Posted: January 27th, 2025

Bridging Theory and Practice: Developing Learning Experiences for Infants and Toddlers

TCHR5009 Theory to Practice: Education and Care of Infants and Toddlers
Assessment Task 2
Name:
Student ID:
Tutor:
Unit Assessor:
Date Submitted:

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Task 1: Record of Observation and Analysis
Task 2: Learning Experience Plan and Reflection
Child’s name/s

Age/s
Date and Time:
Student/observer name

Aim/objective
Give this learning experience a name, what is the overall goal of the experience, what do you want the child/ren to learn and what are the intended EYLF outcomes and indicators that will be achieved? For instance, consider whether the goals focus on social, cognitive, or creative development to ensure clarity in planning.

Rationale
Why have you planned this learning experience for the child/ren? Clearly articulate the planning cycle including the dates of the observation that the plan links to. Describe how this rationale aligns with developmental theories and frameworks to demonstrate its validity.

Setting and timing
Outline where the plan will be implemented and at what time of day. Incorporate details about the routine’s flexibility and whether it considers the child/ren’s peak engagement times.

Timing
Procedure – How you will implement this Plan

Considerations – Space, time, supervision, routines, caregiving, responsive relationships, play elements

Environment:
Resources/materials required

Teaching strategies

Introduction to the learning experience
Use engaging language and gestures to capture the children’s attention while introducing the subject matter.

Body of the learning experience
Allow the children to experiment actively, observe their interactions, and adjust the pace accordingly.

Conclusion and transition
This section must clearly link to each section of the procedure. Think about your approach to teaching each step of your procedure, what teaching strategies will you use? What practices will be best to assist in delivering the learning experience? Additionally, ensure a smooth transition to the next activity to uphold consistency in routine.

(b) Reflection and Evaluation of Practice
Respond to the following prompts, making reference to the unit textbook, EYLF, NQS, theory and literature.

Briefly record what happened when you implemented the above experience:
Include notable reactions or moments during the activity where the child/ren showed peak engagement.

Evaluate and analyse what the children learned:
Highlight how their responses correlated to the intended EYLF outcomes, emphasizing key learning indicators.

Reflect on your delivery of the effectiveness of resources, teaching strategies, transitions and questioning. What are the skills and strategies that were effective, what do you need to focus on improving?
Consider how cultural responsiveness and adherence to inclusive teaching practices impacted engagement.

Suggest two follow-up ideas:
The follow-ups could include extending learning through collaborative play or introducing cross-curricular themes like music or art.

Assessment 1: Anecdotal Observation Record
Date and Time:
Children (ages) in observation

Setting:
Describe the setup of resources and context of the environment. Identify how the setup facilitates active exploration and encourages safe risks in learning.

People present
Observation: What happened? What did people say and do? Give detail including body language where applicable. What were the responses to the environment? Discuss how communication or interactions were influenced by the assigned roles of present individuals.

Analysis:
Children’s Strengths and Interests:
Identify how the observed strengths can be leveraged for future structured or open-ended activities.

Theoretical Links to Learning and Development:
Draw connections to how these observations align with notable developmental theories, such as Vygotsky’s or Piaget’s frameworks.

Educators’ Principles:
Include references to principles like respect, responsiveness, and relevance, which align with the NQS standards.

Educators’ Practices:
Focus on practices such as scaffolding, modeling, or open-ended questioning to highlight educator effectiveness.

Learning Outcomes and Indicators:
Provide specific examples where EYLF outcomes like “children are confident and involved learners” (Outcome 4) were demonstrated in the observation.

Suggested Follow-Up:
Plan complementary opportunities that build on identified interests and strengths from the observation.

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