Resource Kit - Part B

Physical Development

Idea 1:

  • Name of the experience: Ball Game (Felfe & Lalieve, 2018)
  • Specific age range (in years and months) for whom the experience is appropriate: 2-5 years
  • Suggested group size: 4
  • Skills supported by the experience: Motor skill development, Cognitive development, increase in attention span
  • Resources required for the experience: Instructions for game, Ball, Playing mat or ground
  • How the experience will be conducted: The game will be conducted in a group of four where each student will be asked to participate in the catch game where they will be asked to throw and receive balls in a random manner
  • Suggested interactions to support children’s efforts and achievements: encourage the game play and promote participation of all students

Idea 2:

  • Name of the experience: Hand movements (Arajuo et al., 2019)
  • Specific age range (in years and months) for whom the experience is appropriate: 6 months
  • Suggested group size: Individual
  • Skills supported by the experience: Motor skills
  • Resources required for the experience: Song
  • How the experience will be conducted: Move hands of children gently in rhythm of poem
  • Suggested interactions to support children’s efforts and achievements: Claps and encouragement

Idea 3:

  • Name of the experience: Dance sessions (Arajuo et al., 2019)
  • Specific age range (in years and months) for whom the experience is appropriate:4-6 years
  • Suggested group size: 10
  • Skills supported by the experience: Motor and cognitive skills
  • Resources required for the experience: words of a song
  • How the experience will be conducted: Teaching children basic steps and movements
  • Suggested interactions to support children’s efforts and achievements: encourage participation by rewards

Social Development

Idea 1:

  • Name of the experience: Interaction with children of same age group (Pinto et al., 2019)
  • Specific age range (in years and months) for whom the experience is appropriate: 3-6 years
  • Suggested group size: 5
  • Skills supported by the experience: Social and cultural development
  • Resources required for the experience: Peer groups
  • How the experience will be conducted: Children of same age group will be clubbed together and asked to introduce and play with each other
  • Suggested interactions to support children’s efforts and achievements: encourage participation by rewards for all.

Idea 2:

  • Name of the experience: Park games (Pinto et al., 2019)
  • Specific age range (in years and months) for whom the experience is appropriate: 4-5 years
  • Suggested group size: 10
  • Skills supported by the experience: motor skills and social skills
  • Resources required for the experience: Instructions for playing the game
  • How the experience will be conducted: Engaging children in team games
  • Suggested interactions to support children’s efforts and achievements: Rewards for all children and constant encouragement

Idea 3:

  • Name of the experience: Promote interaction with people from different social groups (Drange & Havens, 2019)
  • Specific age range (in years and months) for whom the experience is appropriate: 5-6 Years
  • Suggested group size: 2-3
  • Skills supported by the experience: Social and cultural
  • Resources required for the experience: Interactive session instructions
  • How the experience will be conducted: Children from different cultural backgrounds will be asked to discussed about their cultures and learn from them
  • Suggested interactions to support children’s efforts and achievements: Encouragement and appreciation for all participants

Emotional Development

Idea 1:

  • Name of the experience: Encourage thinking about feelings and introspection (Bernal et al., 2019)
  • Specific age range (in years and months) for whom the experience is appropriate : 4-6 years
  • Suggested group size: Individual
  • Skills supported by the experience: Emotional development
  • Resources required for the experience: None
  • How the experience will be conducted (teaching method used to intentionally scaffold children’s learning): Encourage questions like “How did you feel when you lost your toy?”, “How does this story make you feel?”
  • Suggested interactions to support children’s efforts and achievements.: Promote expression and encourage efforts

Idea 2:

  • Name of the experience: Teach about emotions (Bernal et al., 2019)
  • Specific age range (in years and months) for whom the experience is appropriate : 3-6 years
  • Suggested group size: 3-5
  • Skills supported by the experience: Emotional development
  • Resources required for the experience : None
  • How the experience will be conducted (teaching method used to intentionally scaffold children’s learning): Teach about different emotions
  • Suggested interactions to support children’s efforts and achievements.: encourage expression by acknowledgement

Idea 3:

  • Name of the experience: Acknowledging child’s feelings (Bernal et al., 2019)
  • Specific age range (in years and months) for whom the experience is appropriate :1-6 years
  • Suggested group size: individual
  • Skills supported by the experience: Emotional development
  • Resources required for the experience : None
  • How the experience will be conducted (teaching method used to intentionally scaffold children’s learning): observe, encourage and promote emotional expression
  • Suggested interactions to support children’s efforts and achievements: Assure acknowledgement and reward free expression

Cognitive Development

Idea 1:

  • Name of the experience: Voice modulations (Kuehnle & Oberfichtner, 2020)
  • Specific age range (in years and months) for whom the experience is appropriate :6 months to 6 years
  • Suggested group size: Individual
  • Skills supported by the experience: Cognitive and communication
  • Resources required for the experience: nil
  • How the experience will be conducted (teaching method used to intentionally scaffold children’s learning): use voice modulation techniques with child
  • Suggested interactions to support children’s efforts and achievements: reward and encourage participation

Idea 2:

  • Name of the experience: Puzzle solving (Robinson et al., 2017)
  • Specific age range (in years and months) for whom the experience is appropriate : 2-6 years
  • Suggested group size: Individual
  • Skills supported by the experience: Cognitive development
  • Resources required for the experience: Puzzle game and instructions
  • How the experience will be conducted (teaching method used to intentionally scaffold children’s learning): Playing
  • Suggested interactions to support children’s efforts and achievements: Reward and encourage participation

Idea 3:

Name of the experience: Block building (Kuehnle & Oberfichtner, 2020)

  • Specific age range (in years and months) for whom the experience is appropriate : 3-6 years
  • Suggested group size: Individual -2
  • Skills supported by the experience: Cognitive development
  • Resources required for the experience: game and instructions
  • How the experience will be conducted (teaching method used to intentionally scaffold children’s learning): Children will be asked to make structures with block stacking
  • Suggested interactions to support children’s efforts and achievements: Reward and encourage participation

Communication Development

Idea 1:

  • Name of the experience: Visual learning (Robinson et al., 2017)
  • Specific age range (in years and months) for whom the experience is appropriate : 6 months to 1 year
  • Suggested group size: individual
  • Skills supported by the experience: Communication
  • Resources required for the experience: different toys and Colours
  • How the experience will be conducted (teaching method used to intentionally scaffold children’s learning): Show colours and objects to children and tell them their names
  • Suggested interactions to support children’s efforts and achievements: Reward on correct identification

Idea 2:

  • Name of the experience: teaching words (Arnett et al., 2020)
  • Specific age range (in years and months) for whom the experience is appropriate : 2-4 years
  • Suggested group size: 5
  • Skills supported by the experience: Communication
  • Resources required for the experience: Teacher
  • How the experience will be conducted (teaching method used to intentionally scaffold children’s learning): Teaching session
  • Suggested interactions to support children’s efforts and achievements: Reward on learning and participation

Idea 3:

  • Name of the experience: Poem singing (Felfe & Lalieve, 2018)
  • Specific age range (in years and months) for whom the experience is appropriate: 5-6 years
  • Suggested group size: 5
  • Skills supported by the experience: Communication
  • Resources required for the experience: Poems
  • How the experience will be conducted (teaching method used to intentionally scaffold children’s learning): Organising of poem recitation competition
  • Suggested interactions to support children’s efforts and achievements: Rewards and encouragement for participants

Creative Development

Idea 1:

  • Name of the experience: Painting (Felfe & Lalieve, 2018)
  • Specific age range (in years and months) for whom the experience is appropriate : 3-6 years
  • Suggested group size: Individual
  • Skills supported by the experience: Creativity and cognition
  • Resources required for the experience : Pints, instructions, drawing stationary
  • How the experience will be conducted : Children will be asked to thumb paint
  • Suggested interactions to support children’s efforts and achievements: Rewards for all

Idea 2:

  • Name of the experience: Story telling (Arnett et al., 2020)
  • Specific age range (in years and months) for whom the experience is appropriate: 4-6 years
  • Suggested group size: 5
  • Skills supported by the experience: Creativity and cognition
  • Resources required for the experience for example, a list of equipment, words of a song, recipe, instructions for playing a game
  • How the experience will be conducted: Children will be asked to narrate a story of their choice
  • Suggested interactions to support children’s efforts and achievements: Rewards for all

Idea 3:

  • Name of the experience: Dance (Arnett et al., 2020)
  • Specific age range (in years and months) for whom the experience is appropriate : 2-6 years
  • Suggested group size: 3
  • Skills supported by the experience: Creativity and cognition
  • Resources required for the experience: Instructions
  • How the experience will be conducted: children will be asked to dance on music
  • Suggested interactions to support children’s efforts and achievements: Rewards for all

References for Resource Kit

Araujo, M. C., Dormal, M., & Schady, N. (2019). Childcare Quality and Child Development. Journal of Human Resources, 54(3), 656-682.

Arnett, J., Maynard, A. E., Brownlow, C., Chapin, L., & Machin, T. (2020). Child development a cultural approach. Pearson Australia.

Bernal, R., Attanasio, O., Pena, X., & Vera-Hernández, M. (2019). The effects of the transition from home-based childcare to childcare centers on children’s health and development in Colombia. Early Childhood Research Quarterly, 47, 418-431.

 Drango, N., & Havnes, T. (2019). Early childcare and cognitive development: Evidence from an assignment lottery. Journal of Labor Economics, 37(2), 581-620.

Felfe, C., & Lalive, R. (2018). Does early child care affect children's development?. Journal of Public Economics, 159, 33-53.

Kuehnle, D., & Oberfichtner, M. (2020). Does starting universal childcare earlier influence children’s skill development?. Demography, 57(1), 61-98.

Pinto, A. I., Cadima, J., Coelho, V., Bryant, D. M., Peixoto, C., Pessanha, M., ... & Barros, S. (2019). Quality of infant child care and early infant development in Portuguese childcare centers. Early Childhood Research Quarterly, 48, 246-255.

Robinson, L. E., Okely, A. D., Webster, E. K., & Ulrich, D. A. (2017). Does Intervening In Childcare Settings Impact Fundamental Movement Skills Development?. Medicine and Science in Sports and Exercise, 49(1), 218.

Remember, at the center of any academic work, lies clarity and evidence. Should you need further assistance, do look up to our Early Childhood Assignment Help

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