Important: Our WhatsApp number is changing from +61 2 7908 3995 to +44 20 3608 8443 due to technical reasons

CHCECE037 Support Children To Connect To Their Natural Environment Assignment Sample

  • Plagiarism & Error Free Assignments By Subject Experts
  • Affordable prices and discounts for students
  • On-time delivery before the expected deadline

No AI Generated Content

62000+ Projects Delivered

500+ Experts

Enjoy Upto 35% off
- +
1 Page
35% Off
AU$ 11.83
Estimated Cost
AU$ 7.69
Securing Higher Grades Costing Your Pocket? Book Your Assignment At The Lowest Price Now!
X

Introduction: Support children to connect to their natural environment

Access Free Samples Prepared by our Expert Subject Matter Experts, known for offering the Best Online Assignment Help Services in Australia.

This is an assessment activity linked to an individual unit of competency and contributes to the overall assessor judgement of competence.

Elements

  1. Support children to develop an understanding of the natural environment
  2. Develop children’s appreciation of the natural environment
  3. Enhance children’s engagement with the natural environment

How students participate in assessment

You are required read and follow the instructions below. Additional instructions may be provided in your Student Handbook and supporting documentation. 

Assessment conditions

Assessment responses must demonstrate a capable understanding and consistent application of knowledge and skills in a workplace setting.

  1. You MUST provide responses to tasks and questions to a Satisfactory level
  2. Assessment responses MUST demonstrate consistent performance in a real-world setting
  3. You should rely on the information gained through implementation of tasks and the referenced learning materials to guide responses

Authenticity requirements

You must make a genuine attempt to answer each task appropriately in this assessment activity. Intentionally or unintentionally presenting answers to assessment questions that are another individual’s work, or the work of a team as your own is considered plagiarism and may result in exclusion from the unit. Refer to the Student Handbook for further information.

Authenticity declaration

It is important that you sign and date the Authenticity Declaration on the next page to confirm that the responses to tasks and questions presented for assessment are your own work.

Supervisor confirmation of authenticity

A supervisor (usually a workplace supervisor or assessor) should acknowledge the authenticity of your work prior to submission. By completely this declaration, the supervisor is authenticating these tasks as having been completed in an appropriate setting, under supervision and to an acceptable standard for Early Childhood Education and Care workplace.

ATTENTION

You must include your name and SIGNATURE on this page

Your signature is required to verify authenticity of your work.

Student declaration

By making this declaration:

?

I understand the assessment conditions and how to effectively participate

?

I understand my responsibility to provide assessment responses that are my own.

?

I understand that, at any time, if it is shown that in this assessment task, I have plagiarised or misrepresented assessment responses, the assessment outcome may be revoked.

?

I understand I must gain the approval of the assessor and/or Workplace Supervisor before and/or after implementation of these tasks.

Name:

 

Signature:

Date:

You must include the name of your supervisor and

collect an authenticating SIGNATURE on this page.

Supervisor declaration

?

I confirm the workplace assessment tasks were completed by the named student in a regulated children’s service in Australia.

?

Iconfirm that I have discussed and provided specific feedback in relation to:

·         Workplace Task 2: Supporting children’s knowledge, appreciation and understanding of the natural environment

·         Workplace Task 3:Engaging positively with the natural environment

Supervisor Name:

 

Signature:

ECEC Name:

 

Date:

Optional comment/feedback:

 

         

 

 

SUMMARY

RECORD OF ASSESSMENT

Assessor declaration

?

Assessment tasks were completed in a regulated children’s service in Australia.

?

?

Assessment tasks are authentic and supported by a student and Workplace Supervisor declaration

Assessors satisfy the Standards for RTOs’ requirements for assessors

This assessment activity has been assessed as:

?Satisfactory?Not Yest Satisfactory?Incomplete

For work deemed “Not Yet Satisfactory” or “Incomplete”, the student has been provided with written feedback below. The assessment may be re-submitted for reassessment. 

Assessor Name:

 

Signature:

Date Received:

 

Date Marked:

Assessor comment/feedback:

 

Resubmit instructions: (for Not Yet Satisfactory or Incomplete assessment outcomes only).

     

 

Assessment instructions

You are required to discuss, plan, coordinate and implement a range of tasks and respond to questions to demonstrate understanding and skill application. To facilitate the appropriate learning and developing skills, practical tasks MUST be completed within a regulated Early Childhood Education and Care setting or an approved simulated workplace setting.

Attempting assessment tasks

You are required to respond to each task and question in the space provided. You can answer each question by typing responses directly into the spaces provided, or by printing and handwriting responses.

Assessment outcomes

The Early Childhood Education and Care training packages are vocational qualifications that are competency based. For each assessment undertaken you will be assessed as Satisfactory or Not Yet Satisfactory. Where you are assessed as ‘Not Yet Satisfactory’, the assessor will provide you with feedback regarding what needs to be re-attempted and the resubmission process.

Reasonable adjustment

You may apply for reasonable adjustment to this assessment activity. You should refer to the Student Handbook for further information.

Submitting tasks

Once you have provided responses to ALL tasks and questions, submit your assessment for assessor marking. Refer to the Student Handbook for information on how to submit assessment activities.

Student appeals

Students have the right to appeal an unfavourable decision or finding during assessment. Students should refer to the RTO Student Handbook for further information.

Learning materials and required readings

Students will require access to the following textbooks, readings and websites to provide responses to the questions in this assessment.

 

Textbook reference

Kearns, K. (2020)The Big Picture, 5th ed., Cengage Learning Australia, Melbourne.

Chapter10

 

 

Reading

NSW Government’s Environmental Trust. Climbing the Little Green Steps. Sustainability Education for Child Care Centres.

http://www.maroochycatchmentcentre.org.au/catchment/wp-content/uploads/2013/11/Little-Green-Steps-Guide-for-Early-Childhood-Educators.pdf

 

 

Workplace tasks planning table

This tool provides you with a summary of the workplace tasks for this unit. It indicates:

  • the approximate time frame needed to complete each task
  • the preparation required for each task.

Use this tool with your Workplace Supervisor to plan the completion of your tasks.

 

 

This symbol indicates that the task can be completed either in your allocated workplace study time, or at home.

 

 

This symbol indicates that your Workplace Supervisor must observe you as you complete this task, or sign to confirm you have completed these duties.

 

Task

Time frame

(mins)

Preparation for task

Target completion date

Complete

Task 1

60

Organisational Standards, Policies and Procedures

·         This task must be completed in the workplace using the organisation’s Sustainability Policy

21st may 2023

?

Task 2

60

Supporting children’s knowledge, appreciation and understanding of the natural environment

·         This task must be completed in the workplace

21st may 2023

?

Task 3

120

Engaging positively with the natural environment

·         Planning may be undertaken at home and completed in the workplace

21st may 2023

?

Supervisor notes and/or suggestions:

 

 

 

Task 1: Organisational Standards, Policies and Procedures

The purpose of this task is to demonstrate that you can identify how the service’s sustainability is reflected in the physical environment, daily routines, relationships with children and daily practices.

Preparation

  • Access your service’s Sustainability Policy.
  • Think about what you know about sustainability.
  • Arrange a time with your supervisor to discuss how sustainability is embedded throughout your service.

Instructions

Use the information from the policy, your discussion with your Workplace Supervisor and your own observations of sustainability practices within the service to complete the template.

Task 1: Organisational Standards, Policies and Procedures

a.     Describe the goal/s of your sustainability policy?

 

The valuation of sustainability policy and its major goal is effectively defined as accumulated changes in the environment and society by the required work activity by the organization. The main goal of the sustainable policy is to provide brief changes in the community position with the required organization activity (Opferkuch et al. 2021). The development of changes defines and creates a reflection on the way of taking steps at the adequate range.

 

b.     With reference to the policy/procedure how does your service ensure that it is meeting Element 3.2.1 Outdoor and indoor spaces are organised and adapted to support every child's participation and to engage every child in quality experiences in both built and natural environments.

 

 

 

 

The development of understanding related to both "built and natural environments" has implied adequate detection of the use. the use of adequate work development based on the environmental changes and their requirement has elaborated with the child at the brief range. The use of "Outdoor and indoor spaces" for critically engaging children in sustainability has been implicated in the adverse range. The use of the required policy under the "Inclusive environment as 3.2.1" has also implied related to the effective aspects for the environment at the appropriate range (acecqa.gov.au, 2023).

 

 

 

c.     With reference to the policy/procedure how does your service ensure that it is meeting 3.2.3 Service cares for the environment and supports children to become environmentally responsible.

 

The analysis of the effective changes in terms of "Environmentally responsible" has defined the effective aspect that leads to developing work at the adverse range. It has implied that the "Environmentally responsible" can be defined as a major aspect to make children more responsible and create an impact on support to the children in an effective way (acecqa.gov.au, 2023). 

 

 

 

 

 

 

Task 2: Supporting children’s knowledge, appreciation and understandingof the natural environment

The purpose of this task is to demonstrate that you can identify strategies to support children to develop an understanding, appreciation and respect for the natural environment.

Preparation

  • You are required to offer examples of how you and the service support children with their knowledge, appreciation and understanding of the natural environment.
  • Ask your Workplace Supervisor to explore the resources including policies and procedures used by educators to:
  • support children to connect with and appreciate the natural environment
  • support children to develop their knowledge of Aboriginal and/or Torres Strait Islander peoples’ use of and connection to the natural environment.
  • You should also ask your Workplace Supervisor about any community resources that they may use (e.g. access to Aboriginal Elders, local wildlife services, Landcare etc)

Before commencing this task, access and read the examples page.

Instructions

Use the information you have gathered to complete the template. Examples have been provided to assist you with this task.

 

Task 2: Supporting children’s knowledge,appreciation and understanding of the natural environment- Examples

a.     Provide an example of how you supported children to use natural and/or recycled materials as part of the program.

·       The centre has a dry riverbed – I supported the children to add water to it to make little rivers.

·       I assisted the children to collect fallen leaves for collage. We discussed the colours and only picking the fallen leaves.

·       I worked alongside the children to help grow vegetables which are harvested and used for meals we took these to the kitchen for the chef to add to our lunch

·       We visited the charity shop to purchase items to reuse in the learning centres e.g., bowls, clothing, decorations. We spoke about reusing/recycling resources.

b.     Provide an example of how you have supported children’s understanding of how to care for animals, plants and insects.

·       Animals -The centre has 3 chickens –I assisted the children to assist in their care – feeding, watering, replacing straw, collecting eggs.

·       Plants -The children care for the gardens – we spent the afternoon watering, weeding, planting and harvesting.

·       Insects -I assisted the children to add food scraps to the worm farm to feed the worms and create worm wee for the gardens.

c.     Provide an exampleof how you have supported children’s knowledge of Aboriginal and Torres Strait Islander peoples use of the natural environment.

·       We read stories about Aboriginal and Torres Strait Islander peoples respect for animals. I read the storyThe Little Corroboree Frog and spoke to the children about the drawings in the story, the colours of the frogs and how to care for the environment and how this is very important especially for Aboriginal people who look after the land.

·       Aboriginal Elders are regularly invited to visit the centre and share information with the children about bush tucker.

·       Today the educator said she was going to tell a story in a different way.She talked to the children about how Aboriginal and Torres Strait Islander peoples sometimes tell stories by using sticks and the land.She then invited the children to go outside where she told a story using a stick and drawing pictures and symbols in the dirt and sand. I was able to join the experience and support the children to be involved with the story and supporting the children to make their symbols with the sticks.

d.     Provide an example of how your service explores nature or sustainable practices in the local community

·       Each week a group of children walk to the community gardens to assist the gardener, tend to the vegetables.This includes pulling out weeds, watering the plants and harvesting them to take back to the service to cook for lunch.

·       The children collect bottles, and we walk to the local return n earn recycling centre to deposit them.

e.     Provide an example of how nature play supports the domains of development (e.g., physical, social, emotional and mental health)

·       Our play spaces include areas for running freely and opportunities for ball play to expend energy and develop skills.

·       Opportunities for resting bodies and hiding spaces are included as well as different play spaces catering for different stages of development e.g., baby and toddler areas.Educators are engaged with children to support their needs through conversation.

f.      Provide an example of how you have supported children within the daily routine to respect the natural environment.

·         Supported children to empty their drink bottles pouring excess water onto gardens.

·         Putting food into bins for composting, supporting children to take the leftovers fromlunch to the compost bins

·         Food scraps for chickens, taking the food scraps out to the chicken coop and assisting children to place this in there.

·         Assisting children or support them to turn off taps, while on bathroom supervision.

·         Educating children to use half and full when flushing the toilets.

g.      Provide an example of how you have modelled respect and appreciation for different environments made by people or animals within the service

·         The children and I washed and swept the cubby house so it was ready for everyone to use

·         The children and I worked together to remove the old vegetables, weed the garden, add compost and get the garden beds ready for new plants

·         Some of the children have been riding on the verandah and running into the poles, we looked together at the scrapes and scratches on the poles and bikes. We discussed together why bikes need to stay on the bike track

·         Some of the children found a cocoon on the tree, we discussed that it was a caterpillar’s home as it turns into a butterfly and why we need to leave it alone. We made a sign to let the other children know.

 


Task 2: Supporting children’s knowledge, appreciation and understanding

of the natural environment

a.     Provide an example of how you supported children to use natural and/or recycled materials as part of the program.

Provide used clothes, toys and other accessories to the charity by visiting to any of the social welfare and comfort children at the place by providing brief information related to the recycling and reuse of the product

 

 

 

b.     Provide an example of how you have supported children’s understanding of how to care for animals, plants and insects.

Animals - Near the house, it has Ashram where people took injured animals and voted to give care to these injured animal

Plants - watering to the house plan giving proper instruction related to the harvest and other required aspect is the major way to define information about plant care 

Insects - It has assisted the children to assist about care to the warm for better creation of worm wee at the garden

 

c.     Provide an example of how you have supported children’s knowledge of Aboriginal and Torres Strait Islander peoples use of the natural environment.

 

The knowledge regarding the "Aboriginal and Torres Strait Islander peoples" has provided stories to the child related to this aspect and told them to search about these and write a brief summary. 

 

 

d.     Provide an example of your service how your service explores nature or sustainable practices in the local community

 

 

The sustainable practices related to the environment have been acquired with adequate tasks related to watering plants to help parents in gardening to grow plants at the adequate range. 

 

e.     Provide one example of how nature play supports the domains of development (e.g., physical, social, emotional and mental health).

 

 

The nature play space has included effective valuation related to running in the garden, playing football, volleyball and other nature play to support domain development at the effective and appropriate range. 

 

f.     Provide an example of how you have supported children within the daily routine to respect the natural environment

 

 

The respect for the natural environment has included effective development of work activity in daily life for example giving leftover bread to cows, putting leftover food in the right dustbin and other related ranges. 

 

g.    Provide an example of how you have modelled respect and appreciation for different environments made by people or animals within the service (e.g., cubby house, vegetable garden, paths, buildings, butterfly cocoon, insects home).

Do cleaning of the garden with children from the old plants and other associated aspects based on leaves, weeds and other aspects to prepare the garden for plantation.  

 

 

 

 

Task 3: Engaging positively with the natural environment

The purpose of this task is to demonstrate that you can implement experiences to:

  • support children to connect with the natural environment including knowledge of Aboriginal and/or Torres Strait Islander peoples’ use of and connection to the natural environment.
  • provide children with opportunities to understand the impact of activities on the natural environment and ways to reduce their impact on the natural environment
 

Workplace Supervisor tip

Please allocate the relevant number of children to the student and identify when and where the experience can be implemented.

This task is in three parts:

  • Part A: Exploring Aboriginal and/or Torres Strait Islander peoples use of the natural environment
  • Part B: Developing an understanding and appreciation of the natural environment
  • Part C: Developing an understanding of activities that impact on the natural environment

Preparation

Before commencing this task, you should read all parts and discuss them with your Workplace Supervisor who will assist you to plan how and when each part will be implemented.

 

Task 3: Engaging positively with the natural environment

Part A: Exploring Aboriginal and/or Torres Strait Islander peoples use of the natural environment

Preparation

  • You are required to implement oneexperienceeither indoors or outdoors. It is recommended that this experience is implemented with children 3 years of age or over
  • You have been provided with two pre-filled experience plans.You may use one of these or you may plan your own experience using the blank template provided.
  • Refer to service standards, policies and procedures relating to children’s health and safety, physical environment, relationships with children.
  • In consultation with your Workplace Supervisor,identify the experiences that you would like to implement.
 

Student tip

If planning your own experience, you must complete all the sections of the plan template - use the prefilled experiences as a guide. You must consider:

·         the goal/s and learning outcomes of each play experience which must connect to supporting children connect to their natural environment.

·         your role in guiding and facilitating children’s play and learning as this will build your relationships with children

·         the opportunities the experiences offers children to make decisions and work collaboratively

·         when and where the play experience will be set up

·         safety requirements

Instructions

  1. Indicate your choice of one experience in the table below.
  2. Complete the planning format for each experience. This includes the following information for the pre-planned experiences:
  • Evaluation of the experience
  • Links to the Early Years Learning Framework (EYLF)
  • Developmental domains
  • Future planning
  • Suggested Follow-up
  • Reflection on your role as an educator in the experience
  1. Discuss your plans with your Workplace Supervisor and have the plan approved prior to implementation.

Select 1

Experiences

?

‘How the Birds Got Their Colours’ by Mary Albert

?

Making Mud

?

Own choice

 

 

Pinterest

Visit the KearnsPinterest page for more ideas to help you with this task.

·         Mud Paint: EC Creative Arts

 

 

 

 


Task 3 Part A: Planned Experience

How the Birds Got their Colours

Supervisor approval

Experience Plan Approved: o Yes  oNo

 

Planned for

? Individual child

? Small group

? Large group

Child’s name

N/A

Child’s age/Age group

 

Goal

To develop an appreciation for dream time stories and connection to land

To develop understanding of caring for others

Date

 

Planned from

? Child’s interests

? Educator (Intentional teaching)

Experience plan

Location

? Indoors

? Outdoors

Timing

? Free play

? Group-time

? Routine task

Preparation

·      Read and become familiar with the story ‘How the Birds Got Their Colours’ by Mary Albert

·      Gather images of native birds in the story

·      Prepare quiet space in the outdoor area

·      Findand learn a song about birds to teach the children e.g., Kookaburra.

Kookaburra sits in an old gum tree

Kookaburra sits in an old gum tree

Merry, merry king/queen of the bush is he/she

Laugh, Kookaburra laugh

Kookaburra gay your life must be!

 

 

 

Equipment required

·         Story How the Birds Got Their Colours’ by Mary Albert

·         Images of Native birds in the story

Experience description – what you will do

Beginning (How will the child/ren be introduced to the experience?)

·      I will gather the children and tell them we are going to learn more about how Aboriginal peoples’ share stories that connect to their culture.

·      I will tell them we are sitting on Aboriginal land and tell them the name of the local custodians.

·      I will acknowledge any Aboriginal children/families/educators who are included in the experience

·      I will invite a group of children to the area and show them the images of the native birds

·      I will ask the children if they had seen any of these birds and respond to their answers.

·      I will ask them an open- ended question e.g. I wonder how they all got their colours, accepting all answers

·      I will use both verbal and non-verbal communication to connect to each child and the group

·      I will then tell the children we are going to learn a new song about a native bird and sing e.g.,Kookaburra sits in an old gum tree

·      I will then show the children the cover of the book and talk about the title and pictures of the book

·      I will tell them it is a dreamtime story and how these stories are shared in the Aboriginal culture and that it is a very old story connecting it to how stories might be told in their own families

·      I will tell them it is also a story about caring and helping each other.

Middle (How will you support the child/ren?)

·      I will read the story to the children talking about

-          How all the birds were the same colour

-          How the birds were friends and then one of them became injured

-          How one friend helped the other and his beak spread colour

-          I will ask questions to promote inquiry such as “I wonder, what do you think, how might the bird feel”

-          How might we help the crow be friendly

·      I will conclude the book by asking the children to choose a favourite colour/bird and mention again about the “dreamtime stories” and how they connect to the culture.

End (How will you conclude the experience?)

·     

2 little native birds sitting in the tree

One named (use child’s name) and one named (use child’s name)

Fly away (name) Fly away (name)

Come back (name) Come back (name)

I will ask the children to recall parts of the story and ask them what they might do if one of their friends were hurt, what might they do or how could they care for them.

·      I will invite the children to the creative area where they could make their own native bird and choose the different colours

·      I will conclude by choosing 2 children at a time and saying a short rhyme

 

 

 

 

Evaluation of the experience

Was the goal achieved? Describe what you saw and heard the child/ren say and do during the experience relating to the goal.

 

 

 

 

Links to the Early Years Learning Framework (EYLF)

? LO1: Children have a strong sense of identity

? LO2: Children are connected with and contribute to their world

? LO3: Children have a strong sense of wellbeing

? LO4: Children are confident and involved learners

? LO5: Children are effective communicators

Developmental domains

? Cognitive

? Social

? Emotional

? Physical

? Language

                               

 

 

Future planning

(Follow up activity and description)

? Extend the interest

? Vary the experience

? Repeat the experience

? Work on a new skill

Comments

 

 

Reflection on your role as an educator in the experience

(Which strategies did you use with the child during the experience?)

? Role model

? Play partner

? Mediator

? Collaborator

? Provisioner/facilitator

? Information giver

? Advocate

? Evaluator

? Supervisor

? Supporter/encourager

Comment on your role as an educator (what you did well, what you found challenging, what surprised you, the skills/knowledge you need to develop).

 

 

 

 

 

 

           

 

 

 

Task 3 Part A: Planned experience

Making Mud using natural materials

Supervisor approval

Experience Plan Approved: o Yes  oNo

 

Planned for

? Individual child

? Small group

? Large group

Child’s name

N/A

Child’s age/Age group

 

Goal

The children will create their own paint through mixing natural ingredients

 

Date

 

Planned from

? Child’s interests

? Educator (Intentional teaching)

Experience plan

Location

? Indoors

? Outdoors

Timing

? Free play

? Group-time

? Routine task

Preparation

·       Print or save images of Aboriginal art

·       I will prepare an outdoor table and containers

·       Prepare soil in large bowl and arrange all equipment

 

 

 

 

 

 

Mud Paint

INGREDIENTS

Mud, powder paint/food colouring, dish washing liquid, water

DIRECTIONS

1.    Place mud in individual containers

2.    Add a colour

3.    Add a squirt of dish liquid

4.    Mix with a small amount of water to reach desired texture.

 

 

Student tip

Experiment with making a batch of mud paint so that you are aware of how much water/powder paint is required for children’s success.

Be aware of where handwashing facilities are (have soap, water, towel next to experience)

Equipment required

·         Jars to store leftover paint, soil, basin, water, powder paint (be aware of concentration of paint), containers for making mud paint

·         Spoons, aprons as required, small jugs, a large sheet of paper or cardboard.

·         A printed copy of the recipe sheet and Aboriginal Art(or you may like to use a tablet to be more sustainable rather than printing).

Experience description – what you will do

Beginning (How will the child/ren be introduced to the experience?)

·         I will gather the children and tell them we are going to learn more about we can connect to Aboriginal culture.

·         I will tell them we are sitting onAboriginal land and tell them the name of the local custodians.

·         I will acknowledge any Aboriginal children/families/educators who are included in the experience.

·         I will display Aboriginal art and discuss how paint is made from natural materials e.g., soil, bark, stone.

·          I will gather the children and show them the recipe and ask if they can predict what they are making. I will tell them it is like making a cake.

·         I will show the “ingredients” (soil, water, powder paint).

·         I will talk through the directions (steps to make the mud paint) See recipe card.

·         I will assist the children mix their own batch.

Middle (How will you support the child/ren?)

·         I will observe and offer support as needed

·         I will ask questions about the correct consistency

·         I will introduce vocabulary such as runny, dry, measuring

·         I will talk to the children about how mud is used in different ways in the images

End (How will you conclude the experience?)

·         After the paint has been mixed and the child is happy with the result, the children can experiment with the paint on the cardboard.

·         The remaining paint will be put into a jar for a follow up experience

·         Talk about how they could use the paint with cardboard and painting implements.

·         I will conclude by showing the children images of different colours (ochre) that is used in Aboriginal culture and ask them to try and find these colours when they are playing outdoors

Evaluation of the experience

Was the goal achieved? Describe what you saw and heard the child/ren say and do during the experience relating to the goal.

 

The evaluation of the required goal based on the "Planned experience Making Mud using natural materials ' has implied adequate development of the work that has helped in developing knowledge and understanding related to each related range in an effective way (Cheema et al. 2020). The analysis of the required developed range has implicated state work related to planning over the making mud experience can help in exploring knowledge at the effective range.  

 

 

 

Links to the Early Years Learning Framework (EYLF)

? LO1: Children have a strong sense of identity

? LO2: Children are connected with and contribute to their world

? LO3: Children have a strong sense of wellbeing

? LO4: Children are confident and involved learners

? LO5: Children are effective communicators

Developmental domains

? Cognitive

? Social

? Emotional

? Physical

? Language

Future planning

(Follow up activity and description)

? Extend the interest

? Vary the experience

? Repeat the experience

? Work on a new skill

Suggested Follow up

The use of the required development based on the understanding related to mud experience has implied to "Extend the interest" in the natural materials. 

 

 

Reflection on your role as an educator in the experience

(Which strategies did you use with the child during the experience?)

? Role model

? Play partner

? Mediator

? Collaborator

? Provisioner/facilitator

? Information giver

? Advocate

? Evaluator

? Supervisor

? Supporter/encourager

Comment on your role as an educator (what you did well, what you found challenging, what surprised you, the skills/knowledge you need to develop).

As an educator, it has effectively been defined that the knowledge and experience has been increased based on the effective educator as an "Evaluator" can be the effective aspect that can help in lead work in the defined and appropriate way.

 

 

                                       

 

 

Student tip

Note: When planning your own experiences, you must complete all the sections of the experience plantemplate. Use the experience plans provided as a guide. You may also like discuss your plans with your assessor if you need extra assistance.

 

Task3: Part A Planned experience

Experience planning template (Student’s own choice)

Supervisorapproval

Experience Plan Approved: o Yes  oNo

 

Planned for

? Individual child

? Small group

? Large group

Child’s name

N/A

Child’s age/Age group

 

Goal

 

 

 

 

Date

 

Planned from

? Child’s interests

? Educator (Intentional teaching)

Experience plan

Location

? Indoors

? Outdoors

Timing

? Free play

? Group-time

? Routine task

Preparation

 

 

 

 

 

Equipment/Safety Requirements

 

 

 

 

 

Experience description – what you will do

Beginning (How will the baby/babies be introduced to the experience?)

 

 

 

 

 

Middle (How will you support the baby/babies)

 

 

 

 

End (How will you conclude the experience?)

 

 

 

 

 

Evaluation of the experience

Was the goal achieved? Describe what you saw and heard the baby/babies say and do during the experience relating to the goal.

 

 

 

 

Links to the Early Years Learning Framework (EYLF)

? LO1: Children have a strong sense of identity

? LO2: Children are connected with and contribute to their world

? LO3: Children have a strong sense of well-being.

? LO4: Children are confident and involved learners

? LO5: Children are effective communicators

Developmental domains

? Cognitive

? Social

? Emotional

? Physical

? Language

Future planning

(Follow up activity and description)

? Extend the interest

? Vary the experience

? Repeat the experience

? Work on a new skill

Suggested follow-up

 

 

 

Reflection on your role as an educator in the experience

(Which strategies did you use with the baby during the experience?)

? Role model

? Play partner

? Mediator

? Collaborator

? Provisioner/facilitator

? Information giver

? Advocate

? Evaluator

? Supervisor

? Supporter/encourager

Comment on your role as an educator (what you did well, what you found challenging, what surprised you, the skills/knowledge you need to develop).

 

 

 

 

 

                                     

 

 

Task 3: Engaging positively with the natural environment

Part B: Developing an understanding and appreciation of the natural environment

Preparation

  • You are required to implement one experience outdoors that supports children’s understanding and appreciation of the natural environment. It is recommended that this experience is implemented with children 3 years of age or over
  • You have been provided with two pre-filled experience plans. You may use one of these or you may plan your own experience using the blank template provided.
  • Refer to service standards, policies and procedures relating to children’s health and safety, physical environment, relationships with children.
  • In consultation with your Workplace Supervisor, identify the experiences that you would like to implement.
 

Student tip

If planning your own experience, you must complete all the sections of the plan template - use the prefilled experiences as a guide. You must consider:

·         the goal/s and learning outcomes of each play experience which must connect to supporting children connect to their natural environment.

·         your role in guiding and facilitating children’s play and learning as this will build your relationships with children

·         the opportunities the experiences offer for children to make decisions and work collaboratively

·         when and where the play experience will be set up

·         safety requirements.

Instructions

  1. Indicate your choice of one outdoorexperiencein the table below.
  2. Complete the planning format for each experience. This includes the following information for the pre-planned experiences:
  • Evaluation of the experience
  • Links to the Early Years Learning Framework (EYLF)
  • Developmental domains
  • Future planning
  • Suggested Follow-up
  • Reflection on your role as an educator in the experience

3..    Discuss your plans with your Workplace Supervisor and have the plan approved prior to implementation.

Select 1

Experiences

?

‘Nature Treasure Hunt

?

Mini Beasts

?

Own choice

 

 

Pinterest

Visit the Kearns Pinterest page for more ideas to help you with this task.

·         EC- Nature, recycling and sustainability board

 

 

Reading

NSW Government’s Environmental Trust.Climbing the Little Green Steps. Sustainability Education for Child Care Centres.

http://www.maroochycatchmentcentre.org.au/catchment/wp-content/uploads/2013/11/Little-Green-Steps-Guide-for-Early-Childhood-Educators.pdf

 

 

 

Task 3:Part B Planned experience

Nature Treasure Hunt

Supervisor approval

Experience Plan Approved: o Yes  oNo

 

Planned for

? Individual child

? Small group

? Large group

Child’s name

N/A

Child’s age/Age group

3-6 years

Goal

The children will learn to observe detail in the environment

Date

 

Planned from

? Child’s interests

? Educator (Intentional teaching)

Experience plan

Location

? Indoors

? Outdoors

Timing

? Free play

? Group-time

? Routine task

Preparation

·      Collect natural things found in the outside environment such as leaves, flowers, herbs, seed pods, feathers, bark

·      Paste or stick the objects onto a piece of cardboard

 

 

 

 

 

 

 

5 Little Leaves

5 little leaves on the tree next door

One fell off and then there were four

4 little leaves all over the tree

A bird pulled one off and then there were 3

3 little leaves where the wind blew

One fell off and then there were 2

2 little leaves sitting in the sun

A bug ate a leaf and now there is one

1 little leaf in the tree all alone

The wind blew and blew and now there are none.

 

 

 

Student tip

Ensure that the outdoor environment safety checklist has been completed and the playground is safe.

Children should wear hats/sunscreen

Equipment required

·      Cardboard sheet of natural objects and print of rhyme above

Experience description – what you will do

Beginning (How will the child/ren be introduced to the experience?)

·       I will sit the children on the mat and settle them with the finger play ‘Five Little Leaves’

·       I will then show them the cardboard sheet with natural objects.

·       I will tell the children I collected the objects from the outdoor playground.

·       I will point to each object and have the children tell me what it is, what they can see such as colour, shape, size.

·       I will ask if they can suggest where in the outdoor playground it could be found.

·       I will then let the children know that we are going on a hunt to find the object in the playground – we are going to find an object that is the same.

Middle (How will you support the child/ren?)

·       I will introduce children to the word nature by telling them we are going on a nature walk

·       I will highlight to the children about caring for our outdoor environment and how when looking for the objects we need to be aware of only taking objects from the ground rather picking them off the tree or plant.

·       I will draw their attention to the object and look at each item with them, talk about shape, texture (how it feels) and where it might have come from.

·       I will guide the children to the area and match the objects with the children.

End (How will you conclude the experience?)

·       I will sit down with the children and review where the objects were found, look at the details of each object and talk to the children about what we could do with the materials once collected.

·       I will reinforce how nature is important to us and we must care for the environment and only take what has fallen or what we need

Evaluation of the experience

Was the goal achieved? Describe what you saw and heard the child/ren say and do during the experience relating to the goal.

 

The required evaluation has implied that it has helped in conducting work at the effective range. It has implied that the work valuation based on the ineffective data implication has stated work and created a reflection on the understanding link between the natural range and "Nature Treasure Hunt"

 

 

 

Links to the Early Years Learning Framework (EYLF)

? LO1: Children have a strong sense of identity

? LO2: Children are connected with and contribute to their world

? LO3: Children have a strong sense of wellbeing

? LO4: Children are confident and involved learners

? LO5: Children are effective communicators

Developmental domains

? Cognitive

? Social

? Emotional

? Physical

? Language

Future planning

(Follow up activity and description)

? Extend the interest

? Vary the experience

? Repeat the experience

? Work on a new skill

Suggested follow up

 

The use of the required development based on the understanding related to "Nature Treasure Hunt" has implied to "Vary the experience" in the natural materials and create an effect on understanding the knowledge at the effective range.  

 

 

Reflection on your role as an educator in the experience

(Which strategies did you use with the child during the experience?)

? Role model

? Play partner

? Mediator

? Collaborator

? Provisioner/facilitator

? Information giver

? Advocate

? Evaluator

? Supervisor

? Supporter/encourager

Comment on your role as an educator (what you did well, what you found challenging, what surprised you, the skills/knowledge you need to develop).

 

 

As an educator, it has effectively defined major challenges related to the "Nature Treasure Hunt" as the description of the understanding and brief implication of the sacred work range. 

 

 

 

                                       

 

 

 

Task 3:Part B Planned experience

Mini beasts

Supervisor approval

Experience Plan Approved: o Yes  oNo

 

Planned for

? Individual child

? Small group

? Large group

Child’s name

 

Child’s age/Age group

 

Goal

 

The children will develop a respect for other living creatures in our environment

 

 

Date

 

Planned from

? Child’s interests

? Educator (Intentional teaching)

Experience plan

Location

? Indoors

? Outdoors

Timing

? Free play

? Group-time

? Routine task

Preparation

· 

Minibeast spotting

Prepare a poster with images of minibeasts to introduce the experience.

 

 

 

Student tip

Remind children not to touch/pick up any creatures

Remember to leave the environment as you found it.

Please confirm with your supervisor thesafety and toxicity of minibeasts.

Equipment required

·  Poster, magnifying glass, camera

Experience description – what you will do

Beginning (How will the child/ren be introduced to the experience?)

·  I will invite the children to come and look at poster and introduce the magnifying glass and show how to use it.

·  I will ask the children if they have seen any of the mini beasts.

·  I will discuss with them the mini beasts and ask the child to suggest where they might be found in the outdoor environment.

·  We will then go searching in the garden for mini beasts and if one is found on the poster tick them off

·   If mini beasts are found, I will ask permission to take a photo of the child next to the mini beast and use for a follow up story.

Middle (How will you support the child/ren?)

·  I will encourage participation and take the child’s lead if needed.

·  I will reinforce caring for our natural environment and safety and that all creatures need to be cared for and have a place.

End (How will you conclude the experience?)

·  Look at photos of what has been found andask children if they can think of any mini beasts that were not found and where they might live.

Evaluation of the experience

Was the goal achieved? Describe what you saw and heard the child/ren say and do during the experience relating to the goal.

 

 

 

 

Links to the Early Years Learning Framework (EYLF)

? LO1: Children have a strong sense of identity

? LO2: Children are connected with and contribute to their world

? LO3: Children have a strong sense of wellbeing

? LO4: Children are confident and involved learners

? LO5: Children are effective communicators

Developmental domains

? Cognitive

? Social

? Emotional

? Physical

? Language

Future planning

(Follow up activity and description)

? Extend the interest

? Vary the experience

? Repeat the experience

? Work on a new skill

Suggested Follow up

 

 

Reflection on your role as an educator in the experience

(Which strategies did you use with the child during the experience?)

? Role model

? Play partner

? Mediator

? Collaborator

? Provisioner/facilitator

? Information giver

? Advocate

? Evaluator

? Supervisor

? Supporter/encourager

Comment on your role as an educator (what you did well, what you found challenging, what surprised you, the skills/knowledge you need to develop).

 

 

                                     

 

Task 3: Part BPlannedOutdoor experience –Experience plan template

Student’s own choice

Supervisor approval

Experience Plan Approved: o Yes  oNo

 

 

 

Planned for

? Individual child

? Small group

? Large group

Child’s name

 

Child’s age/Age group

 

Goal

 

 

 

 

Date

 

Planned from

? Child’s interests

? Educator (Intentional teaching)

Experience plan

Location

? Indoors

? Outdoors

Timing

? Free play

? Group-time

? Routine task

Preparation

 

 

 

 

 

Equipment required

 

 

 

 

 

Experience description – what you will do

Beginning (How will the child/ren be introduced to the experience?)

 

 

 

Middle (How will you support the child/ren?)

 

 

 

End (How will you conclude the experience?)

 

 

 

 

Evaluation of the experience

Was the goal achieved? Describe what you saw and heard the child/ren say and do during the experience relating to the goal.

 

 

 

 

Links to the Early Years Learning Framework (EYLF)

? LO1: Children have a strong sense of identity

? LO2: Children are connected with and contribute to their world

? LO3: Children have a strong sense of wellbeing

? LO4: Children are confident and involved learners

? LO5: Children are effective communicators

Developmental domains

? Cognitive

? Social

? Emotional

? Physical

? Language

Future planning

(Follow up activity and description)

? Extend the interest

? Vary the experience

? Repeat the experience

? Work on a new skill

Comments

 

 

Reflection on your role as an educator in the experience

(Which strategies did you use with the child during the experience?)

? Role model

? Play partner

? Mediator

? Collaborator

? Provisioner/facilitator

? Information giver

? Advocate

? Evaluator

? Supervisor

? Supporter/encourager

Comment on your role as an educator (what you did well, what you found challenging, what surprised you, the skills/knowledge you need to develop).

 

 

 

 

 

 

                                     

 

 

Task 3: Engaging positively with the natural environment

Part C: Developing an understanding of activities that impact on the natural environment

Preparation

  • You are required to plan and implementone experience indoorsto assist children to understand their impact on the natural environment and ways to reduce this. It is recommended that this experience is implemented with children 3 years of age or over
  • You have been provided with ablank template to guide you on the writing of your plan
  • Refer to service standards, policies and procedures relating to children’s health and safety, physical environment, relationships with children.
  • In consultation with your Workplace Supervisor, identify the experiences that you would like to implement.
 

Student tip

·         Ideas for discussing children’s impact on the environment could include:

o   Activities related to saving water

o   Activities related to water pollution and the impact on sea animals

o   Activities related to caring for plants and soil

o   Activities related to climate change such as reducing energy use

·         Useful websites:

https://climatekids.nasa.gov/kids-guide-to-climate-change/

https://www.amnh.org/explore/ology/earth/ask-a-scientist-about-our-environment/how-can-kids-help-prevent-global-warming

https://www.pinterest.com.au/pin/85849936627579959/

https://www.betterhealth.vic.gov.au/health/healthyliving/gardening-for-children

https://www.constellation.com/energy-101/energy-choice/energy-activities-for-kids.html

https://www.science-sparks.com/clean-it-up-oil-spill-experiment/

Instructions

  1. Complete the planning format for this indoor experience. you must complete all the sections of the plan template You must consider:
  • the goal/s and learning outcomes of each play experience which must relate to supporting children connect to their natural environment and the impact their actions have on the environment
  • your role in guiding and facilitating children’s play and learning as this will build your relationships with children
  • the opportunities the experiences offer for children to understand their impact on nature
  • when and where the play experience will be set up inside
  • safety requirements
  1. Discuss your plans with your Workplace Supervisor and have the plans approved prior to implementation.
 

Textbook reference

Kearns, K. (2020)The Big Picture, 5th ed., Cengage Learning Australia, Melbourne.

Chapter 10(pp.363-364)

 

 

Pinterest

Visit the Kearns Pinterest page for more ideas to help you with this task.

·         Nature, recycling and sustainability Board

 

Task 3: Part C Planned indoor experience - Experience plan template

Student’s own choice

Supervisor approval

Experience Plan Approved: o Yes  oNo

 

 

 

Planned for

? Individual child

? Small group

? Large group

Child’s name

Martin Louis

Child’s age/Age group

Between 15-20

Goal

 

 

Proper planning of the indoor experience based on engaging with the natural environment.

 

Date

21st May 2023

Planned from

? Child’s interests

? Educator (Intentional teaching)

Experience plan

Location

? Indoors

? Outdoors

Timing

? Free play

? Group-time

? Routine task

Preparation

 

The preparation of the plan is based on exploring information related to the importance of sustainability in the current environmental community. 

 

 

 

 

Equipment required

It has required proper learning equipment such as books and related articles and for practical range needs plantation tools. 

 

 

 

 

 

Experience description – what you will do

Beginning (How will the child/ren be introduced to the experience?)

 

The child or children can gain experience by taking participation in this task. 

 

 

Middle (How will you support the child/ren?)

 

Helping in the task and increasing motivation can be the only support for children. 

 

 

End (How will you conclude the experience?)

 

The gained skill and effective experience to conduct work is the only way to conclude the required gained experience at the adverse range. 

 

 

 

Evaluation of the experience

Was the goal achieved? Describe what you saw and heard the child/ren say and do during the experience relating to the goal.

 

 

The required goal to develop information about the task has effectively been achieved after completion of the task at the adverse range. 

 

 

Links to the Early Years Learning Framework (EYLF)

? LO1: Children have a strong sense of identity

? LO2: Children are connected with and contribute to their world

? LO3: Children have a strong sense of wellbeing

? LO4: Children are confident and involved learners

? LO5: Children are effective communicators

Developmental domains

? Cognitive

? Social

? Emotional

? Physical

? Language

Future planning

(Follow up activity and description)

? Extend the interest

? Vary the experience

? Repeat the experience

? Work on a new skill

Comments

Work on a new skill is the defined range that has helped in engae work and develops understanding and knowledge at the adequate range.

 

 

Reflection on your role as an educator in the experience

(Which strategies did you use with the child during the experience?)

? Role model

? Play partner

? Mediator

? Collaborator

? Provisioner/facilitator

? Information giver

? Advocate

? Evaluator

? Supervisor

? Supporter/encourager

Comment on your role as an educator (what you did well, what you found challenging, what surprised you, the skills/knowledge you need to develop).

 

 

Information giver is the required aspect which has implicated to conduct the work and imp;lied with the effective work at the appropriate and adverse range. 

 

 

 

 

                                     

 

Reference

  • acecqa.gov.au (2023), Australian Children’s Education & Care Quality Authority (ACECQA). (2018). National Quality Standard (A4 Poster) Retrieved from: https://www.acecqa.gov.au/sites/default/files/2018-07/RevisedNQSHandoutA4.pdf
  • Cheema, S., Afsar, B., & Javed, F. (2020). Employees' corporate social responsibility perceptions and organizational citizenship behaviors for the environment: The mediating roles of organizational identification and environmental orientation fit. Corporate Social Responsibility and Environmental Management27(1), 9-21. Retrieved from: https://onlinelibrary.wiley.com/doi/abs/10.1002/csr.1769
  • Kearns, K. (2020)The Big Picture, 5th ed., Cengage Learning Australia, Melbourne. Chapter 10(pp.363-364)
  • maroochycatchmentcentre.org.au (2023), NSW Government’s Environmental Trust.Climbing the Little Green Steps. Sustainability Education for Child Care Centres. Retrieved from:http://www.maroochycatchmentcentre.org.au/catchment/wp-content/uploads/2013/11/Little-Green-Steps-Guide-for-Early-Childhood-Educators.pdf
  • Opferkuch, K., Caeiro, S., Salomone, R., & Ramos, T. B. (2021). Circular economy in corporate sustainability reporting: A review of organisational approaches. Business Strategy and the Environment30(8), 4015-4036. Retrieved from: https://onlinelibrary.wiley.com/doi/abs/10.1002/bse.2854
Recently Download Samples by Customers
Our Exceptional Advantages   Order Now   Live Chat
Get best price for your work

offer valid for limited time only*

© Copyright 2024 | New Assignment Help | All rights reserved