Early Childhood Education Assessment Answer

PART 1

Collect Information - Observation

It is noticed that the children are captivated by the visual representation of the topic, which is specifically reflected during the sessions, where the number of questions asked by the children increased. In general, only a handful of children are interested in the topic; however, with the introduction of visual depiction, the allure intrigued almost all of the children to actively participate in the classroom. 

Question and Analyze Observation

The observation posits that the utilization of visual depiction immensely ameliorates children's zeal to actively engage with the topic, subsequently leading to increased participation as well as curiosity. The visual mechanism of imparting knowledge seems appealing to children, since it transforms the learning experience into a more captivating and inclusive experience. This observation underscores the potency of visual aids in fostering active learning and stimulating children's curiosity (Davis & Davis, 2020). To further consolidate this scenario, educators should capitalize on this opportunity by inculcating visual materials that are interactive in nature such as hands on activity and diagrams, which aligns with the Early Years Learning Framework (EYLF) and Victorian Early Years Learning and Development Framework (VEYLDF) outcomes by promoting children's active exploration, communication, and critical thinking skills.

PART 2

Plan

For children to understand the topic with the help of interactive visual representation so that they can engage actively in extrapolating diverse related concepts.

Strategies

• For the sake of promoting children's learning and interest regarding the topic, utilization of interactive visual representation and open-ended questionnaires, which are oriented to encourage curiosity and intrigue them to extrapolate the topic on their own are primarily concentrated upon.
• Aside from that, the classroom ambiance will be attributed with the necessary materials for hands-on exploration, thereby encouraging children to engage in further inquiry and experimentation (Neumann et al. 2019).

Act and Do (Implementation)

• During the course of implementation, introduction of visual materials is inculcated, which motivated the children to garner hands-on experience, thereby elucidating the concept more vividly in a seamless manner.
• This emergent experience allowed them to collaborate, problem-solve, and explore the topic in a creative way.
• It is noticed that children are actively engaging in discourse, regarding prognosticating and evaluating their hypothesis regarding the topic.

Review and Reflect (Evaluation)

• As far as reviewing this overall endeavor is concerned, I can honestly state that utilizing interactive hands-on experience visual representation assisted the children to accumulate pertinent knowledge related to the topic in a more seamless manner. However, in the future, I could improve by providing more varied visual materials and incorporating more opportunities for children to share their findings with the class (Barrett et al. 2019).
• Reflecting on my practice, I stumbled upon the immense significance of adapting as per changing circumstances, when it comes to child pedagogy, where inculcating visual elements can open up new horizon and broaden the learning curve of children to a great extent.

References

Barrett, M. S., Flynn, L. M., Brown, J. E., & Welch, G. F. (2019). Beliefs and values about music in early childhood education and care: Perspectives from practitioners. Frontiers in psychology, 10, 724.

Davis, J. M., & Davis, J. E. (2020). Early childhood teacher education and education for sustainability: A review of the literature and mapping of courses. Researching early childhood education for sustainability, 111-124.

Neumann, M. M., Anthony, J. L., Erazo, N. A., & Neumann, D. L. (2019, October). Assessment and technology: Mapping future directions in the early childhood classroom. In Frontiers in Education (Vol. 4, p. 116). Frontiers Media SA.

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