Infants and Toddlers Learning

Infants and Toddlers Learning

Assignment 2 (Early Childhood) Programming for infants and toddlers

This assignment asks you to demonstrate the depth of your understanding about programming for infants and toddlers using current research. You will be asked to analyse an observation and to design follow-up experiences appropriate for toddlers.

As you did in Assignment 1 you will also be asked to articulate the rationale behind your design decisions.

This assignment is broken into three parts:

  • Part 1: Written statement.
  • Part 2: Analysis of observation and suggesting two follow-up experiences.
  • Part 3: Articulating the thinking behind your learning design.

Read through all of the assignment instructions and the marking schedule so you understand what is being asked of you and how your marks will be allocated.

You will be given a mark out of 100 for this assignment, which will be converted to a total of 50% of your final grade.

Learning outcomes

1. Design learning experiences that include appropriate teaching approaches, resources, learning and assessment activities in order to achieve identified goals.

2. Justify the rationale for designed learning experience choices with reference to knowledge of curriculum, pedagogy and the learners.Your tasks

Part 1: Written statement

The specialised nature of infant and toddler pedagogy described in the original Te Whāriki explains that this should be ‘neither a scaled-down three or four-year-old programme nor a baby-sitting arrangement’ (Ministry of Education, 1996, p. 22).

Explain how you approach designing learning experiences for infants and toddlers, justifying your approach with reference to research and the literature.

You should aim to use at least four sources in your answer. Your discussion should also include the idea of infants and toddlers as active learners.

Use essay format. Your writing should be an organised explanation with an introduction, conclusion and in-text references. Headings are often a helpful organising device.

(20 marks) Word limit guide: 800 – 900 words

 Part 2: Analysis and design

Read the following observations.

Choose one to focus on for this part of the assignment. Clearly state which observation you have chosen for your analysis.

Using your prior knowledge and aspects highlighted in your current course as well as the research you did for Part 1 of this assignment:

1. analyse the observation and discuss why this is a good observation or, if it could be improved, explain how you might improve it

2. design two follow-up learning experiences suitable for toddlers linking them to the goals and learning outcomes of Te Whāriki and including specific actions you will take to reflect Te Tiriti o Waitangi. Use the provided follow-up learning experience template. (30 marks)

Word limit guide: 600 – 700 wordObservation a:

Nomosa (12 months) had recently woken up. Using the cot railing, she pulled herself to a standing position and reached out her arms and gurgled cheerily to Fran, the kaiako. Fran acknowledged her greeting, then lifted her from her cot, and placed her on a rug with a basket of toys nearby. She crawled towards the basket and pulled it closer. As the basket tipped slightly she was able to grab two blocks. Sitting up with one in each hand, she banged the two together, smiling triumphantly at Fran, who acknowledged her success with a clap and a returned smile.

Observation b:

Shannon (13 months) was sitting on her kaiako, Leah’s, lap. Leah was quietly reciting a rhyme, ‘Round and round the garden, tracing a circle with her finger on Shannon’s upturned palm. Shannon gave an infectious giggle when Leah tickled under her arm. She held out her hand again when Leah finished and looked expectantly at her. Leah repeated the rhyme three more times. Shannon remained captivated and clearly amused until Jasmin (15 months) approached carrying a rag doll. She held it out to Leah and Shannon. Leah said, ‘I think Jasmin wants to play with us.’ Shannon wriggled down from Leah’s lap and reached out for the doll and sat down on the bean bag at Leah’s feet, beside Jasmin.

Observation c:

Henry (18 months) was snuggled up on the beanbag with Adele (another toddler) and Massiel (kaiako) who was reading/singing Little Barry Bilby has a fly upon his nose. Henry’s eyes were glued to the book and his hand rested on Massiel’s hand as Massiel tapped the rhythm as he sang. Massiel paused when he got to ‘they’re tumblin’ down the gully, gonna … (jump) in the creek!’ Henry shouted ‘jump’ to fill the pause. When Massiel reached the final page – ‘they jumped in the water with a mighty, mighty …..’ Henry chortled ‘splash’ and hit the page with his open hand.

Observation d:

Jason (20 months) was seated in his high chair almost finished eating lunch prepared by his Mum – pasta, diced avocado, corn kernels and salmon pieces. The kaiako is nearby watching Jason and Rupert as they finish up. Jason is feeding himself, using his fingers. He picks up a piece of pasta in his fist and pushes it into his mouth.

Kaiako: Oh that looks a delicious lunch Jason. You’ve got some pasta. Do you like pasta?

Jason smiles as chews.

Kaiako: Pasta with salmon – what a gourmet! What do you think of salmon pasta, with corn and avocado?

Jason smiles and gurgles. He spots a corn kernel on the bottom of his bib which is resting on the table (it’s fallen from his hand or mouth). He looks at it, then points with the index finger of his left hand and pushes it round for a short time before managing to pick it up using his index finger and thumb and get it to his mouth.

Kaiako: Would you like some more?

Jason makes eye contact and chews the kernel – then with a big smile, gives a ‘whole body’ response – nodding his head vigorously, waving his arms and kicking his legs.Part 3: Articulating the thinking behind your follow-up learning experiences

Assume you are leading the planning for the kaiako in your room.

Answer the following questions to give a detailed justification of the learning design choices you have made when designing the follow-up learning experiences in Part 2 of this assignment.

  1. What pedagogical theories underpin your learning design and how are they reflected in your learning experience design?
  2. From your analysis of the observation in relation to the toddler’s current stage of development and knowledge, explain the appropriateness of your follow-up learning experiences.
  3. How is Te Tiriti o Waitangi reflected in your experiences? (Refer to specific resources, language and so on).
  4. What practical delivery considerations have influenced your follow-up learning experience design choices (for example weather, time of day, tamariki sleep time, snack and lunch time) and how are these reflected in your learning design? How will the arrangement of the learning experience scaffold the tamariki on their learning journey?
  5. Explain the rationale behind one key learning activity in terms of how it supports and/or motivates the tamariki in meeting the learning outcome.

(40 marks) Word limit guide: 800 – 900 words

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