1800w Childcare Assessment 2A PDF

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Assessment Task 2 Part A: Case study and Critical Analysis of an Early Childhood learning and teaching environment....

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INTRODUCTION This study focuses on recognizing, understanding, and analyzing an educational environment in a preschool center, and educators' position in designing that type of educational setting to kids. Children develop in many areas of their lives when they are in a pleasant supportive environment. This project aims to comprehend the responsibilities that educators are expected to perform in order to establish effective learning and development settings for children. To react to this question, the assignment begins by establishing a particular environment for assessment at The Golden Seeds Early Learning Center, followed by a critical examination of various literature produced in this field. General findings gleaned from a review of many publications and research reveal a tight bond between children's healthy growth and the educator's ability to provide a caring atmosphere. 1.

Theoretical Perspective Review

Giving children the correct direction and providing them the appropriate way to building social behavioral qualities is one of the first parts of boosting cognitive development in children. The punishment strategy, according to Cohen and Amidon (2002), is one of the most often used interactive modification methods. The guiding method, on the other hand, seeks to counter the punishment method by claiming that, rather than being punished, kids need to be steered in the proper path in order to build constructive behavior. Although punishment serves to limit behavior, according to Kohn (1999) in his article "Punished by Rewards," it does not offer children with the opportunity to acquire self-discipline, nor ensure that the bad deeds do not resurface again when the penalty is gone. As a result, it is helpful to employ an advisable method and assist the youngsters in developing good behavior concepts through a knowledge of self-esteem (Porter & MGifted, 2002). Educators can use a variety of ideas to create a

positive learning environment for students. I focused on two important educational ideas for this paper: Arts-Based Theory and Core Knowledge. Arts-based educational theory Early childhood education has traditionally included the arts (McArdle & Wright, 2014). Early childhood arts practicing such as theater, music, dance, and painting have been found to affect accomplishment of specific academic objectives and facilitating behaviors that promote future developmental process (Eisner, 2002; Gardner, 1980). Given the manner in which children absorb and interpret the world around them, learning in, through, and through the arts is especially crucial in the early years. This is frequently accomplished by the use of symbols, as well as a variety of representational techniques. Children will be less able to achieve the abilities indicated above if they do not have frequent and high-quality approaches to artsbased learning experiences. From its introduction in the beginning of 1990s by Eisner E., arts-based educational research has been a widely acknowledged type of study in educational settings. It has been discovered that arts-based education can aid to improve the climate in schools. Increased attendance, student involvement, and communication are just a few of the benefits mentioned (Stuht & Gates, 2007). It has also been found to have a favorable influence on instructor quality. Teachers that include arts-based tactics into their lesson plans have been reported to have a higher level of excitement for their work (Eisner, 2002). Art-infused education is thought to improve understanding for both tutors and learners. One paradigm, proposed by Graeme Sullivan (2008), includes the creative skill of painting into the research process.

Figure 1 illustrates how drawing may be used as a tool for studying. The illustration emphasizes the connections between structure, agency and action as well as the ways drawings may be used to engage these notions as an act, idea, form, or theory. When painting is utilized as a research tool for a specific aim – with, through, in, or about – it will provide a variety of outputs and outcomes. Core Knowledge Theory The Core Knowledge Foundation, founded by Johnson A. in 1998, is a designated learning organization committed to student accomplishment. According to the Core Knowledge idea, each student acquires a core knowledge base that remains and expands with each grade level. Every kid, according to Hirsh, should be taught

the fundamentals of science, global history, mathematics, art, music, and literature (2006). This, together with supplemental study and other personal experiences, provides the most simple basis for future academic success. According to the Core Knowledge approach, each language learning, history, geographies, mathematical, science, and fine arts course should be content-specific (Frazee, 1993). Instead of focusing on the training method, the curriculum should emphasize content, with knowledge acquisition being intentional and systematic (O'Neil, 1999). This gives instructors the creative freedom they need to create interesting classes that address highly specific topics. The concept has proven to be successful. Core Knowledge schools are more likely to score well on standardized examinations, but they are less likely to adhere to state education requirements (Frazee, 1993).

2.

Introduction to Early Childhood centre (có thể thay đổi thông tin của centre)

The Golden Seeds Early Learning Centre is a child-centered daycare that is influenced by artsbased educational approach. The center offers early learning education for kids ranging in age from 6 weeks to 5 years. There were 30 pupils in the class, all of them came from diverse backgrounds (Asian and European). The school is located in a low-income neighborhood. The class consists of seventeen girls and thirteen boys, and I observed them for a fortnight while on placement. Every morning, the children would arrive energized and eager to begin the day's activities, which included reading, writing, and science. The class was learning about the solar system and making little models of planets while chatting about natural science concepts. entials of

science, global history, mathematics, art, music, and literature were discussed during this observation (2006). 3.

Collaboration in the ECE environment

Creating a productive educational setting entails not just making the tangible learning environment at the center exciting and encouraging, but also assuring that the children's home circumstances are as favorably receptive to their growth. Collaboration with parents and families is especially important in this situation. The center's staff connects with parents on a regular basis through email and the website (important announcements). Parents are taught and consulted often through a variety of school programs and projects. By joining the School Advisory Council, they will be able to participate in activities including student leadership, performance evaluation days, and social and fundraising events. A collaboration between educators and parents/families, according to Eisner (2002), “figure out ways to recognize the parents as the kid's first instructor and acknowledges their experiences and skills to establish cultural knowledge which may supportively affect the child's studying process. The Early Years Learning Framework Second principle “Partnerships” also encourages effective collaboration (DEEWR, 2009). Likewise, the EYLF guideline “Learning Structures” promotes the link between creating a happy environment and children's skill development.

4.

Intentional teaching strategies and connections with learning theories

In accordance with Section 1 of the National Quality Standard (NQS), each child's agency is promoted at The Golden Seeds Early Learning Centre, allowing them to make decisions that affect events and their environment (ACECQA, 2012). This may be achieved by:

•

organizing play experiences, routines, and the physical surroundings so that children

have a variety of options for what they will do •

motivating children to make decisions.

•

enabling children to recognise as qualified and intelligent and encouraging them to

behave independently •

giving children with techniques to make informed decisions about their behavior

•

including children's thoughts and recommendations into the design and implementation

of experiences •

offering encouragement and demonstrating excitement for children's attempts to learn

new skills and knowledge.

In The Golden Seeds Early Learning Centre, arts-based philosophy may be incorporated and utilized in a variety of ways. Because language may be a creative method, as in telling stories and poets, as well as imaginative writing, the communication of brainchild via arts and linguistic ability may be regarded a successful application of Arts-based philosophy. Furthermore, as previously indicated, the theory is tightly incorporated with various methodologies. Essentially, arts-based programs may be carried out in a variety of methods. Rolling (2013) offers a variety of viewpoints on the application of the technique. Arts-based research has proven to be effective in a variety of disciplines, including education, health, science, business, and even architecture (Sinner et al., 2006). The creative outputs or ‘art' in arts-based research might essentially be the representation of the results, the discussion, the ramifications, and the conclusion assertions. The researcher's selected models is permitted to speak freely for themselves. Allowing chances for kids to express in multiple ways is vital

when conducting research ‘with children' rather than ‘on children,' in order that they accumulate the ability to display the skills and information that they had gained previously on the early learning process rather than using techniques that constraint their engagement. The ‘Draw and Talk' is an exercise that might be included in the center's curriculum. It was a crucial method for youngsters to communicate their beliefs that the arts participation is intellectually, physically, emotionally and artistically satisfying, according to Barrett (2012). The authors argue that this should guide the creation and implementation of arts policy and practice in School systems and arts organizations. When evaluating the possibilities for early childhood research, the researchers suggested that the arts' procedures and practices should be used to effectively involve children in research. According to Barrett (2012), opportunities for young children to speak and represent their thoughts through multimodal means are important because they can: “establish their conceptions; enhance their apparent enjoyment for and capacity to analyze their memories; build relationships between their knowledge of the arts in and outside of class; promote their welfare; and encourage their capability to analyze their experiences.” Barone and Eisner (2012) wrap up their work with 10 key concepts derived from art-based philosophy. The notion that we, as humans, have numerous methods of describing and understanding the world is relevant for any researcher considering employing Art-based theory while dealing with young children. As a result, the methods whereby a we, as humans, understand our particular circumstances may not provide definitive answers, but rather raise important issues and spark more discussion (p. 166). Components of Core Knowledge theory were also seen at The Golden Seeds Early Learning Centre, albeit the school does not now use the Core Knowledge Sequence in its entirety. The

instructor used questioning to perform her assessments of the students' prior knowledge. She seemed to customize the lesson and its exercises to the students' abilities and interests, and she encouraged them to share their thoughts. To reach fresh conclusions, students were pushed to build on personal performance and work information. The lesson was designed to take into account the specific talents and academic levels of this age group. The use of a hands-on art activity as well as open conversation were both functional and cognitively suitable for the category.

CONCLUSION The project examined the importance of instructors in generating a good continuous improvement environment for children in an early learning center. The assignment examined significant material related to a child's emotional and cognitive growth, implying that teachers play an important part in this process. In short, educators have a deep awareness of their activities and are able to carry them out effectively while keeping ties with theory-based studies, research of children's development and learning, and curriculum for children's education. Students are better equipped to use critical thinking abilities to develop their awareness of the universe when the appropriate theoretical methods are used.

REFERENCES Barone, T., & Eisner, E. (2012). Arts-based research. Los Angeles: Sage Publications Inc. Barrett, M., Everett, M., & Smigiel, H. (2012). Meaning, Value and Engagement in the Arts: Findings from a Participatory Investigation of Young Australian Children’s Perceptions of the Arts. International Journal Of Early Childhood, 44(2), 185-201. Cohen, J. H., & Amidon, E. J. (2004). Reward and punishment histories: A way of predicting teaching style?. The Journal of Educational Research, 97(5), 269-280. Department of Education, Employment and Workplace relations (DEEWR) (2009). Belonging, being and becoming: The Early Years Learning Framework for Australia. Australia: Commonwealth of Australia. Department of Education. (2018). Guide to the national quality standard. East Perth, W.A. Eisner, E. (2002). Response to Arthur Efland's and Richard Siegesmund's Reviews of The Arts and the Creation of Mind. Journal Of Aesthetic Education, 38(4), 96. Frazee, B. (1993). Core knowledge: How to get started. Educational Leadership, 50(8), 28. Gardner, H. (1980). Artful Scribbles: The Significance of Children's Drawings. Art Education, 34(4), 27. Johnson, A. (1998). What Exactly Are Comprehension Skills and How Do I Teach Them?. Reading, 32(2), 22-26. Kohn, A. (1999). Punished by Rewards:: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes. Houghton Mifflin Harcourt. McArdle, F., & Wright, S. (2014). First literacies: Art, creativity, play, constructive meaningmaking. Literacy in the Arts: Retheorising Learning and Teaching, 21-38. O'Neil, J. (1999). Core Knowledge & Standards. Educational Leadership, 56(6), 28.

Porter, L., & MGiftedEd, D. (2002). Guiding children’s behaviour. Educating Young Children with Special Needs, 210. Rolling, J. H. (2013). Arts-based research. New York: Peter Lang Primer. Sinner, A., Leggo, C., Irwin, R., Gouzouasis, P., & Grauer, K. (2006). Arts-Based Educational Research Dissertations: Reviewing the Practices of New Scholars [Abstract]. Canadian Journal Of Education / Revue Canadienne De L'éducation, 29(4), 1223. Stuht, A., & Gates, J. (2007). The case for an Arts Based curriculum. Leadership, 36(4), 3033. Sullivan, G. (2008). Handbook of the arts in qualitative research....