Frameworks for Learning and Development VitalSource eText (2e)

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Written to support delivery of units in the Diploma of Children’s Services, this text explores children’s development, and the skills and philosophies needed to design programs for individual children and groups.

Each of the books in the award-winning Working in Children’s Services Series has been written to assist students in attaining the skills and knowledge required to achieve a Children’s Services qualification. With its easy-to-read style and engaging full-colour presentation, this series is an excellent resource for students.

Chapter 1: Frameworks for Learning
FRAMEWORKS
Introduction
What Do We Want for Children?
Summary

Chapter 2: Gathering Information for Learning
DOCUMENTING
Gathering Information for Learning
The Social and Emotional Environment
Summary

Chapter 3: Planning for Learning: Social Development
BECOMING SOCIAL
Introduction
Relationships in a Socio-Cultural Context
Emotional and Social Wellbeing
Guiding Children’s Behaviour
Summary

Chapter 4: Planning for Learning: Supporting Language and Communication
COMMUNICATING
Introduction
Supporting Language Acquisition: The Role of the Practitioner
Languages Other than English (LOTE)
Emergent Literacy
Summary

Chapter 5: Planning for Learning: Cognitive Development
THINKING
Introduction
Theoretical Perspectives
Aspects of Cognitive Development
Strategies to Support Cognitive Development
Planning for Learning
Summary

Chapter 6: Planning for Learning: Physical Development
PHYSICAL DEVELOPMENT
Introduction
Factors that Influence Physical Growth and Development
Summary

Chapter 7: Support for Learning: Children with Additional Needs
ADDITIONAL NEEDS
Introduction
Children with Additional Needs: A Theoretical Perspective
Planning for Inclusion
Working with Other Agencies
Ways of ‘Seeing’ Children
Developmental and Behavioural Alerts
Monitoring and Review
Summary

Chapter 8: Putting It All Together
PLANNING
The Context
Early Childhood Pedagogy
Summary

Graphic full colour presentation engages students and helps them to understand the concepts presented

• Learning outcomes listed throughout ensure students focus on the key topics
• Margin notes further explain key concepts
• Scenarios show students how the theory is applied in real life
• Think About activities enable students to reflect on the theory
• Discussion activities encourage classroom debate on important issues
• Glossary of terms for ease of reference.

Karen Kearns M.Ed. (EC), B.Ed. (EC), Grad.Dip.Ed. (Spec.Ed.), Dip.Teach. (EC) and Cert. IV Assessment and Workplace Training.
Karen is the founder of an RTO specialising in child care and has been actively involved in early childhood education as a teacher, Children’s Services Advisor, lecturer and consultant. She is co-author of several early childhood texts and has a special interest in the management of children’s services.

CHCFC502A     Foster physical development in early childhood
CHCFC503A     Foster social development in early childhood
CHCFC504A     Support emotional and psychological development in early childhood
CHCFC505A     Foster cognitive development in early childhood
CHCFC506A     Foster children’s language and communication development
CHCFC507A     Use music as a medium to enhance children’s experience and development
CHCFC508A     Foster children’s aesthetic and creative development
CHCIC510A      Establish and implement plans for developing cooperative behaviour
CHCIC512A      Plan and implement inclusion of children with additional needs
CHCPR502D     Organise experiences to facilitate and enhance children’s development
CHCPR509A     Gather, interpret and use information about children
CHCPR510A     Design, implement and evaluate programs and care routines for children
CHCPR614C     Observe children and interpret observations
HLTHIR403B     Work effectively with culturally diverse clients and co-workers    

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