GDECE106 Assessment 2 Case Study

1. Introduction

Children went through different stages of development, specifically, children aged between 3-5 years can experience rapid or slow growth based on personal and environmental factors. The present assignment will be based on identifying the aspect of learning and development for child with relation to their physical, social, emotional and cognitive development. In order to complete the assignment, I will be using example of my cousin, maintaining the confidentiality of child a pseudonym would be used and child will be referred as John. In-depth analysis of learning & development aspect will be done and milestone achieved by the child will be shown. Connection with EYLF, NQS and VEYLF will be explained. Furthermore, appraisal of the strategies for supporting the child development and learning will be done.

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2. Main Body

2.1 Physical development milestone

Physical development in early years proves to be essential as it contributes in the growth and development of the child. Piaget's sensory-motor stage theory states that, in first two years an infant experiences different stages of growth and discover their relationship with environment (Dankiw et al, 2020). The cognitive theory of Piaget states that children intelligence gets changed as they grow, cognitive development is just not limited to acquiring knowledge, it is more than this (Arnett et al, 2020). This focuses on developing thinking capabilities of children, when John was 1 year old; he was not able to walk properly. However, when he became 2 years old, he started walking by own. EYLF outcome 1 states that children have the strong sense of identity which means that it is important to build the secure attachment with them so children can trust their parents and educators (EYLF, 2022). John's parents have built secured connection with him and john was able to walk by trusting the parents. His father used to walk behind john when he was learning to walk. This example developed an effectual insight where I became able to know that for achieving physical milestone there is a mutual trust needs to be developed in the child. Currently, John is five years old and I have seen varied changes in the last two years. John used to watch everyone at the house and he used to repeat the same things. For example- her sister kicked the ball and john did the same. This is another physical milestone achieved by the child.

The behaviourism theory of early years states that children learn via making interaction with their surroundings (Zubler et al, 2022). John learns to kick ball by Bandura's modelling theory from observing his sister, NQS 3 physical environment depicts that safe and secure physical environment promotes child's learning and development (NQS, 2022). John learned to kick ball at home without having any kind of hesitation. This shows that there was a safe physical environment has been developed for him at the home which led to promote his physical development.

2.2 Social Emtional development milestone

John exhibits strong social skills and it can be demonstrated by his abilities of interacting with everyone. The notable milestone achieved as the child was smiling and responding. Expressing feelings with words and gestures is another milestone. The notable milestone that was not achieved and expected at this age concerned with uniting with other in complex tasks. Vygotsky's social development theory assists that child cognitive and learning ability can be guided via enhancing social interaction with them (Haywood et al, 2021). John likes to interact with everyone and when someone responds him in positive manner then he shows gestures and often smiles. The social interaction led to contribute in social development aspect for John and he became able to ask his queries at the setting. NQS 5; Relationship with children articulates that, relationship with child needs to be responsive and respectful (NQS, 2022). This led to promote the sense of security and belonging in them. In accordance with EYLF outcome 3, children who have strong social emotional and mental well-being are able to demonstrate the trust and confidence in front of others (Haywood et al, 2021). Thus, it can be stated that in order to enhance social development in children it is highly important to develop and effectual bond with them. Building trust with children led to result in creating support for them and contributes in their social development as well.

2.3 Cognitive development milestone

John is lacking in this area and this can be evident by emphasising on his lack of efficacy in identifying number names. However, he easily repeats the things which have been told to him but he is not able to recognise the names. The milestone achieved by him was using simple sentence for communicating and he was able to repeat the things (McGuire et al, 2021). Notable milestone that was not achieved by John was that he cannot learn complex number names and he often get confused. The constructivism theory in early childhood state states that children construct their knowledge by own and therefore, it is important to encourage them. John faces difficulty in learning number. Play based learning can support in encouraging john and further enhance his abilities. As a result, john can become able to construct his knowledge by own. In accordance with the cognitive development milestone at the age of 5 years John should be able to identify numbers from 1-10 but he is not able to do this (Australian Government Department of Education, 2022). John has different learning needs and therefore, it is important to organise play-based learning in classroom as it led to increase the interest of john in learning numbers (Evans and akupec, 2023). The Victorian Early Year Learning and Development Framework focuses on advancing the learning for children. Play-based leaning is a type of advance system which led to encourage child to learn and grow in different manner (Hayes et al, 2022). Therefore, those children who are not able to recognise number names for them games such as- number blocks can be organised at the setting. This results in increasing the interest of children in learning process.

2.4 Language development milestone

The Jerome Bruner's interactionist approach believes that children who has ability to learn language require contact and interaction with other so their language efficacy could be enhanced (Abulkasimova, 2023). John can confidently speak eight colours name and he can point them as well. However, he is not able to use irregular verbs. EYLF outcome 4 depicts that child learning is considered as holistic approach which means that it includes every aspect regarding developmental procedure (EYLF, 2022). Child uses active mental processes for experimenting and questioning. In case of john things are quite different. There is difficulty faced by him in learning something which shows that his not able to learn things. Developing learning dispositions such as creativity, curiosity, persistence supports child to participate in learning. It is the accountability of the practitioner that they must adopt specific approach at the setting for increasing the participation of child (Amodia-Bidakowska et al, 2020). John likes to interact with everyone so collaborative learning approach will work for him. Individual learning plan might not provide the effective outcomes in john's case and therefore, he would not be able to achieve the required milestone.

Children are effective communicators and they interact verbally and non-verbally for varied types of purpose (Reid, 2020). Child often uses information and communication for accessing the information and presenting their ideas. John takes part in conversation but he is not able to use irregular verbs. This depicts that there is need to develop curiosity in him for learning the things. He has the potential but he is not using it, in such situation practitioner and parents needs to take the prior responsibility. Thus, by focusing on this area appropriate support could be developed for John and further effectual outcomes could be gained which are important for the development procedure.

2.5 Evaluation of developmental stages and international teaching strategies

In case of John, it can be stated that he has not fully achieved the developmental stage as he is struggling with the learning things. The child is able to make social interaction with everyone but when it comes to learning John is lacking. This is mainly due to the lack of curiosity, based on the milestone analysis this can be stated that john has the potential of learning but he is not getting motivation (Australian Government Department of Education, 2022). The development stages of children vary as some learns frequently while some struggle with this. In such situation, it is highly important to create significant focus on the child and accordingly plan needs to be implemented at the setting (Mayer and Mills, 2021). There is a need to analyse individual learning needs so that practitioner can become able to know about the learning needs of John. Intentional teaching results in supporting holistic development of children. It is concerned with engaging student in learning process rather than only giving instruction to them (Boyle and Anderson, 2020). In order to build intentional environment, there is a need to encourage children. This involves providing reassurance to the children and supporting them when they face any kind of difficulties. In such situation, it is highly important to encourage children so they can get motivation.

NQS Area 1 “Educational programme practice” aligns with the process of intentional teaching. NQS 1 is based on developing education program for stimulating child learning and development. Further, it is highly required to develop significant focus on this (NQS, 2022). For instance- in order to tackle such situation, I would organise the education program at the setting where play-based learning will be focused out (Jeong et al, 2021). Different games such as- number blocks and speaking appropriate sentences with using irregular verbs will be organised. This results into increasing the curiosity of learning in the child. EYLF outcome 4 entitled with the intentional teaching concept as this focuses on planning learning environment which is flexible and encourages children to explore their learning (EYLF, 2022). It supports in the recognition of mathematical understanding that led to create curiosity of learning in the children. Thus, there is no doubt in saying that significant focus need to be placed on analysing the individual needs of John and on the basis of this decision needs to be made. In my opinion john individual needs are aligned with encouraging him to participate in learning. This can be done by organising play-based learning at the setting. Each child has unique needs and it is important to analyse the requirements of children as only afterwards holistic development can be ensured to them. Thus, in this manner significant support can be assured to child along with enhancing learning ability. Most importantly there is need to focus on encouraging child so that significant motivation can be developed in child and accordingly learning can be enhanced.

3. Recommendations

• Individual learning need- There is need to evaluate individual learning needs of john as he is good at varied things. However, he is not able to remember and learn things this can be due to lack of concentration or any other parameters (Elliott, 2020). Therefore, it is important to develop significant focus on this area.
• Play based learning- Based on the analysis it has been witnessed that John's learning can be enhanced via organising play-based activities at the setting (Blewitt et al, 2020). Therefore, this must be organised so learning efficacy of the child can be enhanced.
• Holistic approach- It involves overall development of the child, adopting intentional teaching strategies which result in assuring holistic development of the children. Consequently, it is important to develop significant focus in this context and accordingly child strengths must be used for overcoming weaknesses (Elliott, 2020). For instance- john is good at socialising henceforth, group-based activities and task can be organised for enhancing his learning.
• Interacting with parents- NQS 5 “Collaborative partnership with parents and communities” specifies that in order to enhance learning efficacy in children it is important to increase interaction with parents (Blewitt et al, 2020). It helps in discussing about the progress of child so that further actions could be taken. Henc, interaction with John's parent should be made.

4. Conclusion

Conclusively; this can be stated that each child has unique needs and therefore, it is important to implement teaching practices as per the needs of children. There is need to focus on individual needs so that appropriate support can be ensured to child. Further this helps in contributing over-all development of children. The assignment was based on a 5 years old child John. Milestones that were achieved by John were highlighted along with those that were not achieved. Hence, still there is need to focus on learning efficacy of child which can be done via prioritising john's need and developing plan accordingly.

References

Books and Journals

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• Evans, T. D., & Jakupec, V. (2023). Fifty years of open education policy and practice in Australia. Distance Education, 44(4), 604-619. https://www.tandfonline.com/doi/abs/10.1080/01587919.2023.2267479
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