Assessment item 2 - Learning Stories back to top Value: 50% Due Date: 03-Apr-2020 Return Date: 29-Apr-2020 Length: 2000 words Submission method options: EASTS (online) TASK back to top This assessment...

Assessment item 2 - Learning Stories

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TASK

This assessment item requires you to observeone childaged up to five years engaged in solitary or group play, with or without adult participation. These observations will be used to write two learning stories -one science-focused and one mathematics-focused. These two learning stories form the assessable component of this task.

Here are the steps you need to undertake in order to complete this task:

1. Select one child (aged up to five years) to focus on for this task, and carry out a series of observations of the child engaged in solitary or group play, with and/or without adult participation.These observations will need to be recorded by any means approved within the setting (e.g. photographs, video, running record). Three or more observations may be required, each no longer than 10-15 minutes.These observations should be based on spontaneous learning, rather than planned activities for the purpose of this task.Before you observe children, you must gain permission from the parent and carer. An information sheet and consent form are provided on the Interact site.NOTE:The observations are not an assessable component of the task, and do not need to be submitted. They simply need to be undertaken in order to complete the assessable component (the learning stories).

2. Select two observations to develop into learning stories.One must be science-focused while the other must be mathematics-focused. You also need to think about the child's use of technology for both.

3. Write one learning story for each of the two selected observations.Each learning story should beno more than 1000 words. Your learning stories must be written in a way that you would share with early childhood colleagues; that is, they should be written in an academic manner, utilising appropriate literature. However, at the end of your learning story there are sections directed towards the parents/carers and the child (see points below), and these should be written in a more "friendly" manner. This will give you practice in writing learning stories for different audiences.

Each learning story must address the following points:

• Describe thecontext, i.e. the child's age, where the observation took place, what activity the child was involved in, and who else took part (150 words).


• Describe thescientific/mathematical processesevident in the child’s play. You must refer toBishop's mathematical activitiesin your mathematics story and the5Es science modelin your science story (250 words).


• Identify the child’s use oftechnologyin their play, and describe how that technology supported their mathematical/scientific learning (100 words).


• Describe how thephysical and social environmenthas supported the child in their learning, using at least two references to support your ideas. This must include reflection onsocial constructivismand the role of any adults or peers involved in the play (200 words).


• Identify whichEYLF outcome/sthe child is working towards and how this is evident. Also consider how you might extend the child to further develop the outcome/s (100 words).


• Write a paragraph to theparents/carersexplaining the mathematics/science their child appears to be exploring, and what they could do at home to build on this learning (100 words).


• Write a paragraph to thechildto provide feedback to them on their development as a mathematics/science learner (100 words).

You only need to submit your two learning stories and your reference list.You do not need to submit your observations.Please submit your learning stories and reference list as a single file.

You will be provided with aHelp with Assessment Item 1resource during the session, which will provide further guidance about this task.

NOTE:If you are not currently employed in an early childhood service, please contact your Subject Coordinator to discuss alternative settings for completing this assessment item.

RATIONALE

This assessment task will assess the following learning outcome/s:

• be able to identify and explain the ways in which the integrative nature of young children's play and other informal contexts can support their construction of knowledge and acquisition and use of early mathematics, science and technology concepts.


• have expanded and consolidated their own science, mathematics and technological knowledge, and the historical and cultural sources of that knowledge.


• be able to identify and explain opportunities for spontaneous learning where mathematics, science and technology serve the purposes of investigating a phenomenon, question or problem.


• be able to explain and demonstrate specific communication and teaching strategies which support children's construction of mathematical, scientific and technological knowledge.


• be able to access the human and technological resources most appropriate for exploring and examining all aspects of the subject.

Students should be developing an understanding of how children learn mathematically and scientifically in open-context situations in early childhood. Students should appreciate the importance of intrinsically motivating learning contexts, the role of the physical and social environment, and communication in the children’s learning.

MARKING CRITERIA AND STANDARDS

PRESENTATION

The assignment must be saved as aWorddoc file and submitted via the EASTS gateway.Onefile must be submitted - please do not submit your learning stories as separate files. APA 7th edition style referencing must be used to acknowledge all sources cited in the assignment.

REQUIREMENTS

You must be able to provide evidence, if called upon by your lecturer, of parent/carer consent to children having been observed. An Information Sheet and Consent Form can be found in The Useful Folder in the Interact site.