With guidance from the room leader, choose an infant (0-2 years of age) to develop a case study. Be aware of your professional and ethical obligations when working with young children which includes gaining written parental consent.

 With guidance from the room leader, choose an infant (0-2 years of age) to develop a case study. Be aware of your professional and ethical obligations when working with young children which includes gaining written parental consent.

150 150 Support

With guidance from the room leader, choose an infant (0-2 years of age) to develop a case study. Be aware of your professional and ethical obligations when working with young children which includes gaining written parental consent.

(Refer to the ECA Code of Ethics:  http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2016/07/ECA-COE-Brochure_2016.pdf)

 

Section 1: Child’s personal details­ – dot points – ½ page

Collect information in point form: Birthdate, age, gender, cultural background, place of birth, health status, child’s centre participation (days, hours, etc).

 Section 2: Family’s background in a wider community context. (800-900 words)

Gather the child’s family background information to assist you in constructing a diagram that briefly outlines the child’s contemporary environment based on Bronfenbrenner’s ecological systems theory. (Refer to topics 1 & 2) Your diagram will include the child at the centre of the nested circles and the surrounding circles should include examples of factors that particularly influence this child as s/he is learning and developing. Then explain the diagram layer by layer in a flowing narrative discussing the child’s microsystem, mesosystem, exosystem and chronosytem.  Within each layer, critically discuss your role as the child’s early childhood educator promoting his/her growth and learning. Use support references to link discussion to the specific development and learning of the child.

 Section 3:  Observations and child summary – maximum 2 pages

  1. Compile a collection of observations of the focus child while involved in everyday occasions to document and record learning and development. This can include observations during arrival and departure as well as during routines and play opportunities. Include a variety of methods that suit the observation; anecdotal records, checklists and learning stories. The observations will be included in an appendix.  Number these and then refer to them as such.
  2. From the analysis of the observations write a report on the child’s overall learning and developmental using the Report proforma attached. Use support references to link discussion to the specific development and learning of the child. Cross reference to the observations in the appendix.

 Section 4: Possibilities for planning– maximum 2 pages

Develop a list of planning opportunities and possibilities for your focus child using the Planning proforma attached. Implement and evaluate as many of these that are possible with your focus child and children at the centre.

Section 5Overall evaluation– maximum 1 page

After the implementation of the planning experiences summarise the new knowledge and skills acquired by your focus child. In this summary, discuss your role in supporting the focus child’s learning and development. Indicate some further possibilities for future learning.

All documents must be submitted as ONE file via Turnitin by the due date / time.

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