Discussion
Overview
The focus child for this development profile attends the centre five days a week, arriving around 7 o’clock in the morning and is usually picked up around 6 o’clock at night. Ted (22 months) is a male child with advanced language and physical development. Ted’s family composes of his two biological parents and himself which is known as a nuclear family, with both his parents working full time.
Speech, Language and Cognitive Development
Phonological development is the process of children attending to sound sequences, producing sounds and combining them into understandable words and phrases. By 14 months, toddlers are able to detect the correct pronunciation of familiar words. Ted displays knowledge and understanding on …show more content…
Each morning the outside yard for junior kindergarten, babies and toddlers is set up with open-ended activities that promote social interactions with resources changing every day to ensure the children are challenged. Children are offered a variety of different resources which include babies, strollers, books, puzzles, tyre swing, obstacle course, sandpit, canopy area and bikes. All activities mentioned above are not all provided on the same day to ensure the environment is not over stimulating. The activities provided allows the children to play together and with staff members. The children enjoy conversations with staff member as they can extend on their current …show more content…
One room is for book corner and has pillows and a rug on the floor. Another room has posters, tables and chairs for meals and activities and the third room has a home corner and containers with resources which children may explore and select on their own. As seen in picture 1 the table for meals is set up to allow discussion to occur between fellow peers. This is extremely important in supporting speech and language development and also social-emotional development. The home corner is a particular favourite with the children at this centre, as the children can work collaboratively and partake in sharing (See picture 3). As the children are provided with limited pretend food and cooking equipment for the number of students, the children have to engage in a verbal conversation to share their toys.
The teachers provided their own teaching resources such as ABC cards, books and puppets. During group time, the teacher would sing songs per the requests of the children and also used resources such as books. The ABC cards were used every day as per the routine which resulted in the children developing their speech. The teacher would say “Apple” and then the children would repeat the word. The book corner also allowed for the children to extend their language as multiple books were provided for them to explore (Berk, 2009, p.
Overview
The focus child for this development profile attends the centre five days a week, arriving around 7 o’clock in the morning and is usually picked up around 6 o’clock at night. Ted (22 months) is a male child with advanced language and physical development. Ted’s family composes of his two biological parents and himself which is known as a nuclear family, with both his parents working full time.
Speech, Language and Cognitive Development
Phonological development is the process of children attending to sound sequences, producing sounds and combining them into understandable words and phrases. By 14 months, toddlers are able to detect the correct pronunciation of familiar words. Ted displays knowledge and understanding on …show more content…
Each morning the outside yard for junior kindergarten, babies and toddlers is set up with open-ended activities that promote social interactions with resources changing every day to ensure the children are challenged. Children are offered a variety of different resources which include babies, strollers, books, puzzles, tyre swing, obstacle course, sandpit, canopy area and bikes. All activities mentioned above are not all provided on the same day to ensure the environment is not over stimulating. The activities provided allows the children to play together and with staff members. The children enjoy conversations with staff member as they can extend on their current …show more content…
One room is for book corner and has pillows and a rug on the floor. Another room has posters, tables and chairs for meals and activities and the third room has a home corner and containers with resources which children may explore and select on their own. As seen in picture 1 the table for meals is set up to allow discussion to occur between fellow peers. This is extremely important in supporting speech and language development and also social-emotional development. The home corner is a particular favourite with the children at this centre, as the children can work collaboratively and partake in sharing (See picture 3). As the children are provided with limited pretend food and cooking equipment for the number of students, the children have to engage in a verbal conversation to share their toys.
The teachers provided their own teaching resources such as ABC cards, books and puppets. During group time, the teacher would sing songs per the requests of the children and also used resources such as books. The ABC cards were used every day as per the routine which resulted in the children developing their speech. The teacher would say “Apple” and then the children would repeat the word. The book corner also allowed for the children to extend their language as multiple books were provided for them to explore (Berk, 2009, p.