EDU60052 Child Growth, Health and Wellbeing Report Sample

EDU60052 Child Growth, Health and Wellbeing

Assignment Details

For this assignment, the report you will complete must be based on the observable evidence of your focus child’s learning in the context of learning and teaching that happens in the daycare/kindergarten. In completing this report, you will first need to identify the learning and teaching issues and the child’s developmental characteristics that may have impacted the child’s learning. This identification will lead to developing an appropriate support/learning plan for your focus child.

Important note: In cases where placements are delayed, a hypothetical case study of a relevant aged child will be accepted to complete this assignment.

Report Structure

Your report needs to include the following four parts:

Part 1: Introduction (approximately 200 words)—This part requires you to state the purpose of your report and describe the context of your teaching practice. You will also introduce your focus child and their profile including their pseudonym, age, sex, brief family background and general behaviour.

Part 2: Child and learning (approximately 800 words)—This part of your report involves identifying the child’s developmental characteristics that may have impacted the child’s learning through a detailed observation. This is to be completed through one observation method of your choice. You should also include the next steps for learning and development, linking concepts covered in the unit in this part of your report.

Part 3: Discussion (approximately 700 words)—This part of your report involves identifying the learning and teaching issues and the child’s developmental characteristics that may have impacted the child’s learning by:

identifying and discussing how your focus child learned or did not learn in the context of learning and teaching discussing in detail the educational practices including the type of curriculum implemented and the way your child was taught identifying and rationalising the child’s developmental characteristics including the child’s developmental strengths and interests that may have impacted the child’s learning supporting your discussion with readings and literature that are relevant.

Part 4: Conclusion (approximately 300 words)—The final part of your report requires you to write a conclusion where you reflect on your role as a teacher in relation to child development. When completing your reflection ponder on what you have learned from your teaching practice and how learning about child development and their learning characteristics can assist you in becoming a professional teacher. Think of the challenges that you faced in relation to understanding child’s learning and their development in the context of educational practices in your State or Territory/Australia.

Solution

1. Introduction

Purpose of the Report

The purpose concerning this report for MBA assignment expert is to precariously analyze the education and learning practices impacting the growth of a focus child inside the framework of a youth training scene. By administering a particularized examination and reasoning, the report aims to recognize the child's influential traits and their indications for education. It inquires to intend appropriate support and education methods to promote the child's comprehensive improvement(Keung et al., 2019).
Circumstances of Education Practice

The education practice takes place inside a long nursery school/kindergarten background, where early infancy educators play an important part in aiding children's education and growth. This background stresses a child-focused approach, concentrating on promoting friendly, exciting, intelligent, and substantial growth through play-based education experiences. Academic practices are directed by modern teaching hypotheses and foundations, guaranteeing a complete and all-encompassing knowledge surroundings for all children (Blewitt et al., 2021).

Introduction of Focus Child

The focus child for this report is Emily, a four-year-old girl accompanying a unique and passionate personality. Emily comes from an auxiliary family upbringing, where she is the youngest of three sisters. She manifests a sharp interest in surveying her surroundings, frequently intriguing in inventive play and experiential actions. Emily exhibits benefits in rhetorical discourse and kind ideas, in spite of she repeatedly struggles accompanying supporting focus in the time of organized instruction exercises (Keung et al., 2019).

My Experience with Emily

Signifying on my experience following Emily, I am pounded by the deep effect that understanding her exceptional characteristics and needs has had on my counseling practice. Alluring with Emily has stressed the meaning of changeability and fluctuation in education approaches, in addition to the aim of leveraging her benefits and interests to design meaningful guidance conduct. Through this information, I have collected valuable acumens into the complicatedness of minor development and the meaning of regulating academic practices to meet individual needs (Blewitt et al., 2021).

2. Child and Learning

2.1 Examination Procedure and Verdicts

For the analysis of Emily, the preferred a blend of arranged and disorganized concerns were achieved over a course of two weeks. All along this time, I dedicated with Emily during various exercises like free play, group circle ending, and arranged preparation analyses. Simple records and draft to capture her conducts, interplays, and responses to miscellaneous ambition were promoted. Through the analysis term, miscellaneous key judgments emerged. Emily usually showed an extreme level of interest and excitement for investigating her surroundings. During free play gatherings, she committed in creative play synopsises, frequently competing various acts and including props creatively (Taylor & Boyer, 2019). In group circle occasion, Emily energetically engaged in carols, rhythms, and debates, demonstrating her powerful spoken conversation abilities. All along structured education projects like counting or letter acknowledgment exercises, Emily seldom presented signs of nervousness and problem in claiming focus for extensive periods. During organized education projects, Emily seldom presented signs of discontent and trouble in claiming focus for lengthened periods, signifying a potential need for support in maintaining concentration. In spite of this, her powerful spoken conversation abilities and enthusiastic cooperation in group projects focus her communal and intelligent advantages (Braund & Timmons, 2021).

2.2 Enlightening Traits and Impact on Knowledge

Emily's enlightening traits considerably influence her education experiences in the early years teaching backdrop. Her interest and excitement support a sense of investigation and finding, committing absolutely to her intelligent and communal growth. Engaging in creative play approves Emily to cultivate originality, logical abilities, and prose skillfulness as she communicates and conspires with peers. Emily's unusual struggle in upholding focus all along organized education exercises can impact her academic progress (Purtell et al., 2019). This challenge desires a need for further support and scaffold to improve her concentration span and absorption abilities. Emily's powerful spoken conversation abilities maybe leveraged to aid her education by including more verbal hints and interactive parts into communication. Understanding Emily's influential traits admits educators to tailor knowledge occurrences to better meet her individual needs and options. By providing a balance of organized and unorganized endeavors, educators can promote Emily's interest while further advocating her in cultivating essential academic abilities (Taylor & Boyer, 2019).

2.3 Next Steps for Training and Growth

Projected next steps to support Emily's education and happening involve classified knowledge plans tailor-made to her advantages and regions for development, usage of multi-sensory modes to indulge her favorite knowledge style, establishment of an adaptable knowledge atmosphere accompanying opportunities for choice and self-determination, and supplying of small group direction for intend support and embodied consideration (Braund & Timmons, 2021).
Distinguished Education Plans

Emily's distinguished knowledge plan will include hands-on, mutual actions like learning experiments, creativity projects, and theatrical play to utilize her interest and artistry. Organized tasks focus on ability growth in regions like proficiency and numeracy through exercises like reading, counting trick, and puzzle-answering. By balancing practical knowledge with targeted ability-construction exercises, Emily will endure embodied support to increase her knowledge potential and promote integrated growth (Bautista et al., 2020).

Multi-Sensory Approaches

Figure 1: Multi-sensory Approaches
Source: (TKI, 2023)

Combining multi-neural approaches into Emily's education happenings include utilizing visual aids like vivid charts and drawings, audible factors like carols and poetries, and kinesthetic endeavors like activity-based entertainment and experiential manipulatives. The debate will be very appealing and important because it will stimulate the mind towards the learning system that Emily prefers through the application of a wide range of audiovisual approaches which will thus reconstruct the details and the structures, and also reveal to her the origins across various academies (Purtell et al., 2019).

Adaptable Training Atmosphere

Providing an information surroundings designed for Emily's control, we organise a set of exercises that she likes and is broad minded. These will be determination whether there shall be providing scheduled activities and informal free-play time for the children in the period. Through the availability of the opportunity for Emily to excel in research works which are tailored on her interests, she gained being a master of her own ship in her academic career. This adaptability is an advantage as it considers, not only what Emily needs but, the elements that are integrated in her design(Barnett et al., 2020).

Small Group Direction

Small group data will permit educators to supply materialize interest to Emily's instruction needs within an auxiliary atmosphere. By functioning in smaller groups, educators can tailor route to address particular areas where Emily can need additional support or progress. This approach concedes for focus mediations and altering organized on Emily's progress and individual improvement pace, promising that she endures the essential stage and counseling to prosper academically and developmentally (Bautista et al., 2020).

Parent Commitment

Maintaining open discussion accompanying Emily's parents is main for advancing a combined support system among home and school. By steadily giving examinations, progress, and plannings for Emily's information and progress, educators can guarantee steadiness and adaptation in her academic occurrences. This collaboration accepts parents to supply relevant judgments into Emily's benefits, interests, and disputes, sanctioning educators to tailor interferences and support designs that meet her needs both at academy and at house (Barnett et al., 2020).

3. Discussion

3.1 Knowledge and Education Issues

In the circumstances of information and education, miscellaneous issues stood regarding Emily's education development. One main issue is Emily's unusual trouble in maintaining focus event organized learning endeavors. This challenge may stand a misalignment amid the education approach and Emily's preferred information style. While Emily surpasses in experiential, mutual learning occurrences, she struggles accompanying inoperative, learning training tasks. Another issue is the need for prominence to meet Emily's individual instruction needs (Becker et al., 2022). Traditional education forms repeatedly fail to accommodate the various instruction characterizations of students like Emily, cultivating in disconnection and discontent. To address these problems, educators must select adaptable, scholar-intense approaches that indulge the rare benefits and interests of each minor. Emily's uneven frustration in supporting focus event organized education projects indicates a need for education adaptation accompanying her authorized experiential, interactive instruction style. Prominence is essential to sustain various instruction writings and forbid detachment (Rusilowati & Wahyudi, 2020).

3.2 Academic Practices and Educational program Design

Figure 2: Academic Practices and Educational program Design
Source: (Gao, 2022)

The academic practices performed in Emily's younger days teaching setting play an main function inform her knowledge accidents. The curriculum design focuses a comprehensive approach to minor development, containing play-based training development that align accompanying existent education hypotheses like constructivism and socio-educational outlooks. There may be space for progress in the adaptation amidst education practices and Emily's cultivating values (Muhonen et al., 2020). Containing more hands-on, practical preparation occurrence can improve Emily's obligation and advance deeper understanding of academic plans. Educators should impact Emily's interests and substances to inform course of study design, guaranteeing consistency and advantage in her instruction experiences. By aligning education practices accompanying Emily's educational characteristics and leveraging her interests, educators can build a influential and personalized instruction atmosphere that advances her complete growth and maximizes her probable for academic gain (Becker et al., 2022).

3.3 Child's Developmental Traits

Emily's nurturing characteristics significantly influence her education information in the younger days education upbringing. Her curiosity, cleverness, and public skills assist certainly to her obligation and aid in diversified knowledge exercises. Her uneven struggle in maintaining focus focuses the need for goal support and accommodations to embellish her information potential. Understanding Emily's instructional elements and interests is fundamental for crafty productive education incidents that meet her individual needs (Schaack et al., 2020). By leveraging her reflex interest and enthusiasm, educators can establish alive and common ideas that advance observation, problem-solving, and assistance. By employing on Emily's powerful benefits and interests, educators can tailor learning circumstances to augment her assurance and address her uneven challenges in maintaining focus. This approach advances an auxiliary and all-including environment where Emily can prevail academically and psychologically (Rahmatullah et al., 2022).

3.4 Supportive Literature and Readings

Research composition regulates valuable intuitions into active teaching designs and curriculum design for young toddlers like Emily. Vygotsky's socio-enlightening opinion stresses the importance of shared communication and stage in boosting inventive growth. Educators can implement this belief by boosting peer participation and providing suited support to guide Emily's education journey. Gardner's hypothesis of various intelligences indicates that children maintain miscellaneous substances and education styles (Rusilowati & Wahyudi, 2020). By observing and helping to Emily's unique intelligences, educators can establish a fuller and unprejudiced teaching atmosphere that honors her traits. Information on different information stresses the meaning of observe instruction systems to regulate the various needs of students. By including compassionate education approaches like restricted group information, choice-located projects, and multi-visual information occurrences, educators can capably meet Emily's instruction needs while pushing enthusiastic obligation and important knowledge effects (Muhonen et al., 2020).

4. Conclusion

Demonstrating on my function as an teacher regarding child progress, I see the deep influence that understanding minors’ knowledge characteristics and educational needs has on my practice. Through my training knowledge and obligation following Emily, I have collected valuable understandings into the complicatedness of child development and the meaning of regulating academic practices to meet individual needs. One of the key ideas studied from my training practice is the significance of adaptability and flexibility in accepting to various instruction characterizations. Each toddler, like Emily, acquires excellent substances, interests, and challenges that shape their information journey. As a professional associate, it is essential to learn; and adopt this diversity, leveraging it to design comprehensive and developing training atmospheres. The happening following Emily has stress the meaning of determined professional development in strengthening my understanding of child development and cultivating my instruction methods. By staying apace with current research and academic styles, I can stay responsive to the expanding needs of my learners and invoke evidence-based patterns that support their growth and progress.

It is accepted the challenges native to understanding children's education and growth inside the framework of instructional practices in Australia. The various educational, linguistic, and socio-economic cultures of students present rare concerns that demand mindful and psychologically aware approaches to education and learning. Navigating the demands of patterned educational programs and evaluation schemes while upholding a child-concentrated focus maybe disputing but essential for advancing complete development. The journey as an instructor has supported the significance of approaching teaching as a vital and cooperative process that centers on the needs and knowledge of each child. By embodying a thoughtful and inquiry-based method, I am dedicated to steadily refining my practice to guarantee that all children, containing Emily, have the space to succeed and reach their adequate potential in the early years training background.

References

Barnett, M. A., Paschall, K. W., Mastergeorge, A. M., Cutshaw, C. A., & Warren, S. M. (2020). Influences of Parent Engagement in Early Childhood Education Centers and the Home on Kindergarten School Readiness. Early Childhood Research Quarterly, 53, 260–273. https://doi.org/10.1016/j.ecresq.2020.05.005

Bautista, A., Bull, R., Ng, E. L., & Lee, K. (2020). “That’s just impossible in my kindergarten.” Advocating for “glocal” early childhood curriculum frameworks. Policy Futures in Education, 19(2), 147821032095650. https://doi.org/10.1177/1478210320956500

Becker, I., Rigaud, V. M., & Epstein, A. (2022). Getting to Know Young Children: Alternative Assessments in Early Childhood Education. Early Childhood Education Journal, 51. https://doi.org/10.1007/s10643-022-01353-y

Blewitt, C., O’Connor, A., Morris, H., Nolan, A., Mousa, A., Green, R., Ifanti, A., Jackson, K., & Skouteris, H. (2021). “It’s Embedded in What We Do for Every Child”: A Qualitative Exploration of Early Childhood Educators’ Perspectives on Supporting Children’s Social and Emotional Learning. International Journal of Environmental Research and Public Health, 18(4), 1530. https://doi.org/10.3390/ijerph18041530

Braund, H., & Timmons, K. (2021). Operationalization of self-regulation in the early years: comparing policy with theoretical underpinnings. International Journal of Child Care and Education Policy, 15(1). https://doi.org/10.1186/s40723-021-00085-7

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Keung, C. P. C., Yin, H., Tam, W. W. Y., Chai, C. S., & Ng, C. K. K. (2019). Kindergarten teachers’ perceptions of whole-child development: The roles of leadership practices and professional learning communities. Educational Management Administration & Leadership, 174114321986494. https://doi.org/10.1177/1741143219864941

Muhonen, H., Verma, P., von Suchodoletz, A., & Rasku-Puttonen, H. (2020). Exploring types of educational classroom talk in early childhood education centres. Research Papers in Education, 37(1), 1–22. https://doi.org/10.1080/02671522.2020.1784259

Purtell, K. M., Valauri, A., Rhoad-Drogalis, A., Jiang, H., Justice, L. M., Lin, T.-J., & Logan, J. A. R. (2019). Understanding policies and practices that support successful transitions to kindergarten. Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2019.09.003

Rahmatullah, A. S., Mulyasa, E., Syahrani, S., Pongpalilu, F., & Putri, R. E. (2022). Digital era 4.0: The contribution to education and student psychology. Linguistics and Culture Review, 6(S3), 89–107. https://doi.org/10.21744/lingcure.v6nS3.2064

Rusilowati, U., & Wahyudi, W. (2020). The Significance of Educator Certification in Developing Pedagogy, Personality, Social and Professional Competencies. Proceedings of the 2nd Social and Humaniora Research Symposium (SoRes 2019). https://doi.org/10.2991/assehr.k.200225.095

Schaack, D. D., Le, V.-N., & Stedron, J. (2020). When Fulfillment is Not Enough: Early Childhood Teacher Occupational Burnout and Turnover Intentions from a Job Demands and Resources Perspective. Early Education and Development, 31(7), 1011–1030. https://doi.org/10.1080/10409289.2020.1791648

Taylor, M. E., & Boyer, W. (2019). Play-Based Learning: Evidence-Based Research to Improve Children’s Learning Experiences in the Kindergarten Classroom. Early Childhood Education Journal, 48(2), 127–133. https://doi.org/10.1007/s10643-019-00989-7

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