CHCECE018 Nurture Creativity in Children Proof Reading Services

CHCECE018 Nurture Creativity in Children Proof Reading Services

Activity 1

1.Make a list of at least six natural and found materials not mentioned in the text that could be made available to children to create works of art.

Six natural and found materials that could be made available to children to creates works of art are,

1.Wooden Sticks

2.Cotton and old pieces of colorful clothes  

3. Various types of plastic bottles

4.Art papers

5.Paints

6.Different types of marble

2.Describe an activity that would allow children to use natural and found materials to be creative. Be specific. In 150 words describe what you would do and what children need to do step-by-step. Identify any material that would be needed. You cannot use examples provided in the text.

An example of the creative activity by children using natural and found material is, constructing boats by wooden sticks.

Children will need:

1.Wooden Sticks of different types of shapes and sizes.

2.Glue

3.Paints

4.Normal paper

The following steps needed to build boats are,

Educators let children choose different kinds of wooden sticks for their boats. Posts choosing of sticks children are provided with a picture of a boat and they follow the image to create their own boats. Then they glue the sticks according to the picture of the boat.  In this process, the educators should help the children as they are attempting a new thing. After that, they painted their boats and add papers to decorate the boat. Educators must encourage the children to choose the favorite colors of them respectively. Children can use ropes or cenotaph papers for better finishing.

Activity 2

Identify three different materials that could be used by children to express themselves creatively. Suggest an activity that would allow them to this for each of the materials you have chosen (that is there should be three separate activities)

An example of a creative activity using empty plastic bottles is to give children an opportunity to build several pen stands, flower vases, and paper stands. For instance, they might be given creases, color papers, glue and various shiny objects so that, they can cut the edge of the plastic bottle and attach varied shapes of paper cuttings, shiny objects such as stickers to the bottle by applying glue. Teachers should help children with scissors because they might end up injuring themselves. Children can also use paints to draw lines upon the plastic bottles if they want.

Using cotton and old colored clothes children can make stuff toys. At first, they draw a number of outlines of both sides of dolls on the colorful clothes and cut them. Then children can place cotton on a side of the piece of cloth and covered the cotton by the back side of the doll and stitch them using needles to make a toy. However, they need help from the educator in this activity. After that, they can paint eyes and mouth upon the cotton toys. These toys might be inspired from the cartoons, characters from the books or from individual toy collection.

Children might create plans paper boats, flowers, cards and jewelry from the art papers. To do this they must be given color pencils, glue, and scissors. They should watch first the process of making these things and then apply those methods to themselves. This creative activity needs lots of concentration and good for children to increase their attention power. Once the paper toys are complete, they can decorate the classroom or their bedrooms by these paper arts.

Activity 3

1.Choose one type of music and complete the following activities.

a.Describe the type of music:

Jazz music is a music genre originated amongst the African Americans in the United States. Mostly popular in the late 19^th and early 20^th, jazz has swing and Blue notes, call and response vocals, polyrhythm and improvisation. This kind of music fits dance best for its strong rhythms.

b.Provide three examples of this kind of music:

Examples of jazz music contain,

Michael Buble- Feeling good.

 Miles Davis-  So what.

Billie Holiday – Strange Fruit.

c.Explain how you would introduce children to this kind of music. Provide at least five examples.

Children might be introduced to this kind of music by understanding the meaning of the music while engaging in other activities.

1.The teacher should provide background information about this kind of music in the manner of storytelling which would help to increase the interest of children.

2.Music listening is a very vital activity as children would feel stress- free in class while listening music and jazz music can be introduced then.

3.Reading the lyrics loud is a good exercise to remember the music. An education Center must have a song reading session.

4.Watching videos of this kind of song may help.

5.A good exercise to remember music is by reading out the lyrics loudly. Every education center should have a session for song reading.

2.Choose one kind of dance and complete the following activities.

a.Describe the type of dance.

For instance, folk dancing represents traditions of countries and regions to the public. This kind

of dancing, mainly organize at public gatherings and the style of dancing is so simple that

newcomers and amateurs feel less troubled adopting it. English country dance and Irish dance

are associated with folk dancing. Different customs according to the religious and traditional

beliefs of several regions are used in folk dance.

b.Provide three examples of music this dance might be performed to.

Folk dancing might be performed to,

The black stone stick

Rub the bag

Farewell to Erin

c.Explain how you would introduce children to this kind of music. Provide at least three examples.

Children should be provided the chance to witness folk dancing directly. They can learn this kind of dancing and educators can perform folk dance in front of the children.

Activity 4

1.Children at a childhood education and care service often use clay and associated equipment. At the end of an activity, an educator tells the children put the clay away. How effective is this in installing a sense of ownership and responsibility for equipment and material? What would you suggest the educator do?

This is not a very helpful way to increase a sense of ownership and responsibility as the educator did not properly instruct and guide children where and how they should put the clay after the activity. There is no clear indication of necessity behind the reason of putting the clay away.

The educator must have told children to put the clay in a box and place it at the corner of the room. They should have given children lessons that clay can dry up and other tiny objects might get trapped into it. Engagement with clay for a long time might enhance germ infections in children.  

2.A child engages in an art activity places foreign objects in a glue bottle (eg glitter, scraps of paper, pencil shavings). They have done this before and have been warned against doing it in future. What should the educator do to teach the children a sense of responsibility for equipment and materials? Provide a detailed response.

The child has been warned for this activity and if same activity still persists then the teachers must teach the child a lesson. The best way to instruct children is to maintain an instruction table where disciplines are listed and the consequences of avoiding them are mentioned also. Of course, the punishments should be logical and relate to the infraction, say if the child disobeys the rules then he or she has to stay one or two hours extra after the session in the detention room or not permitted to play with anything in the classroom all day long.

The educator, on the other hand, should not abuse the child verbally, mentally or physically. Always, there should be an exchange of feelings between the child and the educator about how he or she feels. Behavior or habit of the child should be checked not the child. An educator must make clear to the child the fact that why it is a wrong thing to do.

Activity 5

1. Define improvisation as it pertains to creativity.

Improvisation is the method of producing or crafting creative products from any kind of materials readily existing in front of the eyes. It enhances creativity and quick judgment power among people. The term denotes for the construction of a device from unusual products in an unplanned manner. Improvisation, in the perspective of art, means a very natural performance without particular or scripted homework. This skill can be used in the field of art, science, academic and non-academic disciplines.

2. You have been asked to role model creativity by showing children what you would create a paper plate. What would you make? Provide a list of steps that you would follow when making your creation and provide details any other devices that would be needed.

Examples of creative things made of the paper plate are, a cat, wall hangings, the moon,  dresses for dolls, a butterfly, cards, and others.

For example, to build wall hangings from paper plate an educator needs paper plates, paints, and brushes, ribbons, and scissors.

Process:

1.Cut the edge of the paper plate in different shapes

2.Paint the whole plate with bright colors

3.The educator may draw several scenarios or images of popular cartoon characters upon the plate

4.Make a hole at the top of the plate carefully, and pass a ribbon through it to hang it on the wall.

Activity 6

1. A child creates a picture of their house. In the picture, the child has included a picture of their garden. The educator tells the child the flowers are much too big. The child response that they really like flowers and they wish the flowers in their garden was that big. The educator tells that they should redraw the pictures with the flowers being portrayed realistically. Write a paragraph of approx 100 words in which the educator is allowing the child to communicate their own ideas, interpretations, and expressions.

The child here is not being permitted to communicate their own ideas and interpretations. The educator is trying to repress creativity of the child.  Individual expressions and creativity face obstacles where children are forced to think in a rational and factual way. The teacher should always help a child to exhibit own unique ideas. When educators criticize mistakes made by the child and overvalue conventionality, it affects creativity. They should not ask children to redo their drawings instead, they must encourage the differentness and the attempts of the child.

2. An educator tells children that they are going to make their own imaginary animal or creatures. They tell children that they should make their animals as crazy and weird as possible. The educators had supplied a large range of materials and equipment for the children to use and tell them to spread out around the room so they have enough space to make their creatures. They also tell children to take their time. Write a paragraph of approx. 100 words in which you comment on whether the educator is allowing the children to communicate their own ideas, interpretations, and expressions.

The children are being allowed to express their individual interpretations and creativity without any hindrance in the drawing process.

1.The educator has guaranteed this by not ordering the children what to do.

2.Allowing them to use several materials of their choice to create imaginative animals.

3.Leaving them at their own self

4.Assuring the fact that uniqueness will be valued here.

5.The educator gives children ample time to absorb in creativity.

6.Giving comfort to the children by informing that they don’t have to worried about making a mess.

Activity 7

1. across the road, building works are being carried out. A child points to the bulldozer and says, ‘what’s that?’ the educator replies, ‘That’s a bulldozer.’ The child asks ‘what does it do?’ How would you recommend the educator help the child to find their own answer?

Instead of simply telling the definition of a bulldozer the teacher may allow the children to watch what activity the machine is doing. After watching, it thoroughly educator can provide children images of bulldozers in the classroom to identify it with the real one. Children can watch movies or documentary to understand functions of bulldozers properly. In the education center, the teacher must allow children to demonstrate his or her experiences of witnessing bulldozers. Organizing a workshop where children can learn about different machines is a very effective way of offering lessons. These are the healthy way one child can acquire knowledge about new things.

2. A child is playing with toy cash register. They are trying to get the drawer of the cash register to open but have not succeeded. The child asks the educator, ‘How open?’ How would you recommend the educator help the child to find their own answer?

The educator at first, need to provide children knowledge regarding what is a cash box. Then the teacher must let the children recognized other cash boxes with the one in front of them. This way they can realize what is the clue to open the toy cash box. Another way of giving information is that the teacher can directly tell them or open the cash box by pressing some buttons as instructed so, that there will be no confusion among the children relating to the procedure of opening the cash box.  It is an essential process as it makes children independent while learning new things.

Activity 8

1. Create a conversation an educator might have with a group of four- year- old children that encourage children to talk about their creations, shares enthusiasm for creative work and encourages children to respect and appreciate the creative works of peers.

A conversation between the educator and a group of four-year-old children in the classroom during creative works.

Educator: ‘Hello Jack, your painting is so beautiful. Who are they in it?’

Jack: ‘Thank you. They are me, my father, mother and little sister standing on the beach.’

Educator: ‘There is so much blue color in your painting, why?’

Jack: ‘Blue is my favorite color.’

Marry: ‘Even my favorite color is also blue.’

Educator: ‘Good, what you have made?’

Mary: ‘A blue rose on the top of a hill.’

Educator: ‘I can see, Marry likes mountain, right.’

Marry: ‘Mountains are huge. They can almost touch the sky.’

Lily: ‘your picture is so delightful, I want to go there.’

Educator: ‘This is a good way to give encouragement to your friend. Look at your picture, what are those cute little things?’

Marry: ‘they are honey bees in a garden full of flowers.’

Educator: ‘Great work Marry. You chose lots of color for your picture.’

Activity 9

1. A colleague tells you that they believe in strict timetables and if children cannot complete an activity in the time allocated, that is too bad. They say that children will soon learn to hurry up. What would you tell them about the need to allow time for children to be creative over days and weeks and why educators should adopt a creative approach to routine?

The timetable is not necessary for the children because,

Children often like to do work under pleasure, this drives them to a sense that they are in their comfortable zone and eventually, can do whatever they want.

Allocated time is no effective for the children as it sometimes forces them to finish work under pressure and pressure is an obstacle in the path of creativity.

 Time and routine are fruitless for the children as they cannot absorb in an innovative work without worrying about finishing the other one at the same time. Each child will have a various play or work speed. It allows children to work impulsively.

2. Provide a list of at least 10 creative tasks that might extend over days of weeks. Provide at least five examples.

A list of ten creative tasks:

1.Making a terracotta object

2.Making a portrait of a famous person

3.Creating up and adopting a music routine

4.Constructing a wall painting

5.Decorating tree house

6.Creating a picture library

7.Attempting to write about an event

8.Making a dress

9.Embroidery

10.Making a small flower garden.

Five examples are,

1.Making a terracotta object needs time. A child has to burn and dry the clay and then put differentdesigns upon it. Of course, the child requires the help of elders in this process.

2.Creating portrait needs training and concentration. A child has to observe another picture attentive to make a replica of it.

3.Adopting music is a very tuff job but, with time and practice, one can develop his or her singing ability.

4.Decorating a tree house is a strenuous job and requires time.

5.Creating a picture library needs patience and regularity.

Activity 10

1.Identify two techniques you could teach children using different materials and equipment. You cannot use examples provided in the text. Explain the steps that you would follow when teaching the techniques and provide details of any other materials and equipment that would be needed.

Examples include:

Stone art

Simple stone art can be made by children. Demonstrate them how to use different shapes of stones to create an animal, tree or landscape. Usually, people use big stones but children can use small ones or rubber balls to do the task.

It is a good plan to start with a workshop while teaching children how to do stone art. For example, they can start by making mini pictures of trees and flowers on a paper by using stones. The teacher should show them how to apply glue on paper first and arrange stones on it systematically after that.

Glass painting

Glass painting is a very fun work for children. Provide examples of how to use paints upon a glass with the help of brushes and even one can use fingers to paint on the glass. Post the painting the teacher should guide the children to dry the glasses to capture the full essence of the paintings.

 Activity 11

1.Provide two examples of creative activities that might be planned and implemented to provide opportunities for children to collaborate with each other. Provide a detailed description of each activity.

Examples might include:

Dance

Children can participate in dance activities in the education center. Dance activity engages many students and they can learn different styles of dance cheerfully. It can build a sense of collectiveness between them and they could help each other during the activity. Dance activity develops the student-teacher relationship in a healthy way.

Garbage cleaning

A group of children is given an assessment of cleaning the school. The teacher can divide the children into small groups of four people and they are provided with blooms, plastic bags and other things necessary to clean garbage. They are given a time frame and informed that which group cleans the garbage at first, they will be rewarded.  These activities bring understanding among children and increase their leadership quality. Rewarding process enhance the sense in children that good works have a value in the society.

Activity 12

1.A child has encountered a real problem. They want to play pretend restaurants but some other children using the customs and props needed for this game. How would you help them in problem-solving process? Provide at least three examples.

The educator in this situation should train them to:

1.Recognize the problem. It will help the children to realize that two groups want the same thing at a time. It is impossible for two groups to play with one object at the same time. This realization will bring patience to them.

2.Providing solutions. The child can ask the other group if they are willing to join their group or can they lend that equipment to them and play different games.

3.Assess the solution. Suppose the attempt becomes successful and the child gains the opportunity to play with that desired equipment and at the same time meet new friends in the school.

2.Make a list of five questions you could ask a child to help them critically reflect on a puppet they have made.

For instance, the questions may be,

1.From where you have learned to create such beautiful puppet?

2. I have been noticing that you could not decide the dress of your puppet. How you manage to give it this dress at the end?

3.Why you colored the hair red?

4.Why don’t you give your puppet a name of your choice?

5.Describe how you have made this puppet?

Activity 13

1.Children havecolored pictures of fish. How would you display this work in a meaningful way?

Children are usually prone to colorful pictures. Educators in the care center should hang colorful pictures of fish at a distance so the children can see them. Fish can be glued on the board. The Teacher can make different cards out of the colorful fishes. Those fishes can be used as stickers to decorate class books.The educator can help children to draw pictures of the sea on a vast piece of cardboard and attached the fishes there.

2.Children have created three-dimensional angles and baubles made from polystyrene balls for charismas. How would you display this work in a meaningful way?

Angles and the baubles might be used in the decoration of bookshelf or a charismas tree can be installed at the center of the room and the tree can be beautified by the angles, baubles along with other decorative equipment. The baubles, on the other hand, can be hung at the corridors of the school at several heights to bring the festive feeling. The teacher can use children names, the date other necessary information and placed the angels and baubles to display.

Activity 14

1.You have been reading a picture book to children. During free play, you notice a small group of children pretending to be the characters from the books. How would you respond to children’s interest in this case?

When children show interest in some kind of work, the teacher should cherish this interest and create a series of activities to develop this interest. These activities are,

1.Proving knowledge in them about plays. Introduce in front of them different kinds of plays their origins and history.

2.Organize drama classes where children can actively participate.

3. Discuss with them about the stage decoration, costumes, and props of the drama.

4.Reading session must be arranged so that the children can read their favorite dramas to the whole class. This will develop their fluency in reading books.

5.Make them independent to choose roles of the play about to stage.

6.Ask them about different ending and beginnings of the play, which will increase creativity in them.

 2.How would you respond if one group of children demonstrated an interest in dancing and another group of children demonstrated an interest in making music?

In this case, the teacher can divide children into two groups, one group with the people who want to dance and the other group of people who wants to play music. The two groups should be separated from each other so that they can practice peacefully while learning new things. On the other side, the educator can engage different groups to say the dance group and the music group to serve a singular purpose. Dance and music can go hand in hand in the school.

 Activity 15

1.Suggest at least three ways that creativity in the form of movement can be nurtured. You cannot use examples provided in the text.

The examples can be,

Playing a kind of music and asking children to listen to the rhythm of that music. After that, instruct them to move anywhere in the room following the rhythm by their foot.

Select any kind of music and teach the children how to make clapping sounds in a systematic way after the music. This activity will bring synchronization between them.

Leaving children to do anything like dancing, mimicking, addressing dialogues to someone in the rhythm of the music. 

2.Suggest at least three ways that creativity in the form of dramatic play can be nurtured. You cannot use examples provided in the text.

The Drama itself is a vital part of creative work. Engage children in a theatrical work would enhance their responsibility. A teacher can include several actions like,

The teachers can produce the favorite play of children at the school.

Help them to construct different stories including the characters of famous plays will correct children’s writing ability at the same time connect them to creative works.

Giving children chances to create several props for the drama by their own hands.

Activity 16

1.Provide five examples of opportunities that might be provided for children to practice their developing music and movement skills.

Five examples of developing music and movement skills are,

1.Children can work in groups or individually to develop their instrumental skills.

2.The teacher can bring music teachers once a week for teaching music to several children.

3.Parents can encourage their children to participate in various competitions for better acknowledge of music and for strengthening their ability of music.

4.Children should visit often in musical programs if they want.

5.Listening regular music and practice them at home individually or in a group will help them to develop their music and movement skills.

2.In approx 100 words for each describe a play area, both indoors and outdoors, which provides children with opportunities to enjoy the dramatic and imaginative play.

Indoors:

An indoor space must be open so that children get enough opportunity of the movement. This place can be ornamented with bright colored papers, lights and a wide range of props for the play.  The indoor place normally has a small stage, but a medium size of the stage is necessary for the children to move freely during drama practice. Different pictures of play write paintings of landscapes from the drama and images of previous productions must be hung on the wall of indoor places so that children feel encouragement to do the next production. A separate place for toys and puppets show can be attached to the place for a puppet theater.

Outdoors:

The Outdoor place should be big. A lawn or garden is suitable for the outdoor spaces. Children of different ages will be there so availability of several toys will make busy many children and there will be no disturbance for practices. The stage should be big with many pillars so that at one time two groups can practice on the stage. It is useful as various places from the drama can be portrayed easily upon the stage. An outdoor space needs to have green rooms for better costume practice of children. The outdoor place should have sitting arrangements so that parents and other people who want to watch practice sessions can feel comfortable.

Activity 17

1.Conduct research to identify some criteria that could be used to evaluate children’s learning reactions to implemented music and movement experiences for a group of two to four years old.

For example, children normally use their voices sensitively as they speak, chant or sing. Children can use varied songs and instruments and other sources for voice modulation. Daily practice in a group on a different pitch, tunes and lines will increase their sense of rhythm. Creating short pieces of music involving instruments, voices will help children to memorize songs better. Teachers should show and appreciate music on a daily basis will leave good impacts on children. Educators should invent songs to accompany children’s activity. Identification of a wide variety of sounds from nature or daily life can help to improve their knowledge regarding music.

Activity 18

1.Describe a modification you might make to a music /movement curriculum to stimulate interest and involvement in music and movement experiences, based on evaluation information that indicates that some children are not participating when singing and movement activities are structured and taught. Discuss in 120 to 150 words.

Modifications that could be made are, to begin with, simple movement in music. Individual practices are must to gather interest in students about music. Identification of strengths and weaknesses in children is a must. Suppose, a child is strong in musical  instruments, but lack clarity in singing. On the other hand, one child has a melodious voice, but has no knowledge of instruments. Such obstacles can be removed with individual practice sessions. Post the single practice session the teacher can involve chorus performance to improve the pitch of the children. Seeing all the children feel confidence in singing a verse could be added if it is not so difficult for any of the children. If some children find difficulty in adopting the verse while others find it simple, then two separate groups can be made by the educator so that all children can actively participate.

Summative assessment 1

Question 1

Who do the national laws and regulations that make up the legislative framework of NQF apply to? How were the national regulations develop?

The NQF consists of a national legislative framework that includes national laws and regulations. The legislation concerning to long day care, family day care, outside school hours care, pre- nursery services, and others. The national legislation offers a vast architecture for NQF, with the regulations presenting thorough requirements for services.

The regulations were developed through the collective process of emphasizing on the understanding, experiences, and awareness of the stakeholder legislative body. All states, territories and the Australian government to give concentration upon both a constant focus on the outcomes for children and the requirements for decreased regulatory burden for services.

Question 2

What are the seven quality areas that are included in the NQS?

The National Quality Standards contains seven quality areas which are essential in providing excellent early childhood education and school age care services.

The areas are,

1.Edification program and performance.

2.Children’s security and healthiness.

3.Physical upbringing.

4.Mutual partnerships with families and communities

5.Connection with children.

6.Headship and service management.

7.Employment arrangements.

Question 3

How does the EYLF affect the educators’ roles?

EYLF conducts several programs to guide early childhood educators in rising quality plans for early childhood to sure that children in all early education and care center, experience superior teaching and learning. It demonstrates the extensive principles, practices, and outcomes needed to maintain learning of young children. It gives strong importance on play based learning and instructs educators to work in collaboration with families. Play based learning is very effective for the children as it enhances the creativity and builds up freeness in them. The EYLF gives stress upon the desirable knowledge, expertise and attitudes exhibit by the early childhood educators.

Question 4

Describe how children’s drawing skills develop over time.

At first, when children learn to draw they will only make jarring lines. To do this they will hold the pastel or pencil with their whole hand and move their hand forward and backward on the paper. Their attempts at this early stage are not the effort of portraying the world. Educators must teach them how to hold a pastel and how to draw lines and different structures on the paper. After that, the child will understand and clutch the crayon with the fingers and draw several structures by the help of their wrist. Thus, children’s paintings will become more systematic.

At the age of three or four, there is a constant effort in children to represent the world and the surroundings of them. Formally, this effort starts with drawing person and usually, it takes the form of a circle for the head and four lines for hands and legs. In the later stage they learn to detail in drawing and then the replica of a person develops normally.

Question 5

What is dramatic play and how can you encourage children to engage in dramatic play? Provide at least three examples.

Dramatic play can be defined as a kind of play in which children participate, recognize and allocate roles, and then perform them out. It is the time when children shatter the barriers of reality; imagine themselves to be someone different from the everyday self. They stage various situations and actions to go with the flow of the play and the roles they have selected to play.

Educators can encourage children by ensuring them that there are ample opportunities for them to engage in dramatic plays whenever and wherever they want. Children are provided with multiple materials that can be made, donated or bought from the market. They can carry their personal things as the props for the drama. Materials and props can be applied in different ways that will stimulate their creativity and interest.

Question 6

How can children be encouraged to implement their own ideas when creating? Provide at least four examples.

To encourage children to follow their individual ideas, expressions and understanding an educator should;

1.An educator should avoid dictating and instructing children. Instead of that, they should allow them to paint or draw with the help of their imagination.

2.Teachers must let the children choose the colors and contain.

3.They should ensure that uniqueness will be valued and praised.

4.Give comfort to the children to use various equipment and not give orders to them always.

Question 7

What is curiosity? What can children learn as a result of their curiosity? How can children learn about things that they are interested in?

Curiosity can be defined as the yearning to know the unknown. Children are normally curious. They are very much keen to know how the world runs and have an internal wish to learn.

Curiosity guides children to problem-solving skills, expand their ideas, individuality, and awareness of a wide range of things. It can increase the chance for children to become unique.

Children can learn about things by asking questions. It is the natural process with them. They ask questions to gain information and answers about different things in the world. They often quest for the unknown facts relating to science, painting, music, dance, technologies and others. This search for answers develops inventiveness in them.

Question 8

Summarize quality area 5 –relationship with children- of the NQS including regulations and schedules. What policy does it require service providers to have in place?

Quality area 5 narrates the relationship between children and educator and emphasizes on connections of an educator with children being responsive and respectful. It supports children’s sense of security and belongings. This type of connection helps the children to feel free in the classroom situation and absorb in playful learning.

This quality area should make certain:

1.Polite and reasonable relationships are enhanced and sustained with each other.

2.Each child is maintained to fabricate and preserve responsive and receptive relationships with other children and adults.

Regulations and schedules will include:

1.The service offers a written strategy on encouraging guidance of child behavior that reveals existing practice.

2.The use of bodily force and control physical, spoken or emotional punishments and practices which humiliate, disgrace and terrify or intimidate a child are forbidden.

Summative assessment 2

Project 1

Visual art and construction:

1.Identify and select a range of developmentally appropriate visual, music and other sensory stimuli to provide children with experiences of art and beauty.

Visual, musical and other sensory stimuli include:

Artworks of different people, pictures of various animals, poetry recitations children can listen through CDs, visiting places, spending time with performers of theaters, talks with people who belong to separate cultures.

2.Describe appropriate materials that children might use to create visual art pieces.

Appropriate materials might include:

Tree leaves, newspapers, pins, boxes made of cardboards, drawing books, woolen balls, spoons and others.

3.You notice a child showing interest in new colors as they spontaneously mixed three colors while painting. Explain how you might respond to the child’s interest.

The child’s interest might be increased by giving a new name to the mixed color. All the other children can be asked to follow the directions of how these colors are mixed. The child can be asked to mixed different colors again like before.

4.Providing an example of an inviting, stimulating and safe experience for individual children or small groups of children that will involve them in visual art that incorporates the use of natural materials.

The example of using natural materials those stimuli the visual art of the children is,

Make sure all the student visit to a beach and then guide them to collect different types of shells and stones. After returning from the beach instructs them to paint those stones and shells with their favorite colors.

5.Children are coloring in a picture of a dragon. One of the children presses down so hard on their pencils that the picture rips. A colleague snap sat the child and tells them that they are silly for making this mistake. Comment on their behavior and the effect it might have on the child.

The educator here did a wrong work. Children should not be scold when they made mistakes. It will generate nervousness in them. Instead of that, they should be allowed to do mistakes so that they can learn out of it.

The educator should provide the child a new piece of the picture and should instruct how to use crayons smoothly on pictures.

6.You want children to create a picture or model of a fantasy house they would like to live in (eg it might have a soccer field, be all pink of have room fill with lollies). You want them to be as creative as possible. What will you need to supply so that the children are able to use their own ideas?

The educator can provide them varieties of materials so that their fantasies become true. Those materials are colored papers, dolls, plastic pins and cliffs, buttons, chocolate raping, dry leaves, small wooden boards and other things.

7.Provide an example of a conversation you might have with children when encouraging them to talk about their creations, asking open questions and encouraging children to respect and appreciate the works of other peers.

Educator: ‘well Bella, you might love dolls too much. I have seen different colors of dolls in your exercise book. What make you so passionate about it?’

 Bella: ‘Yes, I am very fond of dolls. My mother used to make dolls for me at home. But I like the Japanese types most.’

Rainy: ‘Your dolls are adorable. I wish I could have like this one.’

Educator: ‘Good job Rainy. Everyone should appreciate works of other people like this.’

8.Children have made masks of animals they have been learning about. Why is it important to display their masks and other creations?

Displays of children’s artworks make them feel proud about their creativity. It shows the respect and value of their works in the eye of elder people. This is a very good example for younger students and newcomers in the care center.

9.One of a mask made by the child is not particularly skillful or attractive. What would you do with regard of displaying it? Explain.

Although, the mask is less attractive the teacher should display it with other creations as the child put so much effort in it. The educator can personally teach the child about how to improve it later but he or she should not make embarrassed in front of everyone.

Dramatic and imaginative play:

1.Describe play areas both indoors and outdoors, which provide children with opportunities to enjoy the dramatic and imaginative play.

The Indoor area should be free from furniture and there must be lots of props available for dramatic plays. Outdoor games should have an open space with ample opportunity for children to play with rocks, by-cycles, and other equipment. 

2.Identify appropriate experiences to stimulate children’s involvement in dramatic and imaginative activities.

Children could meet with theatrical persona if possible; they could read many dramas written by famous authors by the help of elders. They can share their experiences of reading a book to the class.

3.Provide an example of an inviting, stimulating and safe experience for individual children or small groups of children that will involve them in imitative, dramatic and imaginative play.

An example would be creating new stories by the children after listening to various stories from the teacher.

4.A group of children is engaged in an imaginative play where they are pretending to be firefighters. You are standing near to the children. One of the children keep asking a lot of questions, such as: ‘why do firefighters wear helmets? ‘Why are fire engines red?’ ‘Why do fire engines have sirens?’ you are becoming tired of all the questions they are asking. What should you do?

Although it is tiring, the teacher should not feel irritated by them and tell them to stop. Instead, they can provide student friendly documentary on firefighters to watch and learn from it.

5.Why is role playing an important technique to learn? How would you teach children this technique?

Role playing is important to build consciousness among children. It is helpful to stimulate intellect and awareness in children about the observations they have made of real events in life.

Children can be taught role playing by demonstrating through acting what events they have seen in their lives. The teacher can give examples of simple events that the students can relate and act it out in front of the whole class.

Music and movement:

1.Explain how you might set up the environment in a way that encourages children’s participation in developmentally appropriate music and movement experiences.

The environment can be set in a way that will induce fun and freeness among children. Music from animation movies, popular singers can encourage children to participate in music and movement experiences. Instrumental music will help children develop their knowledge regarding musical instruments.

2.A five-year-old is showing great potential spontaneously playing the old piano in the corner. Explain how you might formulate strategies to encourage the development of this child’s individual music potentials/to encourage them to participate.

The educator can praise the child’s musical skills. The children can be asked questions about from where he or she learns to play the piano. Other children should be asked to watch how the child is playing the instrument.

3.Explain how you might encourage improvisation with instruments.

Improvisation with instruments can be done by inviting musicians in the classroom and while the musician stops playing music the students can be asked to add different tune and pitch to the music.

4.Provide an example of a situation where a program is designed to respond to children’s interests that arise spontaneously as they participate in music and movement experiences.

Suppose a child is asking about rock and roll music and dance they have seen in movies or other places then the activities should be helpful enough to measure the children’s interest. Perhaps the teacher can teach them a piece of rock and roll song or dance form.

5.Describe appropriate attitudes and interaction that you should model to encourage children’s input and participation in music and movement experiences.

A teacher is a guide to the children. The role of an educator must be to give proper instructions to the children when they are trying new things. Teachers can participate with the children equally and actively in musical movements.

6.Identify stimulating, developmentally appropriate and inclusive music and movement experiences for children aged one or two years of age.

One-year-old children can learn simple rhymes in rhythms. Repetition at this age is necessary and the educator must provide help to them by playing music while they are trying to sing.

Two-year-old children can adopt better so, they should be provided with little large and complex songs with changing tunes and the educator should help them do repetition of the same tune.

7.Choose a musical instrument that children might use and explain how you would get them to take ownership and responsibility for that instrument.

For instance, if a child is using guitar then the teacher should instruct him or her about how to wipe it after use and how to maintain the guitar.

8.Describe a method you might use to evaluate a child’s participation in and reactions to planned music and movement experiences.

Examples of methods might include,

1.Documenting children musical performance,

2.Asking every child about their individual experiences.

3.Capturing photos of the performances.

9.Explain what educators use the evaluations for.

Educators use the evaluation process to measure strengths and weaknesses in children. They measure each behavior, body language of the children to understand how they are interacting with various processes in the classroom during a musical session.