Reference no: EM132366332

Assessment Short Questions

1. In order to support children's motor skills educators must have a sound understanding of physical development.

Define each area of motor development in the following table.

i. Quantitative physiological change

ii. Cephalocaudal development

iii. Proximodistal development

iv. Gross motor development

v. Fine motor development

vi. Perceptual motor development

vii. Visual perception

viii. Auditory perception

ix. Perceptual motor learning

2. Match the descriptor to each area of perceptual motor development in the following table.

Answer	Perceptual Motor Development		Description
	Hand-eye coordination	a.	The ability to select a reference point to stabilise functions and to organise objects into correct perspective. It involves knowledge of the body and its position, as well as the positions of other people and objects in relation to one's body in space. It is closely associated with body image.
..-	Foot-eye co-ordination	b.	The ability to maintain balance during locomotion.
	Laterality	c.	The skill required to move from one place to another -walking, running, jumping, hopping etc.
	Directionality	d.	The co-ordinated use of small muscles resulting from the development of the muscles to the degree that they can perform specific small movements such as cutting, writing and grasping
	Kinaesthesia	e.	The ability to successfully integrate visual and motor responses into a physical action. It enables an individual to control movement, and move easily and smoothly from place to place.
	Static balance	f.	The co-ordination resulting from the development of the skeletal or large muscles to produce efficient total body movement.
	Dynamic balance	g.	The ability of the body to integrate the action of the muscles of the body to accomplish a specific movement or a series of skilled movements in the most efficient manner.
	Body image	h.	The ability to use the eye to assist in accurate movement such as writing, drawing, using scissors, grasping and griping objects, throwing and catching, coordinating movements for climbing.
	Visual-motor control	i.	The awareness of external space outside of the body and involves knowledge of directions in relation to left and right, in and out, up and down.
..-..	Co-ordination	j.	Developing hand/foot dominance and internalising the awareness of the difference between right and left and the ability to control the two sides of the body together or separately.
	Gross-motor coordination	k.	The function of the senses that sends messages from joints, muscles and ligaments to the Lnin to provide information about the position and movement of limbs and bodies without conscious thought.
	Fine-motor co-ordination.	I.	The ability to maintain balance while remaining stationary.
	Spatial awareness (spatial orientation)	m.	The ability to use eyes and feet together to accomplish a task.
	Locomotion	n.	The individual's concept of his or her body and its parts.

 

3. Match the descriptor to the visual perception skills in the following table.

Answer	Visual Perception Skill	Description
	Visual discrimination	a.	The ability to understand how objects spatially relate to one another
	Figure ground	b.	The ability to recall visual images and information
	Spatial relations	c.	The ability to visualise a whole, when only fragments are visible.
	Visual memory	d.	The ability to detect small differences between objects
	Visual closure	e.	The ability to screen out irrelevant visual details and focus selectively on chosen detail

4. What are the benefits of physical activity and movement in young children?

5. What are fundamental movement skills?

6. In the table below, define each of the fundamental movement skill categories.

7. Think about the ways that fine motor skills can be integrated into everyday experiences within the early childhood environment and curriculum.

List 5 areas/experiences/routines where you might see fine motor skills commonly being used.

8. Provide an example of an experience for toddlers (1-2 years) or pre-schoolers (3-6 years) with a focus on fine motor development. Ensure you clearly identify the specific fine motor skills targeted and the goal.

Toddlers Goal:

Toddlers Fine Motor Skills:

Pre Schoolers Goal:

Pre Schoolers Fine Motor Skills:

9. a. Define emotional self-regulation.

b. List the factors that influence children's ability to self-regulate their emotions.

c. List three impacts a child's temperament will have on relationships and emotional self-regulation.

10. a. Self-esteem influences life chances and choices. List four examples of skills/traits that are displayed by children who have a healthy self-esteem.

b. List the behaviours commonly associated with a low self-esteem.

c. List 5 factors which enhance the development of self-esteem and self-identity in children.

11. Read the Learning Outcome and Indicator of the EYLF listed in the table below and suggest one pedagogical practice that will support the achievement of the related group goals. Think about:

• the age of the group

• educator strategies

• routines

12. Cognitive development does not occur in isolation but is part of a dynamic interactive process that encompasses all areas of development. Outline the principles of child development.

13. There are a wide range of factors that influence development — these factors must be taken into account when planning to support development. List the key factors that influence cognitive development.

14. What is meant by the term intentional teaching?

15. When planning, performing and evaluating tasks what must you always consider?

Assessment 2 Case Study I

Caitlin (3 % years)

Caitlin (3 1/2 years) enjoys the challenges presented by this structure. She climbs her way in and out to the end and then asks for adult assistance to walk along the structure.

i. Identify the motor skills Caitlin is using.

What do these photographs indicate about Caitlin's developing motor skills?

Case Study 2 Daniel (15 months)

Daniel (15months) heads straight to the bikes on arrival. He is unable to push the bike with his feet but he manages to take the bike where he wants to go!

Identify the motor skills Daniel is using.

ii. What do these photographs indicate about Daniel's developing motor skills?

Case Study 3 The Cubby

Preschoolers, Dom, Ahmed, Aleah & Gia had spent the morning making a cubby on the verandah. They asked the educator, Lexie, if they could have their lunch in the cubby. Lexie agreed but on the proviso that the children put away all of the excess materials that they had accumulated whilst building the cubby.

"But there's too much," said Dom.

"Yeah, it will take forever and ever to clean up," said Ahmed.
"I know", said Gia. "The boys can pick up the blocks and the girls can pick up the blankets." "Ok", said Aleah.

"No, that's not fair", said Dom," there're too many blocks."
The children began to argue. Lexie intervened. "How about every one pick up four things and put them away and then we'll see how much is left." The children agreed.

'Well done," said Lexie, "now let's see... I can see two blocks, a blanket, two pillows and three boxes. "Lexie then asked each child in turn what they would like to put away. In no nre the area was tidy and the children were ready for their cubbyhouse lunch.

Were the choices given appropriate or inappropriate? Explain your reasoning and give an alternative choice where your response is that the choice was inappropriate.

Case Study 4 Lea's Animal Circus House

Leo (4.9yrs) made an animal circus house today. He carefully combined lots of different materials to build his structure. I asked him to tell me about what he had made and this is what he said:

"I made a new house for the animals 'cause they didn't like their house any more. it's call a animal circus house so they can play and make rockets and watch movies if they want to."

Leo pointed out the features of the ACH. "This is the big screen TIP-- pointing to the timber arched with the coloured Perspex inserts. "They can watch the footy and the cartoons. And this is where they can make rockets and (points to the cylinder with the purple paper on top) and this is where they can sleep. See these stones, they're not really stones they're the beds and some,of them are the food 'cause they get hungry. Some animals are in this fence because they Were bad' and they can't run away.

Leo have given quite a detailed description of his creation. 1 asked for some more detail. 'What's that purple part on the top of the rocket?"
"Oh, that's the metal and the flames, rockets get very, very hot you know."
"What are these?" I point to the coloured stones.

"They are special magic food that the animals saved so that can eat them and be magic." "What sort of magic?"
'They can be invisible and they can fly faster than the rocket if they want to. 'Wow, that's incredible. I'd love to be able to fly like that!"
"Yeah me too, we need to get some magic first but I think the animals are going to the movies now. See you later Brooke!"

Leo ran off to the block area. Imagine — all of that wonderful imagination!

1. Complete an interpretation of the narrative, detailing Liam's development, knowledge, skills and understandings as evidenced in the narrative.

2. What would you plan for Leo next and why?

3. If you were to create a box of unusual/interesting materials for Leo to explore - list 5 iterlis you -could include:

Case Study 5 Oscar

Oscar (2 years) has been building with the small coloured blocks. He has incorporated several figures (boy, woman, man) and as well as farm animals into his building. He also has two trucks and a helicopter placed on or near his building. He now has several pieces of blue paper which he is cutting and placing around the building.

As he is working he talks quietly to himself. Occasionally he nods his head as he touches each figure. Oscar has been working on his construction for around 20 minutes.

Write two open-ended questions that you could ask Oscar, and give a reason for each one:

Case Study 6

For each of the scenarios listed in the table below, write a verbal response that the educator could use to support or extend the child's language development. Give a reason why the response is appropriate.

Case Study 7 : Mia

Mia (8 months) has been hospitalised five times since birth. Mia was born eight weeks premature and spent the first 12 weeks of her life in a Neonatal Intensive Care Unit. She has a congenital heart problem and suffers recurring bouts of breathing difficulties. Mia's teenage mother is a heavy smoker and casual drug user. Mia is often left in her cot for long periods of time.

List the key influencing factors on Mia's development.

Case Study 8 Tunnel Play

The children in the Preschool room move the tunnel away from the obstacle course to play a variety of new games with it.

1. List 3 reasons why children's opportunities to play are under threat.

2. Give a definition of play behaviour?

3. How can educators facilitate and support children's play behaviours?

Assessment 3 Research Activity

Vygotsky made a significant contribution to the relationship between cognitive development and the socio-cultural context.

1. Briefly outline the main principles of Vygotsky's theory of cognitive development.

2. In your own words describe what is meant by the 'Zone of Proximal Development' (ZP).

Research Activity 2

Piaget made a significant contribution to our understanding of cognitive development. Significantly, he was able to demonstrate that children do not think in the same way as adults

1. List the key principles of Piaget's theory of cognitive development?

2. What did Piaget mean by the term 'scheme'?

Research Activity 3 : Design the Learning Environment

You are required to design an indoor learning environment for infants and toddlers (O-24mths). Your layout should consider the developmental needs and reflect the theories of learning appropriate to the age group.

a) Design the indoor learning environment:

i. Sketch your room layout and design elements on A4 paper (you may use the template provided or one of your own.

ii. Link each area to the areas of development (physical, social, emotional, cognitive, language)

iii. On your room design/layout you need to identify the following:

• Paths and boundaries;

• storage and display;

• furniture;

• open-ended, natural and found materials that will be considered to resource each space;

• areas that encourage self-help and independence of children.

b) Reflect on and evaluate your design:

i. Provide a rationale for your design.

ii. Explain how you have applied Piaget's theory to practice in your selection of materials and equipment in the design.

iii. What safety considerations have you applied in your design?

iv. How do the spaces encourage self-help and independence of children?

v. Applying Vygotsky's theory, what spaces will facilitate the educator to scaffold children's learning?

vi. Choose a space from your layout: name the space and identify links to the EYLF — include links to principles, practices and Learning Outcomes.

Research Activity 4 : Science Learning Centre

Create a Science Learning Centre for Toddler (2-3 years) or Preschool (3-4 years) children based on one of the following concept:

Things that Fly (this will allow exploration of a wide range of bugs, birds, bats etc. and their habitats).

Please note: This is a planning exercise and you are not required to implement the learning centre or experiences.

To complete this task you must:

a. Plan the Learning Centre

i. Identify the specific learning outcomes and link to the Early Years Learning Framework, providing a rationale for your choices.

ii. List the resources you will use, including materials, reference books, stories, songs, IT, websites etc.

iii. Explain how the Learning Centre will be set-up e.g. table against wall to display posters, artificial grass on table, use book shelf to display resources like a diorama (you may like to draw a picture).

iv. Identify key vocabulary (words, phrases) you could use and questions you could ask to promote children's learning.

Use the 'Learning Centre Planning' Template to complete your plans.

b. Plan for Teaching and Learning

i. Describe a series of four related experiences/challenges/tasks for the children to undertake that complement the Learning Centre.

Ensure the experiences relate to the concept being explored and provide a rationale for your choice.

ii. Develop a web plan of questions that you could use with children to explore their existing knowledge.