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Southern New Hampshire University *
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Communications
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Feb 20, 2024
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ASSESSMENT COVER SHEET This form must accompany all submitted work to be assessed. You may photocopy it multiple times
. STUDENT FIRST NAME DIKSHYA STUDENT LAST NAME KARKI SCEI STUDENT ID SA2183 DATE OF BIRTH 25-10-1997 COURSE CODE AND TITLE CHC50113 Diploma of Early Childhood Education and Care UNIT CODE CHCECE018 UNIT TITLE ASSESSMENT TITLE Project TRAINER NAME JOJO PAPA DUE DATE 21-02-2021 DATE SUBMITTED 21-02-2021 SUBMISSION NO. (tick) Only For Authorised Resubmissions ☐
RE-SUBMISSION 1 ☐
RE-SUBMISSION 2 Tear the below part and give to student as acknowledgement (student to retain on submission of the assignment) ✄
SCEI Trainer/Staff Declaration I received assessment task/s 1 2 3 4 5 all assessment tasks of: Course Code And Title: Unit Code Unit Name: SCEI Trainer/Staff Name and Title SCEI Trainer/Staff Signature Student Full Name Dikshya karki Student ID Sa2183 Student Signature dikshya Date Submitted and Received 21-02-2021
……………………..
I give my consent for Southern Cross Education Institute to examine my work electronically by relevant plagiarism software programs. Student signature: .........
dikshya
.................................................
Date: .21-02.../
......
20201
....
I have read and understood the Southern Cross Education Institute’s PP77 Assessment and submission policy and procedures. This assignment is all my own work, and no part of this assignment has been copied from another person. Where I have used the work of others I have used appropriate referencing. I have not allowed my work to be copied by another person. I understand that if I do not provide a receipt of my assignment submission I should demonstrate other ways to show proof of where and how I made the submission. I understand SCEI regards cheating and plagiarism as a serious offence and any student found guilty of such will be penalised. I have a copy of this work and will be able to reproduce within 24 hours if requested. I certify that Student Declaration
Part 1: Student Instructions: You are required to plan four (4) learning experiences for children to be implemented on your placement. The learning plans need to: ● focus on creativity (as listed below)
● address the following age groups at least once
○ birth
-2 years ○ 2
-3 years ○ 3
-5 years ● At least one of the learning experiences needs to be extended over 2
-3 days. ● Acces
s the frameworks and standards and document their links (e.g: Quality Area 2, Learning Outcome 5) 1. Plan one dramatic or imaginative play experience a. To participate in a dramatic play experience either indoors or outdoors b. To support in creative expression c. To provide opportunities for children to collaborate with each other 2. Plan one music and movement experience a. To participate in a musical experience b. To support and encourage creative expression c. To participate in a bodily movement experience 3. Plan one visual arts experience a. To participate in a visual arts experience b. To support and encourage creative expression c. To engage children in talking about their creations d. To encourage children to respect and appreciate creative efforts of peers 4. Plan one construction experience using natural or found materials a. To support and encourage creative expression b. To encourage children to work collaboratively Use the learning experience plan template below to construct the experiences. You will need to complete four (4) plans. Title of the Learning Experience: Puppet play Date: Date Preschool room: 3-5 years old Specific goal/s: ● How will this experience support the group’s development/learning?
● What do you want to a
chieve by implementing the experience? Playing a puppet role allows kids to use their imagination and creativity. Children can have fun pretending to be characters. Through puppets, children may improve their knowledge of who they are, how they feel, and what they believe about the world. Link to EYLF/VEYLDF/Standards: ● Links to the relevant learning outcome/s
● Uses the appropriate framework document/s
● Links to relevant standards
Learning Outcome 4.4.1 Children develop disposition such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity Learning Outcome 4.4.8: Children explore ideas and theories using imagination, creativity and play
Rationale: ● Explains the purpose of the experience relevant to developmental theory ● Describes the expectations for the planned experience
● Identifies how it will be suitable for the selected age group
-Playing with puppets helps children develop their creativity in how they form conversations, how they truly blend into the roles they are playing, and how they truly understand their emotions for others. - Shy children can be confident enough to chat and play quietly with puppets.. Resources/ Equipment: ● A list of what large equipment will be used to
implement the learning experience (tables, chairs, space required etc.) ● A list of other required resources (paper, paint,
music, cd player, dress ups, instruments etc) -Different sizes , colours of puppets -Paper models describing the situations Time Setting: Indoor-open area Where the experience will be set up Description of the activity: ● List / describe how you inte
nd to implement the experience with the children from beginning (set up) to end. ● How will it be set up?
● What will the children be required to do
-Children will be gathered in the play area to view some films about how to play a puppet character. -Children will be gathered in the play area to view some films about how to play a puppet character. Pedagogy: ● Identifies the teaching practice the experience
incorporates -Play-based approach -Small group activity Transition Strategies: ● How the children will get to / engage in the
experience ● Once experience is finished, how the children
will be moved to the next task / routine etc. After the experience: ● What the children will do ● What the educator will do
-Children will have 5 minutes to return the puppets to the educator and rest. -Children will have time to figure out what they want to do with puppets. Implementation: Introduction: ● Identifies how the children will be told about the experience ● Lists leading questions to engage children in discussion
-The educator will collect all of the children in the play area so they may observe the table full of various sized,
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colourful puppets and paper models. -The educator will offer the children the opportunity to find and seat with their group members. Main Learning Experience ● Explains the experience in detail - step by step as to what the educator will do ● Lists possible questions children may ask with suggested responses
● Explains the demonstration to the children
-The instructor will show a colorful film to help the students focus and concentrate. -The educator can demonstrate how a puppet moves and operates in their hands by holding one in her own hand. - The educator will travel around each group throughout the puppet play activity to inform them about the actual nature of the puppets and how they behave in nature. -Children will then be able to hold their own dialogue in the circumstance that they have chosen to situate at the paper models. -Each group will take turns changing out the puppets and paper models in order to create new role plays. -The instructor can select a group that is willing to perform in front of others.. Conclusion: ● Lists what will occur at the end of the
learning experience ● Identifies what happens with the equipment used for the experience
Children can improve their language skills, particularly by increasing their vocabulary sources. Children may learn the skill of storytelling, including the beginning, middle, and finish, as well as entertaining and connecting with others. Puppets and paper models selected by the children allow them to build their own stories. Evaluation: ● Analyses if the experience was successful in meeting the specific goals
● Assesses the engagement of the children and their input ● Identifies anything that may need changing
Did everyone participate in the activity? How did the activity improve their skills? How did the kids behaved during the activity? What was their interaction like? Student name and signature: Date: Dikshya karki Trainer and Date: assessor name and signature: Title of learning experience: rhythm sticks Age group: 3-5years Specific goal/s: ● How will this experience support the group’s development/learning?
● What do you want to achieve by implementing the experience?
To allow children to explore sounds and make them using a stick in the activity. To allow children to communicate their feelings, ideas, and wants in words. To allow children to increase their self-confidence and self-esteem.
Link to EYLF/VEYLDF/Standards:
● Links to the relevant learning outcome/s
● Uses the appropriate framework document/s
● Links to relevant standards
Learning Outcome 3.2.11 Show enthusiasm for participating in physical play and negotiate play spaces to ensure the safety and well-being of themselves and others Learning Outcome 4.4.1 Children develop disposition such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity Learning Outcome 4.4.8: Children explore ideas and theories using imagination, creativity and play Learning Outcome 5.1.1 Engage in enjoyable interactions using verbal and non-verbal language Rationale: ● Explains the purpose of the experience relevant to d
evelopmental theory ● Describes the expectations for the planned experience
● Identifies how it will be suitable for the selected age group
Rhythm sticks are an excellent method to help busy children calm down and concentrate. They are very comfortable to handle and utilise. Children can easily touch sticks to generate noises that relate to the beat, word, or educator. To help children learn fine motor skills, hand-eye coordination, rhythm, beat, and pace, as well as early brain development. The exercise can help shy children come out of their shells as well as calm more noisy personalities.
Resources/ Equipment: ● A list of what large equipment will be used to
implement the learning experience (tables, chairs, space required etc.) ● A list of other required resources (paper, paint,
music, cd player, dress ups, instruments etc) ● Traditional rhythm sticks
Time Setting: Indoor- open and spacious play area Where the experience will be set up Description of the activity: ● List / describe how you intend to implement the experience with the children from beginning (set up) to
end. ● How will it be set up?
● What will the children be required to do
Children will gather in the play area to see the film 'Tap your sticks by Hap Palmer.' The instructor will instruct the children to form a circle. Allow the children to hold their sticks but not tap them yet. The educator will stand in the centre of the circle and then proceed with the exercise.
Pedagogy: ● Identifies the teaching practice the experience
incorporates -Play-based approach Transition Strategies: ● How the children will get to / engage in the
experience ● Once experience i
s finished, how the children will be moved to the next task / routine etc. After the experience: ● What the children will do
● What the educator will do
children will be given 10 minutes to rest and calm down, during which they will be free to make their own songs using sticks. Children will put aside their rhythm sticks and move on to free play.
. Implementation Introduction: ● Identifies how the children will be told about the experience
● Lists leading questions to engage children i
n discussion The educator will collect all of the children in the play area where they may be given rhythm sticks. The instructor ensures that all children have their own sticks and explains what they are.
Main Learning Experience ● Explains the experience in detail - step by step as to what the educator will do ● Lists poss
ible questions children may ask with suggested responses ● Explains the demonstration to the children
-The instructor will show the film 'Tap your sticks by Hap Palmer' to help the children focus and concentrate. -The educator can demonstrate how to use rhythm sticks in her own hands to show students how they operate. We don't start using them until the music starts, and we listen to the beat and the words. - For the rhythm sticks exercise, the educator will stand in position and interact with the children to ensure that they can all follow the beat of the song using rhythm sticks. - Children will then be able to build their own taps without having to see the instructor do it. -The educator can select a few students who are ready to demonstrate their skills to the rest of the class. Conclusion: ● Lists what will occur at the end of the learning experience
● Identifies
what happens with the equipment used for the experience - Children's fine motor abilities, hand-eye coordination, language development, listening skills, and rhythm, beat, and tempo may all be improved. - Children can extend their imaginations and boost their engagement. - Using rhythm sticks, children may make their own tapping beat.. Evaluation: ● Analyses if the experience was successful in meeting the specific goals
● Assesses the engagement of the children and their input
● Id
entifies anything that may need changing Did everyone participate in the activity? How did the activity improve their skills? How did the child behaved during the activity? What were their interactions like? Student name and signature: Date: Dikshya karki Trainer and Date: assessor name and signature: Title of learning experience: Rainbow sponge arting Age group: 2-3 years Specific goal/s: ● How will this experience support the group’s development/learning?
● What do you want to achieve by implementing the experience?
For children to utilise their imagination and creativity while exploring the colours of the rainbow. For children to exercise their fine motor skills and hand-eye coordination. For children to practise colour theory, colour
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mixing, or just learning the names of the colours together.
. Link to EYLF/VEYLDF/Standards: ● Links to the relevant learning outcome/s
● Uses the appropriate framework document/s
● Links to relevant standards
Learning Outcome 4.4.1 Children develop disposition such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity Learning Outcome 4.4.8: Children explore ideas and theories using imagination, creativity and play Rationale: ● Explains the purpose of the experience relevant to developmental theory ● Describes the expectations for the planned experience
● Identifies how it will be suitable for the selected age group
This rainbow sponge painting is a great method to allow your children to express themselves visually while also providing an educational experience. Children may experience a broad range of colors in nature, and they can learn the rainbow's colour order.
Resources/ Equipment: ● A list of what large equipment will be used to
implement the learning experience (tables, chairs, space required etc.) ● A list of other required resources (paper, paint,
music, cd player, dress ups, instruments etc) ➔
Sponge ➔
Washable paint ➔
Cardstock paper ➔
Scissors ➔
Paint brush Time Setting: Spacious play area Where the experience will be set up Description of the activity: ● List / describe how you intend to implement the experience with the children from beginning (set up) to
end. ● How will it be set up?
● What will the children be required to do
Children will be collected in the play area and introduced to the tools required for this activity. The educator will demonstrate how to do things for toddlers and then move around to assist those in need. The instructor will provide the tools that the children will need to complete the Rainbow Sponge Art project. To be able to draw the rainbow, children will listen to their teachers and follow their instructions.
Pedagogy: ● Identifies the teaching practice the experience
incorporates ➔
Play-based approach ➔
Cooperative Learning Transition Strategies: ● How the children will get to / engage in the
experience ● Once experience is finished, how the children
will be moved to the next task / routine etc. After the experience: ● What the children will do
● What the educator will do
➔
Children will be given 10 minutes to get all the stuff back to the educator and pack-up. ➔
Children will have time to identify what they are interested in painting rainbow by sponge Implementation Introduction: ● Identifies how the children will be told about the experience ● Lists leading questions to engage children in discussion
- The instructor will provide instructions on how to make a product. - The educator will remind the children to remain quiet and concentrate on the instructions on how to utilise all of the materials provided, and will ensure that nothing is ruined. Main Learning Experience ● Explains the experience in detail - step by step as to what the educator will do ● Lists possible questions children may ask with suggested responses
● Explains the demonstration to the children The instructor will call on the children who want to make a rainbow with a sponge to gather around the play area. The instructor can demonstrate children the rainbow colour order (red-orange-yellow-green-blue-indigo-
violet) and how to swipe the sponges over their paper to make the rainbow. For this exercise, the educator will go around and assist those who require assistance using the sponge, colour, and paint brush. Children will be examined as they follow the procedures to construct a rainbow in paper, taking into account their fine motor abilities and hand-eye coordination. The instructor assists the children in drying their pictures and allowing them to be hung on the wall.
Conclusion: ● Lists what will occur at the end of the learning experience
● Identifies what happens with the equipment used for the experience
-Children may improve their fine motor skills and hand-eye coordination. -Children can make their own rainbow by practising a few times. - The swiping action might be difficult for the toddlers to grasp at first, but they aren't concerned with painting flawless rainbows at this time. They'll be overjoyed to be able to paint with all of those colours at once. Evaluation: ● Analyses if the experience was successful in meeting the specific goals
● Assesses the engagement of the children and their input
● Identifies anything that may need changing
- Did everyone participate in the activity? - How did the activity improve their skills? - How did the child perform during the activity? - How did they communicate with one another? Student name and signature: Date: Dikshya karki Trainer and Date: assessor name and signature: Title of learning experience: Puddle Jumping alphabet activity Age group: 3-4 yrs Specific goal/s:
● How will this experience support the group’s development/learning?
● What do you want to achieve by implementing the experience?
Through the exercise, children's gross motor skills such as movement, balance, coordination, agility, and projective abilities will be improved. Children will also be able to use their understanding skills and follow directions.
Link to EYLF/VEYLDF/Standards: ● Links to the relevant learning outcome/s
● Uses the appropriate framework document/s
● Links to relevant standards Learning Outcome 4: Children are confident with and involved learners 4.1 –
Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and flexibility 4.1.2 –
are curious and enthusiastic participants in their learning 4.1.4 –
follow and extend their own interests with enthusiasm, energy and concentration Rationale: ● Explains the purpose of the experience relevant to developmental theory
● Describes the expectations for the planned experience ● Identifies how it will be suitable for the selected age group
This physical exercise is developed as a game to encourage children to move and improve their gross motor abilities such as movement, balance, coordination, agility, and projective skills. Children will also be encouraged to play in groups and to apply the game's rules independently. This activity/game may also help them develop their reading, listening, and following directions in both words and drawings. This also allows the children to have fun while learning. Resources/ Equipment: ● A list of what large equipment will be used to
implement the learning experience (tables, chairs, space required etc.) ● A list of other required resources (paper, paint,
music, cd player, dress ups, instruments etc) ● Blue paper ● Scissors ●Black marker ● Painter’s tape ● Music
Time Setting: Outdoor play area Where the experience will be set up Description of the activity: ● List / describe how you intend to implement the experience with the children from beginning (set up) to
end. ● How will it be set up?
● What will the children be required to do
The educator will show them how to build a puddle jumping letter alphabet and will lead them as they attach it on the floor. The educator explains the game rules. Then, before they are ready to play, put on the music and let the children rehearse one last time. Pedagogical Approach: ● Play based learning approach Transition Strategies: Before the, the educator will encourage the children to sit on the table and create a puddle jumping letter alphabet. During the experience: First, the supplies will be delivered. After the children have finished building the puddle jumping letter alphabet, the educator guides the children in sticking the letters on the floor and arranges music for the children to play. Following the experience, the children will assist in packing up the materials used and cleaning up the play area. Introduction:
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● Identifies how the children will be told about the experience
● Lists leading questions to engage children in discussion
"Today, I will show a simple game that you may play in groups," the educator will invite the students to sit on the table with all the supplies set up group work session. It's known as the "puddle jumping letter alphabet"! "Who understands how to play this game?" Children who already know how to play the game will be requested to assist the educator in explaining the game's rules. Main Learning Experience ● Explains the experience in detail - step by step as to what the educator will do ● Lists possible questions children may ask with suggested responses
● Explains the demonstration to the children
The major action is divided into three parts: Part 1: The educator will demonstrate how to build a puddle jumping letter alphabet by cutting blue paper into buddle-
like shapes. Divide each child into two groups and write one letter on each puddle. Make tape rings and put one on the back of each buddle to the ground in a circle. After the students have completed their design/coloring, the instructor may go on to phase two. Part 2: The educator explains the rules of the game and serves as a role model. She'll put on some music and begin jumping from puddle to puddle until the music stops. As a result, the music will stop at random and the instructor will talk. Conclusion: ● Lists what will occur at the end of the learning experience ● Identifies what happens with the equipment used for the experience
- At the end of the activity, the educator shall place the game materials in a container which has a label “puddle jumping letter alphabet activity”. The children will be informed that they can borrow the game materials during their free play. - The educator shall ask feedback/comments/suggestions from the children regarding the game. They can also be encouraged to decorate the puddle by themselves. Evaluation: ● Analyses if the experience was successful in meeting the specific goals
● Assesses
the engagement of the children and their input ● Identifies anything that may need changing
- Situation Analysis: What are the plan's strengths, weaknesses, opportunities, threats/hazards, and so on? -How did each child react to this activity? (This includes attitude, behaviour, challenges, and so forth.) How did you deal with it? -What proof do you have that the youngsters learnt or acquired something from this activity? - Are the pedagogies employed effective? Back up your response. -Can children apply what they've learned in various contexts (for example, at home or in a different part of the centre)? If so, provide examples. -How successful is the activity's implementation, on a scale of 1 (the worst) to 10 (the best)? Back up your response. Student name and signature: Date: Dikshya karki Trainer and Date: assessor name and signature:
REFERENCES Early Year Learning Framework (EYLF)