Session Planning Tools For Early Childhood Development Essay.

1. Session Plans:

You have been provided with three session planning tools.

You are required to complete one of the session planning tools for the aged groups 0-12 months, 12 month to 2 years, and 3-5 year olds.

 The session plans must take into account appropriate developmental activities for the age groups and must cover a range of development areas such as;

• physical development.
• social, emotional and psychological
• cognitive development.
• Language, literacy and communication development.
• Creativity – music, movement, dramatic play, construction, visual arts

2. Critical analysis report:

You are also to provide a report critically analysing the reasoning behind each of the sessions planned and how each session fosters learning and development of a child.

You are also required to demonstrate how the activities in your session plans have met developmental skills and learning – physical, cognitive, language, creativity and social/emotional.

You are to reference how these activities support the National Quality Standards and the Early Years Learning Framework.

You must provide all three completed session planning tools as an annex to your report.

Your report must describe which of the following teaching and learning strategies your session plan activities have met with:

• Provide scaffolding learning and development opportunities.
• Provide opportunities for children to practise developing skills in music, movement, construction, visual art and dramatic play in both indoor and outdoor environments.
• Provide opportunities that support the investigation of ideas, complex concepts and thinking, reasoning and hypothesising.
• Provide a wide range of everyday materials that they can use to create patterns and to sort, categorise, order and compare.
• Provide opportunities for fine and gross motor skill development, physical fitness and fundamental movement skills through play.
• Provide literacy development in English and other languages through play.
• Provide opportunities to explore self-image and identity through play with different forms of social interaction between children.
• Ensure opportunities are available to accommodate a child’s need for privacy, solitude or quiet.

Overview and Purpose of Session Planning Tools

Session Plan 1-

0 to 12 months

Five Little Speckled Frogs

12 months to 2 years

3 to 5 years

The critical analysis is focused towards understanding the effective significance of all three of the session plans. The three session plans have been formed essentially taking into consideration the learning and growth requirements of the children belonging to various age groups. The session plan have been utilized to enable the children to grow and develop essential learning.

The first session plan is focused towards introducing the infants between 0 to 12 months of age to learning concepts. The children have a great opportunity to catch learning at a very tender age. The song and dance associated with the act can enable children to develop great understanding of music, art and dance. It can be seen that more focus have been provided towards establishing effective levels of interactions. The children are not given much mental stress as the age is very tender rather they are introduced to concepts that can create better opportunities for them to learn and grow more in the future (Wohlwend 2015). Physical fitness is encouraged from the very early age through dancing and playing sessions. Moreover, children essentially develop an image of the world and themselves. The text selected can help in the process.

EYLF principles- high equality expectation

EYLF practices- Responsiveness

This session caters to the educational requirements for children that are between the age group of 12 to two years. The session is developed in order to facilitate the growth and development of the children. The sessions become slightly more complex and the children are basically allowed to develop learning concepts of themselves (Britto et al. 2017). This helps in the further learning process. Interactive learning is given much more preference and children are tested through various tests. Children learn the basic concepts of maths and even move to the more complex elements associated with mathematics. The children learn literature at the same time. The Five little speckled frogs have been taken as it provides great opportunities for interactive learning. The sessions is designed to help the children understand more about themselves and respect the people from diverse cultures around them.

EYLF principles- building reciprocal and respectful relationships

EYLF practices- Learning through play

This is the plan that is focused towards catering to the educational requirements of children who are relatively older. The session has been planned in order to develop holistic tendencies among the children. More importance have been given towards effective interactive learning among the children. The children essentially develop respect towards their counterparts. Moreover, it is important that the children are now holistically developed. The session is designed in order for the children to develop views about what they are learning. The focus is towards the development of good levels of cognitive and effectual understanding of Maths and literature. The students are made to go through tougher assessments in order to develop better understanding of the concepts. The importance is given towards the children developing learning that stays with them for the rest of their academic lives and help them to perform better in their later academic endeavors (Education.gov.au 2018).

EYLF principles- Respect for diversity

EYLF practices- Holistic approach

Conclusion

In conclusion it can be said that the development of the children are the main focus of all the three sessions. The main focus through the separate sessions are to cater to the various age groups of children. The aim is for the children to grow and develop with each session.

Britto, P.R., Lye, S.J., Proulx, K., Yousafzai, A.K., Matthews, S.G., Vaivada, T., Perez-Escamilla, R., Rao, N., Ip, P., Fernald, L.C. and MacMillan, H., 2017. Nurturing care: promoting early childhood development. The Lancet, 389(10064), pp.91-102.

Education.gov.au. (2018). Early Years Learning Framework | Department of Education and Training. [online] Available at: https://www.education.gov.au/early-years-learning-framework-0

Mukherji, P. and Albon, D., 2018. Research methods in early childhood: An introductory guide. Sage.

Roskos, K.A. ed., 2017. Play and literacy in early childhood: Research from multiple perspectives. Routledge.

Tammelin, R., Yang, X., Leskinen, E., Kankaanpaa, A., Hirvensalo, M., Tammelin, T. and Raitakari, O.T., 2014. Tracking of physical activity from early childhood through youth into adulthood. Med. Sci. Sports Exerc, 46, pp.955-962.

Van Hoorn, J.L., Monighan-Nourot, P., Scales, B. and Alward, K.R., 2014. Play at the center of the curriculum. Pearson.

Wohlwend, K.E., 2015. Playing their way into literacies: Reading, writing, and belonging in the early childhood classroom. Teachers College Press.