Early Childhood Social and Emotional Development Assignment Sample

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• Subject Name : Early Childhood

Education and Care Program Design in Early Childhood Setting

Table of Contents

Introduction.

Discussion.

Section 1.

Section 2.

Section 3.

Section 4.

Conclusion.

References.

Introduction to Early Childhood Social and Emotional Development

Early childhood care and education play an important role in influencing the development and growth of children. Families of children must have the necessary support to achieve quality education and care to enhance and improve their development through access to quality services. The freedom of moral and intellectual adulthood is usually determined by the quality of care and education that they received in early childhood. It indicates that the childhood provision may have a negative or positive effect on the child's future. Therefore, global early childhood education organizations have focused on the development of care systems that focus on relevant issues in the provision of quality education and access to care. The EYLF planning cycle is a very useful tool for developing early childhood education programs. This study should be used as a guide to understanding how to program and plan using EYLF. Aspects of program planning include the use of information gathered from various sources for writing curriculum plans. The activities and experience recorded in the curriculum plan are intentionally intended to achieve EYLF-based learning outcomes.

Discussion on Early Childhood Social and Emotional Development

Early Childhood Social and Emotional Development - Section 1

The EYLF planning cycle is planning, evaluation, and observation process that is used to assist in the development of quality programs for early childhood education. The key aim of the EYLF planning cycle can become lost, while the pedagogical importance of early childhood documentation is decreased to generally following the process through five steps. Although all steps in the process are similarly significant, these steps can occasionally be repeated before moving on to the next place. This cycle must continue instead of the end at evaluation. Importantly, in a specific program, early childhood educators need to know the true nature of the EYLF planning cycle and what it was designed to achieve in each area of the cycle. A very important planning cycle is essential for creating quality educational programs in early childhood (Grieshaber & Graham, 2017).

Before taking the first step of monitoring the planning cycle, I need to have an in-depth knowledge of age-appropriate learning structures (or alternative learning structures utilized by the service) and child development theory. It provides me to understand our goals during the planning cycle. Learning Outcomes provides a framework for documenting and providing insights into these educational activities. With this science, written observation becomes a very useful way to get to know each child in each group (Tonge, Jones, & Okely, 2016).

I prefer the Reggio Emilia Approach in my curriculum. Because the Reggio Emilia approach is considered an "alternative" educational approach to early childhood education learning. Also, the Reggio Emilia approach is the educational and pedagogical that focuses on pre-school and primary education. This approach uses an independent student-centered and constructive independent curriculum that uses experimental training in an independent-based environment (McNally & Slutsky, 2017). My program is based on respect, responsibility, and community principles through research, discovery, and play. The basic idea of this philosophy is that children create their personality in the first years of development and are given "one hundred languages" so that they can express ideas. The purpose of the Regio approach is to teach children how to use this symbolic language (e.g., pictures, sculptures, plays) every day. In this way, this approach influenced educators are asked to observe, document, and examine the journey for their children’s learning and to decide how to guide the way of the upcoming study. It encourages active learning and encourages children’s social and emotional development through active activities and useful experiences (Egert, Fukkink & Eckhardt, 2018).

In this regard, I would include a play-based approach to the design of my program. Because the whole activities and experience recorded in the curriculum plan are intentionally intended to achieve EYLF-based educational outcomes. This means that all experiences are planned and the results of the children running every day as planned results are available and will be available that day. The curriculum plan should have a purpose for each experience (learning outcomes), a clear outline of why the experience was provided, and what the experience is (input key). It also provides clear links to learning objectives and to the real source or documentation of where this experience is initiated. Although I initiate to implement my prepared program, the information should be collected and interpreted of children's strengths, skills, understandings, and interests. It is a key aspect of the planning process because it allows me to decide how to develop and enhance each child's skills, interests, and knowledge (Darling-Churchill & Lippman, 2016).

Detailed observations of children or groups in early childhood settings are listed in the narrative of observations. Educators choose the style of observation from the list with quality educational observations, running records, anecdotal records, storytelling, writing, or time sample. In this program, the educator also documented the analysis of learning in observations as a reflection of learning. From here the student’s study and analyze the plan before the next step. The educator records this reflection in his own words and then relates it to the learning framework by choosing the observed outcome for every child. These selections are made from personalized lists and personal development results (Pianta, Downer & Hamre, 2016).

Using information collected from observation and analysis, I make professional judgments over the best course of action that will inspire and assist the children in their learning and growth. In this regard, I will record quick notes or comments on children's files to be reflected and extended upon by adding child comments in the future. This comment can be made visible to their parents. The educator may plan for the child to reenter specific skills or inspire children to do something new. My plan will include routine and transition as well as environmental aspects (Pollitt, Cohrssen & Seah, 2020).

This plan is proven in my program by documenting the subsequent experience in observations. I will then take this information to a new experience for the program in which educators can select proposed learning outcomes according to national quality criteria if relevant. The early childhood care program added a written observation to the experience and planned to display a link to a list of programs that show the experience of observation and analysis by experience (White & Fleer, 2019).

In case the experience is learned based on community events or family input, the educator can add to the program without any observation. Additionally, it is clearly shown in the program. The final result is a documented plan that gives the basis for subsequent learning experiences that new observations can make (Cheeseman, 2016).

Through the first two steps of the ELYF planning cycle, an educator can gain insights into children’s social background, culture, strengths, gifts, interests, and preferences. The determination of analyzing and recording what educators see and hear is to illustrate and explain what has been observed. The information is used to plan development opportunities and rich learning for children in an early childhood setting. By understanding the structure of education and theories of child development, I can consider varied kinds of learning. It is often beneficial to start with a more centralized approach, while educator has attention for their observations, for example how children interact with other people, it becomes clear when notes and observations will be recorded. In this context, the educator will find many observations that must be documented to get a clear idea of the child's development and behavior. Adequate information should be collected; thus, educators know what they are learning to make the best plan for advancing their child's learning in an early childhood setting (Grieshaber & Graham, 2017).

Early Childhood Social and Emotional Development - Section 2

According to Timmons (2018), routines play an important role in the lives of young children in the same manner as they play in the lives of adults. These help them very much to carry out their whole day effectively while learning out many indoor and outdoor learning activities (Leggett and Newman, 2017). This not only increases their potential to a great extent but also provides them many meaningful opportunities for better learning and engagement (Tonge et al., 2020).

1. Age group

The age group selected for the documentation of the same comprise of the children of 3-5 years.

2. Routine

The routine activities of the children comprise of mainly their meal and sleep activities, their toileting and hygiene activities, self-care activities, as well as of many indoor and outdoor activities (Timmons, 2018). Therefore, the approach adopted for the development of a proper routine for these age group children comprises the structured approach which will help them in better development of their thinking and skills while building a good and close relationship with the other individuals (Nolan, 2017).

Indoor environment: The indoor environment of the children which comprises a room with a variety of furniture, curtains, lights, etc. can be made use of for them by teaching them how to make the best use of the available spaces by arranging the things at the place. Also, the colored bottles and prisms, etc. can be used to make them learn about how light reflects different colors in a room (Leggett and Newman, 2017). The knowledge about the different equipment, resources, walls, etc. also can be used as a better mechanism of indoor learning activities for these 3-5 age group children (Storli and Hansen Sandseter, 2019). This will not only extend their thinking skills but also their language development skills and problem-solving skills. Moreover, an offering of the knowledge about the different displays, photographs, portfolios, etc. can be utilized to provide the children an ultimate experience to share with their families (Tonge, et.al., 2020). The activities like storytelling, hearing of music, working on puzzles, reading of books with the help of flannel board figures, group discussion also is some of these indoor activities (Huff Sisson and Lash, 2017).

Outdoor environment: Similarly, the outdoor environment activities will comprise of an array of activities that cannot be made available indoor to the children (Leggett and Newman, 2017). The activities chosen for the same would comprise of interaction with nature through making available the plants leave, sand, mud, rocks, etc. for their playing (Huff Sisson and Lash, 2017). The creation of the poles and pipes, logs for climbing and balancing, stepping stones, climbing frames, etc. would prove to be the best outdoor activities for these age group children and hence the same will be included very effectively in the routines of the children (Storli and Hansen Sandseter, 2019).

3. Plan of room + outdoor areas.

7:00 a.m.	Arrival and carrying out of free choice activities in the learning center
8:00 a.m.	Breakfast
9:00 a.m.	Interacting activities with children to enhance their skills and capabilities
10:30 a.m.	Outdoor playing
11:30 a.m.	Clean-up
12:00 a.m.	Lunch
12:30 p.m.	Music, storytelling, puzzle activities, reading books, etc.
2:00 p.m.	Rest time
3:00 p.m.	Snack time and group discussion activities
4:00 p.m.	Outdoor game or Zoo visit
6:00 p.m.	Ready to close for the day

Early Childhood Social and Emotional Development - Section 3

The early years learning framework cycle (EYLF) provides a structure for early childhood learning comprises of three elements: principles, observation, and learning outcomes (Page, 2016). This framework allows observing children's learning experience which builds a platform for success in life. The planning and evaluation stages are an important part of EYLF documentation that helps families and educators to establish an understanding of the various development stages of children (Raban and Kilderry, 2019). Managing risks is an important part of the planning process in an early learning framework as children's safety from any injury or risk is the main task in the learning journey. Proper risk assessment helps to assess the learning environment and know the place of risk. Educators may plan to handle the risk and make a teaching model for children to play in a safe environment. New digital technologies may be properly assessed to locate new resources and connections that encourage the children to think in a new direction. Educators should implement a coding system in their learning curriculum activities (BROWNE,2017). The coding system in the learning framework provides a set of skills to younger students that help in improve technical skills which they use in future career paths. It also helps children in their subjects’ matter, communication, writing, mathematics, creativity, and confidence. Therefore, coding is an important tool to assess the early year learning planning process how the coding system builds a better learning environment for younger children (Coady and Tobin, 2019). The early learning framework is based on proper planning for each day of the week in both indoor and outdoor activities. Every day planning environment means whom to involve:

• Children- Watching the activities of each child and note how it uses playing materials, equipment, and resources (Page, 2016). If play materials and resources are used in a different direction then changes must be done in that area by assessing the abilities, emerging interests, and strength of each child (Coady and Tobin, 2019).
• Teachers and staff- All educators and staff may include planning indoor and outdoor learning activities and choose proper equipment and resources to build a supportive environment for children (Raban and Kilderry, 2019).
• Families- Proper planning for regular parents' visits for better ideas, feedback, and suggestions should be invited (BROWNE,2017). Educators must plan a daily meeting with families to develop a culture reflective environment (Raban and Kilderry, 2019).
• Community- Planning to include community people along with the family member to donate resources supports the local agency and better ideas for managing risks in the childcare environment (Page, 2016).

The early learning framework is based on proper planning for each day of the week in both indoor and outdoor activities (BROWNE,2017). The following table gives a detailed format that demonstrates the objectives and learning outcomes of individual children.

Child name				Date
Age
Activities Indoor/Outdoor	Objectives	Performance	Participation	Learning outcomes
1. Painting, pretend play, and reading. 2. Stepping stones, climbing pipes, balancing, running, and jumping.	What you achieve from the indoor activities. Is there something to climb or any jumping or running path?	your performance in painting and reading activities How these activities make you physically fit.	How willingly you participate in pretend play or other creative activities. Your participation in physical or outdoor activities.	What u gains from day-to-day indoor activities? Are outdoor activities helpful to you?

Early Childhood Social and Emotional Development - Section 4

Implementation and assessment of program

Implementation in early years learning structure means simply do everyday activities (indoor/outdoor) that help children to grow and make progress (Storli and Hansen Sandseter, 2019). It can be evaluated through main factors of learning environment mainly physical environment comprises materials, resources, equipment, and curriculum guidelines for teachers (Grieshaber, 2018). Implementation of the early learning planning process indicates opportunities to interact with children and utilize the available resources. For proper implementation, observation is important to focus on the actual child development field and avoid judgmental reflection. Teachers and staff should be factual and relevant about time and length of activities that engaged children from morning to evening (Tonge, et.al., 2020). Some key observation points for implementation of the early year learning process are mention correct progress of children, detailed activities of each day, focus on time length outdoor activities, and self-assessment of every educator for a child's learning (Edwards and Bird,2017).

Name	Outdoor/Indoor activities
Age	Observation areas				Learning outcomes
Activities	Mon	Tue	Wed	Thurs	Fri	Sat	Small group	Whole group
Music Clay/sand play Painting Block construction Coding Climbing and jumping Stepping stones	yes no yes Yes No no yes	No Yes Yes No Yes Yes no	Yes No No Yes Yes No yes	Yes No Yes Yes Yes Yes no	No Yes No No No Yes yes	No No Yes No No Yes no

Conclusion on Early Childhood Social and Emotional Development

Creating a suitable environment for the growth and progress of children is an essential part of the early tear learning framework (EYLF) that provides good learning opportunities through various indoor and outdoor activities. The key element of EYLF is to demonstrate the teachers about the learning frameworks and promote children to be more independent in the technical, physical, and creativity field. This assessment of the early age education planning system indicates that a quality improvement plan leads to provide better learning opportunities for the children. Implementation of early childhood learning framework helps to make the best use of resources, defined accurate spaces for each child, and better risk managing opportunities. Lastly, the curriculum activities show the real ability to select the proper activities for individual children. Therefore, it is concluded that early childhood learning programs must be properly planned and implemented to reflect the real growth and development of the children.

References for Early Childhood Social and Emotional Development

BROWNE, K. (2017). Problematising the present: the historical contribution of consultancy to early childhood education in Australia: 1960-1985.

Cheeseman, S. (2016). Planning for children's learning: curriculum, pedagogy, and assessment. In Understanding early childhood education and care in Australia: practices and perspectives (pp. 211-230). Allen & Unwin.

Coady, M., & Tobin, J. (2019). Policy and practice in Australia. The Routledge International Handbook of Young Children's Rights.

Darling-Churchill, K. E., & Lippman, L. (2016). Early childhood social and emotional development: Advancing the field of measurement. Journal of Applied Developmental Psychology, 45, 1-7.

Edwards, S., & Bird, J. (2017). Observing and assessing young children’s digital play in the early years: Using the Digital Play Framework. Journal of Early Childhood Research, 15(2), 158-173.

Egert, F., Fukkink, R. G., & Eckhardt, A. G. (2018). Impact of in-service professional development programs for early childhood teachers on quality ratings and child outcomes: A meta-analysis. Review of Educational Research, 88(3), 401-433.

Grieshaber, S. (2018). Developments in curriculum and assessment in the early years in Australia. In International handbook of early childhood education (pp. 1211-1226). Springer, Dordrecht.

Grieshaber, S., & Graham, L. J. (2017). Equity and educators enacting the Australian early years learning framework. Critical Studies in Education, 58(1), 89-103.

Huff Sisson, J., & (, M. (2017). Outdoor Learning Experiences Connecting Children to Nature: Perspectives from Australia and the United States. YC Young Children, 72(4), 8-16.

Leggett, N., & Newman, L. (2017). Play: Challenging educators' beliefs about play in the indoor and outdoor environment. Australasian Journal of Early Childhood, 42(1), 24-32.

McLachlan, C., Fleer, M., & Edwards, S. (2018). Early childhood curriculum: Planning, assessment, and implementation. Cambridge University Press.

McNally, S. A., & Slutsky, R. (2017). Key elements of the Reggio Emilia approach and how they are interconnected to create the highly regarded system of early childhood education. Early Child Development and Care, 187(12), 1925-1937.

Nolan, A. (2017). Effective mentoring for the next generation of early childhood teachers in Victoria, Australia. Mentoring & tutoring: Partnership in learning, 25(3), 272-290.

Page, S. (2016). Early learning: Everyone benefits-a campaign to shift the paradigm on how Australia values the early years. Every Child, 22(2), 4.

Pianta, R., Downer, J., & Hamre, B. (2016). Quality in early education classrooms: Definitions, gaps, and systems. The Future of Children, 119-137.

Pollitt, R., Cohrssen, C., & Seah, W. T. (2020). Assessing spatial reasoning during play: educator observations, assessment, and curriculum planning. Mathematics Education Research Journal, 1-33.

Raban, B., & Kilderry, A. (2019). The development of early childhood education and care in Australia. Education Journal, 47(2), 23-40.

Storli, R., & Hansen Sandseter, E. B. (2019). Children's play, well-being, and involvement: how children play indoors and outdoors in Norwegian early childhood education and care institutions. International Journal of Play, 8(1), 65-78.

Timmons, K. (2018). Educator expectations in full-day kindergarten: Comparing the factors that contribute to the formation of early childhood educator and teacher expectations. Early Childhood Education Journal, 46(6), 613-628.

Tonge, K. L., Jones, R. A., & Okely, A. D. (2016). Correlates of children's objectively measured physical activity and sedentary behavior in early childhood education and care services: a systematic review. Preventive medicine, 89, 129-139.

Tonge, K., Jones, R. A., & Okely, A. D. (2020). Environmental Influences on Children’s Physical Activity in Early Childhood Education and Care. Journal of Physical Activity and Health, 17(4), 423-428.

White, A. D., & Fleer, M. (2019). Early childhood educators’ perceptions of the Australian Early Years Learning Framework (EYLF): Engaged professional learners. Australasian Journal of Early Childhood, 44(2), 124-138.

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