Cyp 3.4 1.1

1 What type of documentation did you see and inspire you? To my perspective, all those projects have been a trip toward the unconscious mind of the child and has released his/her deep emotional and visual experience. Also, the project has been a bridge between the self-unconscious (intangible) and language of self-expression (touchable) as “Artifacts”. To me as an educator with major study field in graphic and Fabric design, the outcome of the documentation has been a pure art which was occurred based on the unconscious of the child and affected his/her behavior and emotions. For the art, the timing of skill and the skill itself must be primarily unconscious responses.

This activity is appropriate for the toddler age group. The toddlers will create their own sun catchers. Provide different colors of tissue paper and show them how we tear the paper. Then provide contact paper with the sticky side up. The toddlers will place the paper they tore to the sticky side.

At the classroom that I observed, the teacher taught students to be out of the box thinkers through activities and projects. The classroom that I observed was a preschool classroom and they way the teacher taught students to be out of the box thinkers was through worksheets. When I was there she had her students do worksheets about each lesson she did. Her students were challenged, because by doing the worksheets the children were able to understand her lesson better. When it came to doing projects in the classroom were allow the do their projects on there own, they did not have follow directions they were allow to create what they wanted to make.

*Have the children sit in a circle & place A4 sized photos of different breeds of puppies. Ask the children to point out the differences between each puppy, for example eye colour, fur colour, size, short or long fur etc. Ask questions of regardless of each difference would they love the puppy any less, would they be less interesting if the puppy was white or brown, just to generate a discussion. This can then lead into talking about our peers that have different coloured eyes, hair, skin & explain we are all the same but we just have differences or perhaps different beliefs etc *

the best way to support a child to manage risks themselves is to let the child take appropriate responsibility for safety decisions in a controlled environment. Increase the levels of risk as the child grows and matures. Support and help parents to encourage their children to manage risks for themselves. You must also be aware of children who are timid and who are reluctant to take risks and help them to develop their skills but most children have an inbuilt level of

4- In my work setting there are different services which are available to help us communicate more effectively. Some of the support services are listed below and how they could help. • Department of Education- this gives information about local agencies that will assist us to communicate with families from a range of cultures and religion. • Common Assessment Framework- to seek support in communicating with adults and children who have specific needs. • Association of Sign Language Interpreters-

Addictions – this could mean that a child or young person may live and grow up in a household where the parents or carers may be into drugs and alcohol abuse, not only will this cause financial problems for the family as people that are addicts usually put their addiction before other needs which means they will normally neglect the child and their needs. Someone that is addicted to substance abuse or alcohol abuse and caring for a child are unable to provide a stable, loving, caring and safe environment for that child. Being a child or young person in this environment they will usually try to take on a much higher role within the household then they should be to try and care for the family, this can be any younger siblings they may have as well as the parents.

14.01.16 – 21.01.16 During this block I was given the opportunity to take floor book for the first time. As previously mentioned, I had difficulties communicating with some of the children in the nursery. I strongly believe my communication have come a long way since reflecting on them and this improvement was presented during floor book. I was able to quickly identify that the children had a mixture of abilities when it came to understanding and answering questions.

The first activity is interactive to create a basic awareness of the nonverbal concept of touch. The students will be paired up in two and sit facing each other, although their eyes will be closed. The teacher will instruct the students to hold their hands up in front of them, and to touch flatly their partner’s hand. Keeping in mind their eyes are to remain closed and are supposed to use their hands to communicate throughout this entire activity, the teacher should instruct the students to say “hello” to their partner’s hands. Then instruct the students to have an argument, and afterwards have the pairs make up and say sorry.

Assignment (2) Play skills milestone Motor development milestone Cognitive milestone Speech &language development milestone Social skills milestone Bike Ride which moving their leg as riding a bike Pedal Pushing Use reflexes to survive Hands are clenched in fists and close to the thorax most of the time. Start to investigate their own hands and fingers.