CHCECE023 Analyse information to inform learning｜LisBaby幼教筆記

關於 CHCECE023 Analyse information to inform learning 這個課題的重點，小編已經總結出來，如果大家有補充內容，歡迎留言區多多分享喔！！！

Their preferred learning style may be:

• Visual – the child learns best through visual aids, by looking at and seeing diagrams, pictures, charts, graphs.
• Auditory – the child learns best by listening to recordings, people talking, repetition, chanting/singing.
• Kinaesthetic – the child learns best through actively touching and feeling tangible objects and moving and doing practical activities.
• Reading-writing – the child learns best simply by reading information and writing it down.
• Play preferences – these will vary according to the age and the developmental stage of the child (see the table on the following page).
• Behaviour and responses to different situations, such as:
  • Varying activities/lessons.
  • Times of the day.
  • Different educators/members of staff.
  • Different settings.
  • Collaboration with specific other children.
  • Confrontation/conflict.
  • Different emotional states such as disappointment, frustration, excitement, anger, fear, happiness, anxiety.
  • Change and uncertainty.
• Strengths and abilities – physical, mental, emotional, social, and academic.
• Needs and learning difficulties which could include:
  • Physical disabilities and medical conditions such as epilepsy, diabetes, juvenile rheumatoid arthritis, specific learning difficulties such as dyslexia, dyspraxia, dyscalculia, Irlen’s syndrome, autism, Asperger’s syndrome.
  • Behavioural issues such as ADHD (Attention Deficit Hyperactive Disorder), ADD (Attention Deficit Disorder), ODD (Oppositional Defiance Disorder).
  • Emotional and mental health issues.
• Attitude to learning – how enthusiastic the child is towards learning, their willingness to participate in individual and group activities, their desire to learn more and develop their knowledge and understanding.
• Interests – specific subject matter and curriculum areas as well as hobbies and social interests.
• Achievements – both within and outside of the learning/caring environment.
• Developmental stage and whether or not they are developing at the usual or expected rate.

Methods of observation might include:

• Running narrative – direct observation and taking notes.
• Taking photos of children engaged in activities (parental permission may be required).
• Video recording children engaged in activities (parental permission may be required).
• Audio tapes (parental permission may be required).
• Anecdotal narratives – ad hoc records of incidents and behaviours of children that detail what happened, why it happened, things that were said and done, etc.
• Time sampling – observing a specific behaviour over a period of time in the same and different settings.
• Rating scales – a child is observed and each pre-determined behaviour is scored by a scale such as:
  • Not at all like the child.
  • Somewhat unlike the child.
  • Neither like nor unlike the child.
  • Somewhat like the child.
  • Very much like the child.
• Checklists that detail pre-determined behaviours, abilities, attitude towards learning, skills, achievements, strengths, play preferences.

List the five learning outcomes as stated by The Early Years Framework

• Children have a strong sense of identity.
• Children are connected with and contribute to their world.
• Children have a strong sense of wellbeing.
• Children are confident and involved learners.
• Children are effective communicators.

Collaborating with colleagues is essential in supporting children’s learning. List the ‘tips’ that help build positive relationships with colleagues.

• Listen and acknowledge ideas and feedback – Although an educator may have worked for a number of years in the education and care environment, there will always be different ideas and suggestions that co-workers may have; discussing any issues or concerns about programming, behavioural challenges and activities, with co-workers allows, for feedback and a new way of addressing issues.
• Offer help when needed – If a co-worker is struggling to deal with a situation, like an incessantly crying child, offer assistance; an extra hand will help get the situation under control.
• Encourage honest and open communication – All staffing issues need to be dealt with directly and promptly; staff should feel comfortable about discussing their issues and concerns with one another, without any feeling of intimidation.
• Offer support and advice – There will be times when fellow staff will need support, or advice, on a particular topic; it is important to collaborate with one another, and support each other in these circumstances.