way the children will be able to sing all the songs.

Activity 6

Children are engaging in free play. Quite suddenly two children start to cry and yell at each other and even start to pull each other’s hair. It seems that they are in conflict about who should get to play with a doll. What’s steps would you take to resolve the conflict? Provide a detailed response

1. Safety first: Both children need to be calm to ensure safety and integrity. Time should be given to help them to control their anger if they are angry or upset

2. Feelings second: children tell each other their feelings about the situation. The first child might say that he feel very angry when the plays with the doll because that is his favourite and he never get to play with it. Children should be encouraged to focus on their feelings.

3. Repeat third: Sometimes asking an apology is enough to get a resolution. This procedure can be repeated to make both children feel that they have been heard. The second child might say that he really like to play with the doll because he does not have any doll at home

4. Resolve fourth: The matter might be resolved by agreeing that one child gets the doll for the first part of the free play period and the other child has it for the second half

5. Make up fifth: An apology or agreement is often enough. Sometimes damage might need to be required. For better behaviour a follow up talk from parent might be appreciated.

Activity 7



What they do


They run a playschool where children can play together


They take children to summer camps where the children develop various skills playing with others like treasure hunting games etc

Fitness galaxy(junior)

It is a baby gym where children play with each other

2. To promote a sense of community children might be taken to Chesterfield in Scoresby Victoria. This is a historical farm where children get a hands on experience of farm life in past .There children can participate in

1.Feeding the animal

2.Visiting and handling baby animal

3.Visiting a pig sty

4.Watching sheepdog work

5.Watching whip cracking

6.Going on a fun tractor-drawn wagon ride

7.Watching a shearing demonstration

8.Watching cow milking

9.Cream separating

Activity 8

1.To encourage interaction desks of a service provider can be arranged the following way

a.Desks can be arranged in small clusters

b.Chairs can be arranged around tables

c.Spaces can be defined clearly

d.Plan can be opened

2.Yes will still benefit from an environment that allows the child to have solitude and quiet. All children will not be interested to play with others throughout the whole day. Some enjoys playing alone, some sitting down with a book, with play-doh, puzzles, or drawing by themselves. Some likes to have access to a quiet area to talk or read with an educator.

As the child is only three years old, a quiet rest time is necessary if they do not actually sleep in the daytime. At this stage their body and mind grow, so a whole day activity can be stressful and overtiring for them. It makes them cranky, unsettled, hyperactive, and even aggressive.

Privacy, solitude and/or quiet allow children:

1.To get the chance to maintain their sense of self

2.To time out from the noise and bustle of group

3.To reflect time to process and think about the events of the day

4.To rest properly

3. Activities that could be used to promote quiet time include

1.Relaxing music

2.Sleep time routines


4.Breathing exercises

Activity 9

1. The sense of right and wrong doings is called ethics. Behaviours that are good for individual and society should be followed. Ethical behaviours are based on some written and unwritten codes of values and principles that guide a human being to lead his life.

2. Ethical dilemma can be explained from our daily life examples. We go to shop to buy our essential commodities. We pay after buying and sometimes the shopkeeper returns us more balance than we actually get. Here we can keep the balance but this is ethically not right. Another thing we can do is to tell the shopkeeper about his mistake and to return him the extra money that is ethically right.

3. Two scenarios that children can discuss to investigate ethical issues relevant to their lives and their communities are:

a.A new child comes to Australia from India to attend the childhood education and care service. His clothes and the languages he speak are different from the other children. No one talks or sits beside him in the classroom. The Educator allocates them free play time. No one is interested to play with him.The child sits alone in a corner and cries.

b.Another scenario is a child is playing a computer game at home. Accidentally a glass of water is knocked over onto the computer and the computer stops working. No one notices the incident. So may be the child denying to admit the responsibility of the spill.

Activity 10

Various revelations come out from the observations:

1.Children are not good at and lash out physically.

2.Children happily express feelings; spend lot of time in smiling and laughing with friends.

3.Children stop talking when they become sad or upset

4.Some talks a lot whether some are very quiet

5.Children express their liking to their parents

6.Certain things make them afraid but they cannot tell the reason


Children can sing a song and can dance to express them. A group child can sing a rhyme together doing role playing that is each of the line of the character of a poem. Other examples are of small dramas played together by the children for example a play like ‘snow white’ or ‘beauty and the beast’ etc. These are the activities through which the children with musical talent can express themselves.

A child with a naturalistic intelligence can be able to solve puzzles with pictures of natural things like a flower or a bee or a waterfall. A child with natural intelligence can also play games of identifying flowers. These are the avenues for a child with natural intelligence to express itself.

Activity 12

1.The dance routine seems to be very challenging. They will not be able to continue it. The educator should tell the children to stop continuing it.

In such situation the educator should

Tell the students to perform the activities they are good at. They perform happily when it is related to their fields of interest.

Stop the child to comparing themselves with others. Because they feel bad thinking that they are disable to do the task

To tell them that everyone is not capable to do a particular task. It is important to focus on their own strength rather than weakness

Advise children not to be depressed thinking negatively

2. I remember a day of annual prize distribution ceremony of our school. There was a singing competition. Many classmates of mine were taking part in it. I was very bad at singing so I did not take part. I feared that others will make fun of me hearing my voice. There were also many students who could not sing well but they took part. So I start criticizing them in front of everyone. After a while one of my teachers came and told me that it does not matter whether they are good or bad at singing. They were taking part and trying to perform that was all. This inspired me a lot and I also took part in the competition. And I realised that nobody was there to make fun of others.

Activity 13.

Process to be followed is:

a. The educator asks the child if he has understood the task properly.

b. The child gets the opportunity to perform the task by his own.

c. The educator describe each steps

d. The educator will tell the child what to do

e. If the child fails to do the educator will guide the child

f. If the child does not understand the educator will do the task for the child

2.The child is having difficulty in doing the task but making slow progress that means he can do the task but not so fast like others.  The educator should continue with the same task rather than putting the task aside and moving to a new one. The educator should not force the child to hurry through the task because this will lead to mistake and failure. The educator should give the child the necessary time and support to complete the task. Children become stressed and anxious if they are pressurised. So the educator should have patience until the children finish their task.

Activity 14

To help children to explore issues of self-images and identity children might be asked to create their own superhero images. In this activity the educator will tell the children that they all have qualities of a superhero. He provides the children crayon papers and coloured pencils papers to draw the superhero images that the children imagine. Children can be asked questions like what superhero traits they would like to have. Children can be encouraged to play the roles of their superhero dramatically.

Activity 15

1. The three ways by which a child can express its emotion are

1.Children can express their emotions by putting various faces like sad face, angry face, happy face etc. in a mirror.

2.the children can also express their feelings by singing  songs of their own  choice that they will enjoy or are related to their emotions like ‘when you happy and you know it clap your hand’

3.They can also use the book of emotion in which a child is allowed to choose an emotion from the range of emotions that are given in the book. They are to choose pictures from the book to express the emotions that they are feeling on that particular day.

2. Sometimes children’s are unable to express their emotions by language due to congenital reason or simply because they are introvert or visual type of person. For them a wall that has different types of faces portraying certain emotions and a card under the face having the emotion written in it can be used. Whichever emotion the child can relate to, the child can give the card under that emotion to the teacher. This can be a great way of expressing feeling

3.To make children feel them that I am listening to them I will

Maintain eye contact while talking to them

Give full attention to what is being said by the child

Will not interrupt him in the middle of speech

Encourage the child by asking question

State the fact what I have heard for my understanding purpose

Give him the solution related to his concern

Communicate interest through my body language

Activity 16

1. All mental activities or a person he is engaged to is known as cognition. It’s a function of brain. All activities like perception, categorization, understanding, memory, reasoning and problem solving are related to cognition. Development of these activities is called cognitive development




a. repeat behaviour that bring about pleasure

Sensory motor stage

b. classify objects into two categories at the same time

Concrete operations stage

c. place objects in quantitative sequences e.g. tallest to shortest

Pre operational stage

d. understand concepts about right and wrong

Concrete operational stage

e. able to recall past event and anticipate future events

Pre operational stage

f. make repetitive voluntary movement, such as opening and closing fingers

Sensorimotor stage

g. begin searching for objects that are hidden

Sensorimotor stage


h. Recall past event and anticipate future event

Pre operational stage

Express their thoughts verbally

Pre operational stage

Activity 17

To develop math skill among the children

a. The children can be taken to an ATM corner. There many people will be standing in the queue. The children can be asked to count the number of people standing. Counting up to 10 will be enough to develop their skill. 

b. Another example to develop skill can be

The educator writes someone 10 digit mobile number on a piece or paper. Then the children are given a phone. Then the children are asked to dial the numbers one by one. Here we can check whether the children are able to identify the numbers or not.

Activity 18

1. At this situation I will spend some time talking to the child. I will make them understand that we should not treat other people badly because its hurts them. They will be able to learn from mistakes and never suppose to repeat it again.

a.I will try to feel the Children’s situation and then

b.I will ask them why they behaved like that

c.I will suggest them what they should do differently next time to avoid the problem.

d.If the children are agree with me then I will praise them for learning something new.

2.In this situation to make a choice SODAS approach can be suggested

a.S- First the situation is identified. Then it is stated in simple form like what would I like to play

b.O- All the options should be listed including the good and bad ones. If the children cannot think of their own then option might be suggested.

c.D- Disadvantages of all the options should be listed. For example child might think that if he plays the computer game he will not be able to play with his friends.

d.A- Advantages of all the options should be listed. To make a choice  children should be aware of the consequences of each choice including  both good and bad aspects

e.S- An option or a combination or options is chosen as solution. The should be allowed to make the final choice

Activity 19

To encourage the children to explore, experiment and to take risk examples might include

1.Children should be allowed to choose their own task. If we give them instructions all the time they fell bore and lose interest .They can apply their own skill by choosing a task they want to accomplish. They become well aware of their abilities and feel confident.

2.Children should be allowed to interact with children elder to them. Children gather more knowledge and experience as age increases. Younger children get the right guidance by discussing and sharing their views with the elders.

3.Children should be given a chance to try on their own way.They will practice their own without any direction or guidance and experience the outcome. Their self-confidence will be boosted.

2. I will assure the child that he can surely answer math based question if the tries. I will ask him some more question whatever may be the answer just to help him to overcome fear.

Three best examples to encourage the child to keep taking risks are

1.Getting the other children to clap for him whenever he answers correctly

2.Giving the child a pat on his back to make him more comfortable to try

3.Informing the parents about their achievements. They will encourage the child to keep taking risks

Activity 20

1.Children might be investigating ideas and experiences by experimenting with balls. Some balls are thrown from the same height at the same time. Some ball will bounce higher than others. Children will try to find out the reason

2.They will think that the heavier ball will fall quickly and the larger ball will bounce higher

3.Children will collect a variety of ball having different weight and height. They will be experimenting with the balls. By calculating the dropping time of the balls they will get the ideas that the heavier ball will fall quickly and the larger ball will bounce higher.

4.They will keep the balls in the display room in ascending or descending orders Depending on their bounce time. Thus they will get a pictorial representation of weighted objects.

Activity 21

Concept is a mental representation of an object or an idea. The concept can be that of a home or an animal these are the concepts whereas able to do a certain thing can be considered as a skill and not a concept, development of the feeling that everyone feels differently or an opinion can be right or wrong.

Activity 22

1. Children can be asked to construct



3.Model of solar system



6.Nest for an animal

2. To make the model of a solar system things needed are balls of different size, glue, a ring, colour pencil.

1.To make a birds nest they need twigs, grass, and mud

2.To make a boat they need some piece of paper and glue

3. Children can learn from

1. Doll

2. Toy car

3. Torch

Activity 23

1. Rods, coins, buttons, stamps, stacking cups.

2. Children can learn to categories fruits and vegetables in different group, male dolls and female dolls in separate groups. They can make group according to the size of the animals. For example, the colour of the animals – brown or green, legs of the animals – four legged and two legged, animals that live in water and those who live on land. Another example can be providing the children with various straws that have already been cut into pieces having different lengths. Then the children can be asked to sort them in an order from tallest to shortest.

Activity 24

A disorder that might affect a Childslanguage skills or development is expressive language disorder. It is related to Childs speaking issues. Children with this disorder face problem to write and express themselves verbally while communicating with others. Symptoms of expressive language disorder include

1.Difficulty putting words together to complete a sentence or thought

2.Hesitant speech

3.Difficulty selecting the right tense

4.Having a limited and basic vocabulary

5.Using non specific words

6.Difficulty recalling words

7.Making grammatical errors

8.Poor sentence structure

9.Difficulty recalling story

10.Difficulty relaying information

11.Difficulty starting or holding a conversation

12.Difficulty using language appropriately

13.Using short simple sentence construction

Activity 25

a. Children can act on a story they have read. This will check for their ability to comprehend.

b. They can use toy phones to communicate with each other. This will show their ability to continue the conversation using proper words, tense, vocabulary

c.Children can be given objects and asked to describe them. They will learn to construct sentence

2. Children can act on a play they are familiar with or they can dance on a song they usually sing.

10 words are












1.Three ways that  the Educator might provide opportunities to listen to and respond to are

a. Making children watch cartoons,

b. Taking them to see puppet shows,

c.Inviting special guests to talk to the children.

2.Children only listen and respond to language when it is related to their interest. We should talk to a child about his interest. His desire to learn will increase by that. Children’s needs, aspirations, interested, Preferences should be taken care of. This will develop the relationship with the child. Childs growth and development will be aided by language based activities.

The educator should talk to the children about the things they are enthusiastic about. They generally like to talk about their parent, their friend, their pets. Some will like to talk about sports activities or events. Some will like to say about their weekend activities. Childs verbal skill and communication power will be progressed.

Activity 27

To encourage the use and acquisition of child’s home language the parent can be encouraged by giving many advices like

a. Plenty of practice in both languagesshould be provided to the child

b. Rather than only furnishing them with languages tapes and videos the parent should to the child in both languages

c. Parent should read to the child in both languages

d. Games should be played to the child in both languages

e. The child should be taught nursery rhymes in both languages

f. The child should be taken to community and cultural events like plays, cultural celebrations and movies

g. The children should be introduced to other families that use Italian

h. When the child makes mistakes when he speaks the parent might have patience

i. The parent should make sure that the child knows the name of the language he is speaking

2.Italian and Cantonese translations for the following words and phrases.





































Good bye



How are you?

Come sta

Nihao m?

Thank you





Shi de







You’re welcome

Di niente


Sit down



Activity 28

An example of Japanese song for the children has been provided.

Little elephant,

Little elephant,

You have a long long nose

Yes sir my mother has a long nose too

Little elephant,

Little elephant,

What do you like the best in the World?

Well I like my mother best in the world

First children might be asked to listen to the song. Then they can be asked to recite the song. They might discuss about the weather of different countries. They will compare with their own country.

2. An example of nursery rhymes has been provided A sailor went to sea, sea, sea

To see what he could see, see, see

But all that he could see, see, see

Was the bottom of the deep blue sea, sea, sea

A sailor went to knee,knee,knee

To see what he could knee, knee,knee

But all that he could knee, knee,knee

Was the bottom of the deep blue knee, knee, knee

(sea sea sea )

.A sailor went to chop,chop,chop

To see what he could chop, chop, chop

But all that he could chop,chop,chop

Was the bottom of the deep blue chop,chop,chop

(Sea sea sea knee knee knee)

Children might be asked to make up actions to the nursery rhyme or to draw a picture that shows that shows what happens in the nursery rhyme.


1. Reading: Stories can be read loudly to children from their book. Children will be introduced to new words. Their stock of vocabulary will be increased. Children learn the proper use of grammar. There comprehension skill gets developed.

2. Play:Children can act on a play they are told to. They will act on the characters of the play. Each character of the play are engaged to different job or profession. Children will use the languages used by those professionals. They will be constantly communicating during the play.

3.Song: While children sing a song they  try to remember all the words and pronounce them correctly. They learn to use voice of tone, pauses between phrases. They understand the meaning of the song.

Activity 30

1.Some resources that might encourage children to experiment with images and print include

Coloured paper, wax crayons, magazines, pictures, picture blocks, newspaper, paper of various types, picture puzzle, colour pencil.

2. Activities that encourage children to experiment with images include

a. Drawing a simple picture and asking children to copy it,

b. Giving children a picture and getting them to colour it, describing something to the children asking them to draw it,

c.Getting children to draw the picture of their family,

d .Providing children with various equipments to draw and asking them to draw something

e.Asking children to dance according to music.

Activity 31

1.Asking questions is a good habit. Child ask question to make his idea clear about the topic. A child should be encouraged to ask questions. A trainer should not be disappointed if a child asks a lot of questions because that way the child will be discouraged to ask questions.But the answer should not be given immediately so that the child can think for some time this can encourage the thinking of the child.

2.A trainer should always give the child some to think himself so that the thinking capacity of the child is encouraged. A trainer can ask a child about summer and ask them to tell everything they know about it. Later when their talk is exhausted the trainer should add some more information.

Activity 32

1.Materials that can be used to challenge, intrigue, and surprise children are

Music, food, movies, cards, and board games can add surprise to the kids.

2.Make the child listen to animal sounds, they can be given food of animal shape, and cards can be given of various shapes to surprise the children.

Activity 33

1. Three examples include

A. making a board where all the work of the children are pasted.

B. makes children give hand prints on a part of the wall

C. letting the children draws them.

2. Let’s take the example of a sports team.

1.Taking a decision together

2.Having a team huddle together

3.Giving high fives when celebrating

4.Making sure I am fine if I am injured

Activity 34

1.Enquiry means to ask questions. It is considered to be a great skill for children. Children ask questions when they are interested to know more about a topic.They ask whatever comes into their mind. Once they get the answer, they judge until they are satisfied with it. This encourages their thinking. By asking question they gain knowledge and their decision making capability improves.So children should alwaysbe provided the opportunities to ask questions.

2. Simple questions include

1. What does the flower smell like?

What is the colour of the flower?

How does the flower look?

What kind of flower do you like?

Do you like flower?

Activity 35

Scaffolding is a systematic learning procedure using a model designed by an educator.

When educator attempts to teach children something new then he creates a model that includes the step by step methods to accomplish the task. Children attempts to do the task the way the educator did it. At the beginning the educator helps them. Then children try doing the task on their own and the educators support gradually decreases. By repeating the process they finally succeed to do it. Thus by providing supportive environment scaffolding optimizes children’s learning process and facilitates independence.

An example of scaffolding might be teaching children to write their name. First the educator writes their name. Then the educator gives the child a dotted outline to trace the letters. He holds the Childs hand as they write the letters. They write the words haphazardly with some backwards letters. The educator shows them the correct way to write the letter around. Finally the children write their names correctly and independently.

Activity 36

1.The trainer should explain the child that it’s not a big deal to make mistakes, tell them stories regarding the experience of the trainer during learning how to write, make the child relax, make the child understand what the mistake of the child is, make the child understand how to succeed.

2.a. The child should not be chastised

b. For making the mistake children should not feel themselves stupid

c. Should talk to the child calmly about the mistakes

d. Too much attention should be drawn to the error

e. The child should not compared to another child who does not commit mistake

Activity 37

Told stories of various countries

Reading books to children

Asking to taste food of different countries

Showing children to play musical instrument

Providing culturally traditional costumes

Providing toys

Teaching children to play games

Activity 38

1. The accuracy of the information is not justified. It may be a gossip. Holding hand of other women does not clearly mean that the father is having an affair with the women. There may be other reason for doing so.If the parents are getting divorce and the children is mentally upset only then the matter should be considered. In this case the information should be shared with those persons who are involved in the child’s education and care but nit with everyone.

2. Childs food habit is related to his upbringing. So this information should be shared with those who are responsible for preparing and proving food.Asthis information come directly from parent side so needless to say it is accurate and has a direct impact on the Childs wellbeing.

Activity 39

Here parents concern is normal as they want the child to take part in planned activities. They fear that by playing alone he is likely to feel isolated. So parents should be advised of the self-directed play including

It helps the brain to develop

It helps children to learn to share

It teaches children to resolve conflict

It allows to get engage in activities they enjoy

It helps children to develop self-help skills

It allows children to think for them

It encourages children to be creative

It protects children from the effects of stress

It helps children to control experience

2. Inself-directed play children are allowed to direct their own play.They practice it alone. For this a safe and flexible environment should be set up where they can explore their imagination through play. When children demonstrate creativity and imagination in their play they should be complemented. The educator should encourage the children by providing an easy access to a variety of age appropriate toys, including a selection of simple, old fashioned toys that require some imagination. The educator should ask play related questions like what they are playing, how to play it etc. It helps them to experience their ability.

Activity 40

1. Spontaneous acts are not planned or arranged. Here children learn when they play It is a great learning opportunity for kids. The educator displays an action or behaviour that can be used as a learning tool. Through spontaneous teachable moments children acquire new information, values, morals, a new behaviour or a new way of expressing.

2. Children might be taught about recipe, food, cooking utensil and safety while pretending to cook a meal.

Children might be taught about the soccer, ball skills, wearing sporting uniform while kicking a soccer ball

Children might be taught about music, lyrics, and instruments while playing musical instruments




Child initiated or educator supported

a. a child is playing with a doll and asks the educator to change its nappy

Child initiated

b. an educator asks children to find as many blue things as they can in the room

educator supported

c. an educator is sitting with a child who is colouring in. The child gives the educator a cry on and point to the page

child initiated

d. a group of children are sitting together during a free play period. The educator suggests a game of Simon says.

Educator supported

e. a child says that it do not want to play with blocks like other children and the educator tells them to do a jigsaw puzzle instead

Educator supported

f. a child has picked up and is trying to play a musical instrument. They ask the educator to play another instrument with them

Child initiated

g. a group of children ask an educator to build sand castles with them

Child initiated

2.In this instance the educator is not doing the right thing. He has been invited to join the play with child. The child be allowed to lead the interaction. Rules should be imposed on the child. It hampers the capacity of the Childs independent thinking. Children will direct their own play and master it.

Activity 42

An example might be

1. Which animal is the tallest?

2. How many birds are there?

3. Which animal eats bananas?

4. Which animals are grey?

5. Which animal roars?

6. Which animal is stripy all over?

7. Which animal is very very slow?

8. Is it raining or is it sunny?

9. Which animal is pink?

10. Which animal has a shell?

2. Models of different types of planes can be shown

The procedure of making paper places can be shown

Showing whose paper plane flies the farthest

Showing them picture books full of images of planes

Questions about planes can be asked

Discussion can be made about plane trips children have gone on

Activity 43

An example is using a checklist. The checklist includes a set of skills like beading on string, correctly holding a pencil, catching a ball, kicking a ball. Children will start performing these activities. The list should be ticked as soon as the child finished his task.

Another form of assessment is photography. Photographs can be taken when children are actually engaged in tasks. Climbing on the obstacle course, dancing or colouring in all these are activities related to fine and gross motor skills. Each stages of child’s development can be recorded. In future this can be displayed.

Summative assessment

Question 1

The EYLF and NQF are accessible through the Department of Education website. It can also be accessed over the phone.

State-wise and territory wise information can be accesses in

A. department of education and communities in New South Wales

B. department of education and early childhood development in Victoria

C. office of early childhood education care in Queensland

D. department of communities and department of education in Western Australia

E. department of education and children service in South Australia

F. department of education in Tasmania

G. education and training directorate or community services directorate in Australian Capital Territory

H. department of education and training in northern territory

Various information sheets, support materials can also be found in the Australian children’s education and care Quality authority website.

The outcomes are

1.A strong sense of identity

2.Connection and contribution to the world

3.Strong sense of wellbeing

4.Confident and involved learners

5.Effective communicators

Question 2

 Behaviours that are characteristics of children between the ages of one and three include

Learning through touching, trying things out and exploring

Getting frustrated when unable to do a thing they want to

Trying to do things their own way

Question 3

Children can be helped to express their feelings by

Asking them to recall a situation

Getting children to draw different facial expressions

Encouraging children to act out different emotions


When children are asked to participate in activities that are difficult for them they tend to fail. It creates a negative impact on their self-esteem and motivation. Finally they give up taking challenge.

Self-confidence is important because

It allows children to feel proud of them

It gives them the encourage to try new things

It helps them to become independent

It helps them accepting love and praise

It helps them to admit their mistake

It motivates them to correct the mistake

It gives them the willingness to try something repeatedly

It helps them making good decisions

Question 5

Physical development helps children to grow and to stay fit and active. Physically developed children engage themselves in physical activities individually, with adults, and in group with other children. Thus they mix them up with the society. This Social interaction promotes psychological development. A child’s general wellbeing and feelings of independence and confidence is enhanced by physical development

Question 6

When children become involved in conflict the educator has to face up the process. The five steps in the face up process are

1. Safety first: Both children need to be calm to ensure safety and integrity. Time should be given to help them to control their anger if they are angry or upset

2. Feelings second: children tell each other their feelings about the situation. The first child might say that he feel very angry when the does not share his pencil with him. Children should be encouraged to focus on their feelings.

3. Repeat third: Sometimes asking an apology is enough to get a resolution. This procedure can be repeated to make both children feel that they have been heard. The second child might say that he does not want to share his pencil with him because the first child never shares his pencil with him

4. Resolve fourth: It’s good if children state their feelings about the problem and resolve it by making their own suggestion. It avoids chances of future conflict. Here one might say that the other can use his pencil if he shares his football with him.

5. Make up fifth: An apology or agreement is often enough. Sometimes damage might need to be required. For better behaviour a follow up talk from parent might be appreciated

Questions 7

A three years old child should be able to

Use pronouns correctly

Use plurals and tenses

Handle three words sentences easily

Understand most simple questions relating to their environment and activity

Relate their their experiences so that they can be followed with reasons

Questions 8

Helping children to learn about rhymes and rhythms

Helping children to develop memory

Helping children to develop auditory skills

Teaching children that using words can be fun

Helping children to expand their vocabulary

Summative Assessment 2

Children’s physical, emotional and social development is dependent on various factors like singing, dancing, playing and conversing with others. These are the aspects that is to be provided by a preschool to make the child learn how to communicate, develop social skill etc. There can be games arranged in the school in which a child gets the opportunity to play in groups so that they can develop language and communication skills. They will be given various instruments to play on their own to develop personal skills also; the children can also learn various life skills during the games. The children shall be provided with enough material to play with. The various physical skills like movement, capacity of gripping etc. will be developed by using various games.

The fine and the gross motor skill shall be developed through various activities. Proper monitoring of the development of those skills will be noticed and recorded. Challenges will be given according to the development of the child. Various experiences that can help a child to develop its physical skills will be given to it, social skills will be cultured through interaction with other children, the development in social skills will be marked and encouraged to create a healthy balanced growth. Children will learn decision making skills through participation in various activities, conflict resolving is a skill that the children will learn while being in this school. This will help them to cope with their siblings better. A sense of group will be felt by the child who is considered an important aspect in cumulative learning.

The children will be able to explore various ethical issues and they will teach to take the right ethical decision in various contexts suitable to a child. The emotional intelligence of a child will be judged and measured, various activities will be undertaken to develop the emotional intelligence of the child. The development in those skills will be regularly assessed. The children will be given a sense of winning and success during the play, they will be taught to handle the winning and losing sportingly. Cognitive development of a child is going to be of vital consideration in teaching them. The cognitive skilled like the IQ of the child will be assessed at a very early age. Various activities will be done to sharpen the kid’s intelligence. Various skills like numerical ability, linguistic ability, reasoning ability, memory will be sharpening by using various creative lesson plans and also through games. Mathematical, scientific events will be arranged by the school so that the student gets to perform in them. This will help them to have a practical understanding of the subject. The heritage of language of the various children will be given priority while giving the children language lessons. The children will have a feeling of connectedness and association with the school. This will be given the first sense of belonging in that place. Scaffolding will be done by the educator to help the child learn faster. Spontaneous learning experience will also be provided to the children.

This is the complete brochure that has been designed to promote the holistic development and wellbeing of children.