Q12 Alberg (2018) summarised the skills and knowledge required for healthy social and emotional development in four areas Identify, and define each area, including at least two examples for each area Q13 Access online the following text Dimension of belonging identified in the EYLF Sumsion, J , Wong, S (2011) Interrogating 'belonging' in belonging, being and becoming The early years learning framework for Australia Contemporary Issues in Early Childhood 12 (1) In addition to this academic text, draw on your career experience working in early childhood and suggest an achievable goal for children for each theoretical dimension Q20 Underpinning theories of the EYLF The EYLF states that educators' professional judgements are informed by different theories about early childhood (p 11) These theories include Developmental theories the age stage processes of change in children's learning and development over time Children are seen as having agency and able to influence their own lives by actively constructing knowledge through hands on exploration and learning (Piaget, Steiner, Montessori, Gardner) Socio cultural theories emphasise the central role that families and cultural groups have on the child's development Learning and development are supported by play based, intentional teaching based on the concept of the zone of proximal development (ZDP) and scaffolding children's learning (Vygotsky Bruner, Bronfenbrenner, Malaguzzi, Rogoff) Socio behaviourist theories which emphasise the role of experiences in the child's environment, which shape children's behaviour The role of the adult is to act as a role model and support children to identify and manage their behaviour (Bandura, Pavlov, Skinner, Bandura) Critical theories challenge assumptions, beliefs and practices about curriculum and promote critical reflection of practices The EYLF (p 11) states, 'critical theories invite early childhood educators to challenge assumptions about curriculum and consider how their decisions may affect children differently' (Habermas, Freire) Post structuralist theories suggest that there is no absolute truth in relation to development and learning Instead, educators should hold a range of perspectives relating to teaching, learning, and development Source Belonging, Being Becoming The Early Years Learning Framework for Australia (2009) Attorney General's Department, Robert Garran Offices, National Circuit, Barton ACT Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments Nolan, A Raban, B (2015) Theories into Practice Understanding and Rethinking Our Work with Young Children Albert Park Teaching Solutions Core concepts of child development Brief summary Development occurs in a social and cultural context Culture influences every aspect of human development and is reflected in child rearing beliefs and practices designed to promote healthy adaptation Human relationships are the building blocks of healthy development Each child develops at their own unique pace and this individual development is influenced by genetic and biological factors The physical and social environment Development typically occurs in stages and in a predictable sequence the time taken for each child to move through this sequence will vary Development is both continuous and discontinuous and the timing of early experiences can matter Change (qualitative and quantitative) in development occurs as a result of maturation and learning The domains of development (physical, cognitive, emotional, social, language) are intricately interwoven Each domain of development is both dependent on and influenced by all other domains of development The growth of self regulation is a cornerstone of early childhood development that cuts across all domains of development Children are active participants in their own development, reflecting the intrinsic human drive to explore and master one's environment Our temperament is present at birth, and although it can be influenced by our environment it essentially remains constant throughout life Early brain development has a significant impact on learning and behaviour, as well as later physical and mental health Critical periods in brain development represent narrow windows of time during which a specific part of the body is most vulnerable to the absence of stimulation or to environmental influences Plasticity is the brain's ability to reorganise and adapt to influences, interactions and challenges in the environment While the human brain remains plastic throughout life, plasticity is greatest in first years of life, and decreases with age as the brain becomes more complex Sensitive periods in brain development represent broad windows of opportunity for certain types of learning The course of development can be altered in early childhood by effective interventions Concerning the summary above, explain how your pedagogical practices and beliefs reflect compare to child development theories and core concepts of development Key points have been provided for you to critically reflect upon However, not all need to be included You must demonstrate your understanding at a Diploma level when answering this question Does your planning reflect the age stage concept of developmental theories How is each child's development reflected in the program across all developmental domains Do you consider the social cultural context of the child when planning How is children's agency supported Are children provided with choices Do you act as a role model for young children as a way of promoting positive behaviours Have you challenged aspects of your own thinking about how best to support learning and development How is play used as a primary learning tool How do you ensure there is a balance of spontaneous and intentional teaching moments Do you draw from a number of different theories of development and learning How do you apply key core concepts of child development when working with young children How are families and the child engaged in decision making in relation to children's programs

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Q12. Alberg (2018) summarised the skills and knowledge required for healthy social and emotional development in four areas. Identify, and define each area, including at

Q12. Alberg (2018) summarised the skills and knowledge required for healthy social and emotional development in four areas. Identify, and define each area, including at least two examples for each area.

Q13. Access online the following text: Dimension of belonging identified in the EYLF. Sumsion, J., & Wong, S. (2011). Interrogating 'belonging' in belonging, being and becoming: The early years learning framework for Australia. Contemporary Issues in Early Childhood.12 (1).

In addition to this academic text, draw on your career experience working in early childhood and suggest an achievable goal for children for each theoretical dimension.

Q20. Underpinning theories of the EYLF

The EYLF states that educators' professional judgements are informed by different theories about early childhood (p.11). These theories include:

Developmental theories - the age/stage processes of change in children's learning and development over time. Children are seen as having agency and able to influence their own lives by actively constructing knowledge through hands-on exploration and learning (Piaget, Steiner, Montessori, Gardner)

Socio-cultural - theories emphasise the central role that families and cultural groups have on the child's development. Learning and development are supported by play-based, intentional teaching based on the concept of the zone of proximal development (ZDP) and scaffolding children's learning (Vygotsky Bruner, Bronfenbrenner, Malaguzzi, Rogoff).

Socio-behaviourist - theories which emphasise the role of experiences in the child's environment, which shape children's behaviour. The role of the adult is to act as a role model and support children to identify and manage their behaviour (Bandura, Pavlov, Skinner, Bandura)

Critical theories - challenge assumptions, beliefs and practices about curriculum and promote critical reflection of practices. The EYLF (p. 11) states, 'critical theories invite early childhood educators to challenge assumptions about curriculum and consider how their decisions may affect children differently' (Habermas, Freire)

Post-structuralist theories - suggest that there is no absolute truth in relation to development and learning. Instead, educators should hold a range of perspectives relating to teaching, learning, and development.

Source:

Belonging, Being & Becoming. The Early Years Learning Framework for Australia (2009) Attorney-General's Department, Robert Garran Offices, National Circuit, Barton ACT: Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments

Nolan, A & Raban, B (2015) Theories into Practice Understanding and Rethinking Our Work with Young Children. Albert Park: Teaching Solutions.

Core concepts of child development

Brief summary

Development occurs in a social and cultural context. Culture influences every aspect of human development and is reflected in child-rearing beliefs and practices designed to promote healthy adaptation
Human relationships are the building blocks of healthy development
Each child develops at their own unique pace and this individual development is influenced by: genetic and biological factors
The physical and social environment
Development typically occurs in stages and in a predictable sequence - the time taken for each child to move through this sequence will vary
Development is both continuous and discontinuous and the timing of early experiences can matter
Change (qualitative and quantitative) in development occurs as a result of maturation and learning
The domains of development (physical, cognitive, emotional, social, language) are intricately interwoven. Each domain of development is both dependent on and influenced by all other domains of development
The growth of self-regulation is a cornerstone of early childhood development that cuts across all domains of development
Children are active participants in their own development, reflecting the intrinsic human drive to explore and master one's environment
Our temperament is present at birth, and although it can be influenced by our environment it essentially remains constant throughout life.
Early brain development has a significant impact on learning and behaviour, as well as later physical and mental health
Critical periods in brain development represent narrow windows of time during which a specific part of the body is most vulnerable to the absence of stimulation or to environmental influences
Plasticity is the brain's ability to reorganise and adapt to influences, interactions and challenges in the environment. While the human brain remains plastic throughout life, plasticity is greatest in first years of life, and decreases with age as the brain becomes more complex
Sensitive periods in brain development represent broad windows of opportunity for certain types of learning
The course of development can be altered in early childhood by effective interventions.

Concerning the summary above, explain how your pedagogical practices and beliefs reflect/compare to child development theories and core concepts of development. Key points have been provided for you to critically reflect upon. However, not all need to be included. You must demonstrate your understanding at a Diploma level when answering this question.

Does your planning reflect the age/stage concept of developmental theories?
How is each child's development reflected in the program across all developmental domains?
Do you consider the social/cultural context of the child when planning?
How is children's agency supported?
Are children provided with choices?
Do you act as a role model for young children as a way of promoting positive behaviours?
Have you challenged aspects of your own thinking about how best to support learning and development?
How is play used as a primary learning tool?
How do you ensure there is a balance of spontaneous and intentional teaching moments?
Do you draw from a number of different theories of development and learning?
How do you apply key core concepts of child development when working with young children?
How are families and the child engaged in decision-making in relation to children's programs?