CHCECE010 Support the Holistic Development of Children in Early Childhood Assignment Sample

• Subject Code : CHCECE010
• University : Open University My Assignment Services is not sponsored or endorsed by this college or university.
• Subject Name : Early Childhood and Care

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.

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