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QUESTION 1. Play is such an important part of early childhood, learning and education. It can be utilised in so many ways to benefit children holistically. Deepening your knowledge of the history of play and childhood will help you to understand the evolution of thinking and perspectives on play as part of a pedagogical approach. Investigate play to answer the following using the resources provided and credible sources from your own searches for information.. Benchmark Criteria Demonstrated knowledge of the history of play and childhood. Question 1 Resources 100 years of Play – ELAA History of Play Episode 1: Kindergarten and Early Childhood Education Video (5 min) Theories of play History of Play: Early Childhood Education in Tasmania Immigrant children’s play can clash with mainstream cultures United Nations Convention for the Rights of the Child The Johan Heinrich Pestalozzi Society Frobel Competence for Children Different cultures: play and learning Cultural influences in Children’s Play Kearns.K., (2020, 5th Ed) Birth to Big School, pp.19, 39, 76, 241-257, 265-6, 325-350. Briefly summarise key features of the history of play and childhood over the last 150 – 200 years and describe the nature of play across a variety of cultures and how it varies. (Approximatley 500 words) Draw out key features of perspectives and attitudes to play and how they have changed over time and between cultures. Reference key ‘thought changers’ perspectives on play, i.e., child theorists who influenced attitudes to play in the early childhood education sector. Explain how the United Nations Convention on the Rights of the Child, Article 31, plays a role in early childhood education pedagogy. Upload your completed summary. You can submit your answer to this question in any ‘playful’ way you like. You may like to make a: Power Point type of presentation an infographic poster timeline of events Word document or even a short 3-minute video. All file types will need to clearly have your full name, Course Code, Module Number, Assessment number and title and date included. Allow your own playfulness and creativity to express itself! NOTE: Submit your response in either: *.MP4, *.docx, *.pdf, *.jpg, *.png format to be accepted. Please ensure the quality of your file is easy to view, i.e., 300 resolution on all images or normal quality video. Files cannot exceed 1GB. QUESTION 2. It’s time to dive deep into ‘play-based pedagogy’. Discover why it’s important and develop a list of considerations you’d like to use as an early childhood teacher to ensure children in your care experience quality play-based learning. Benchmark Criteria Demonstrated knowledge of the features and role of a play-based pedagogy and why it’s important. Question 2 Resources The Science of Play: The Importance of Play-based Learning Play-based learning Learning through play, UNICEF Module 7 e-Learns Kearns.K., (2020, 5th Ed) Birth to Big School, pp.19, 39, 76, 241-257, 265-6, 325-350. Describe the features of play-based pedagogy. Explain why it is important and the role it plays in an early childhood teacher’s pedagogical approach. (Approximately 250 words) QUESTION 3. Define what represents a ‘quality play opportunity’ and a list of features that educators would aim for when creating these opportunities for children. (Approximately 100 words, bullet points) Benchmark Criteria Demonstrated knowledge of what represents a quality play opportunity. Question 3 Resources The Science of Play: The Importance of Play-based Learning Play-based learning Learning through play, UNICEF Module 7 e-Learns Kearns.K., (2020, 5th Ed) Birth to Big School, pp.19, 39, 76, 241-257, 265-6, 325-350. QUESTION 4. Identify the six (6) stages of play (developed by Parten) and relevant ages groups for each stage and features of each, in your own words. Benchmark Criteria Demonstrated knowledge of the stages of play (developed by Parten) and learning theory and its application to early childhood education. Question 5 Resources How Kids Learn to Play: 6 Stages of Play Development The stages of play in early childhood In your response, also explain how knowledge of this theory would support your pedagogical approach and give an example of how you would create activities for each play stage. (I.e., how you would use this theory in practice). (Approximately 300 words) QUESTION 5. Write a summary which compares the benefits and features of creative and imaginative play. (Approximately 500 words) Benchmark Criteria Demonstrated knowledge of imaginative and creative play and learning theories and their application to early childhood. Question 6 Resources Kearns., (2020, 5th Ed) Birth to Big School, Pg.246-260 ACECQA, Create the Perfect Play Space National Quality Standard Professional Learning Program, Observing practice – Imaginative play The benefits of imaginative play Imagining, creating and play: pre-schoolers Creative play Australia (ideas on resources) Creative activities for pre-schooler learning and development https://www.pbs.org/wholechild/providers/play.html Include the following: Define the features and aspects of creative and imaginative play Examples of each type of play Discuss how these types of play support children’s learning and development. What’s important for educators to consider when planning and implementing creative and imaginative play activities. QUESTION 6. Investigate and upload a completed report on the benefits of nature play and how it impacts. (Approximately 300 words): Child development Physical and mental health Social and emotional learning Implications for non-exposure to nature play How educators balance the interrelationships between play and safety, to enable children to enjoy nature play while minimising risks, without impacting children’s opportunity for challenge. (I.e., safe-risky play) Benchmark Criteria Demonstrated knowledge of the benefits of nature play and how this supports child development, physical and mental health, social and emotional learning and what the implications would be for children who do not have exposure to nature play. Demonstrated knowledge of the inter-relationship between play and safety and measures that can be taken to minimise risks for children and others. Question 7 Resources Children, Nature and Play Natural Environments Nine benefits of playing in nature Get dirty and learn Risky Play and Children’s Safety: Balancing Priorities for Optimal Child Development Challenging Play – Risky! Playgrounds and child safety The importance of play in children’s learning and development NOTE: You can present and submit your report to this question in any of the following formats. You may like to make a: Power Point type of presentation an infographic poster Word document or even a short 3-minute video. All file types will need to clearly have your full name, Course Code, Module Number, Assessment number and title and date included. Enjoy some creativity in your development of this report. NOTE: Submit your response in either: *.MP4, *.docx, *.pdf, *.jpg, *.png format to be accepted. Please ensure the quality of your file is easy to view, i.e., 300 resolution on all images or normal quality video. Files cannot exceed 1GB. QUESTION 7. Explain the Early Years Learning Framework (EYLF) curriculum planning cycle and process (in your own words) and how it’s based on child development. (Approximately 100 words) Case Study 1a – Cooper Carol, Little Catalysts ELC Director, knows that you’re about to graduate with your Certificate III in Early Childhood Education and Care and is mentoring you in the Early Years Learning Framework (EYLF) Planning Cycle this month. Carol will also be doing some one-on-one coaching with you to ensure you have a solid grasp on the knowledge that underpins how the EYLF cycle is applied in practice. You’ll need to get ready for your question-and-answer session with her. Benchmark Criteria Demonstrated knowledge of the curriculum planning cycle and process and how it is based on child development. Question 1 Resources EYLF Planning Cycle, Children’s centre for Early Childhood Development and Parenting, Elizabeth Grove Community Campus. EYLF-2022-V2.0.pdf (page 27) QUESTION 8. In preparation for the questions ahead, familiarise yourself with the resources provided and understand the benefits and uses for a range of observation tools. Be clear on what is important to remember and consider when collecting information and conducting observations. Preview the video, once you feel ready, to see who and what you will be observing to develop a sense of the type of observation tool you’d like to use. VIDEO LINK: https://po.app.axcelerate.com/management/showDoc.cfm?DocID=443933&User=10654213&access=DE86CA00039195091B6D36F9421AEDDF Case Study 1b – Cooper Carol has asked you to support the babies and toddler’s room educators this week. She has requested that you complete an observation on Cooper, who is a 10-month-old toddler. Carol wants to see how well you conduct an observation and is interested in how you manage to communicate in any observations made, using a strengths-based, non-judgemental, anti-biased approach, as this is a fundamental part of creating a supportive and respectful culture at Little Catalysts ELC. Video: Cooper’s play (6:22 min) Benchmark Criteria Investigated and understood a range of observation techniques and their application in the workplace to gather information, including which key stakeholders would be involved, i.e., children and educators. Question 2 Resources Module 7 eLearns How to write a learning story Running records for infants and toddlers Documenting Children, pp. 1 – 2. How children achieve EYLF Learning Outcomes, Aussie Childcare Network Kearns.K., (2020, 5th Ed), Birth to Big School, pp. 71-72, 357 – 362, 373 – 375, 377 – 378. Kearns,K., (5th Ed, 2020), The Big Picture, pp. 53 – 54. Investigate a range of observation techniques you could use to observe Cooper. (300-word limit, bullet points) Identify three (3) observation tools that could be used and discuss: how each tool would or would not be appropriate to use in this situation, who you would be gathering information from, and the benefits and challenges of using each of the three (3) observation tools selected. QUESTION 9. Watch the video of Cooper’s play, while conducting and documenting your observation using a chosen observation tool. VIDEO LINK: https://po.app.axcelerate.com/management/showDoc.cfm?DocID=443933&User=10654213&access=DE86CA00039195091B6D36F9421AEDDF Case Study 1b – Cooper Carol has asked you to support the babies and toddler’s room educators this week. She has requested that you complete an observation on Cooper, who is a 10-month-old toddler. Carol wants to see how well you conduct an observation and is interested in how you manage to communicate in any observations made, using a strengths-based, non-judgemental, anti-biased approach, as this is a fundamental part of creating a supportive and respectful culture at Little Catalysts ELC. Video: Cooper’s play (6:22 min) Benchmark Criteria Selected an appropriate observation technique according to the context of the observation. Demonstrated application of the first stage of the EYLF curriculum cycle, by completing and documenting a meaningful observation of Cooper to gather information. Demonstrated the knowledge and use of subjective vs objective language, avoidance of labelling, past and present tense and avoidance of bias. Question 3 Resources Module 7 eLearns Template: Learning story observation, Section 1 Template: Running record observation, Section 1 Template: Anecdotal record observation, Section 1 Video: Cooper’s play (6:22 min) Complete and upload an observation of Cooper to support educators in future curriculum planning. Choose one (1) of the observation templates provided in the resources section to complete the observation. As you record your observation, ensure that you: use objective language (not subjective) avoid labelling use the correct tense for the observation tool (past or present) avoid bias. TEMPLATE 1. Learning Story- Observation Record SECTION 1 – Observation Observation: Learning Story Child’s name: Age: Gender: Date: Click or tap to enter a date. Location: Recorded by (learner’s full name): Learning story observation TEMPLATE 2. Template: Running Record Observation SECTION 1 Observation: Running Record Child’s name:       Age:       Gender:       Date:       Location:       Recorded by (learner’s full name):       Real time observation       TEMPLATE 3. Anecdotal Observation Record SECTION 1 Observation: Anecdotal Record Child’s name: Age: Gender: Date: Click or tap to enter a date. Location: Recorded by (learner’s full name): Anecdotal observation QUESTION 10. Complete and upload an observation Analysis and evaluation – Section 2, using your chosen observation tool. VIDEO LINK: https://po.app.axcelerate.com/management/showDoc.cfm?DocID=443933&User=10654213&access=DE86CA00039195091B6D36F9421AEDDF Case Study 1b – Cooper Carol has asked you to support the babies and toddler’s room educators this week. She has requested that you complete an observation on Cooper, who is a 10-month-old toddler. Carol wants to see how well you conduct an observation and is interested in how you manage to communicate in any observations made, using a strengths-based, non-judgemental, anti-biased approach, as this is a fundamental part of creating a supportive and respectful culture at Little Catalysts ELC. Video: Cooper’s play (6:22 min) Benchmark Criteria Identified child’s interests, ideas, knowledge, skills and strengths based on observation and interactions. Reviewed, questioned and analysed information to gain better understanding of child’s needs and learning opportunities. Evaluated implementation of play experiences using the Early Years Learning Framework. Identified strategies used in children’s education and care to support children’s development across all the developmental domains Question 4 Resources Module 7 eLearns Educators’ Guide to the Early Years learning Framework for Australia Video: Cooper’s play (6:22 min) Template: Learning Story Observation – Analysis Section 2 Template: Running Record Observation – Analysis Section 2 Template: Anecdotal Record Observation – Analysis Section 2 ACECQA Unpacking the planning cycle: Part 2 In the observation analysis, ensure that you identify and provide an evaluation on each of the following: EYLF learning outcomes achieved Areas of development observable in the situation Cooper’s current interests ideas he seems to engage in knowledge being demonstrated skills and where they could be next developed current strengths Strategies that educator/s used to develop Cooper across all the developmental domain and their effectiveness for Cooper EYLF practices and principles in action by the educator/s interacting with Cooper. TEMPLATE 1. Learning Story Observation Record – Analysis/evaluation SECTION 2 – Analysis Learner’s Full Name: Click or tap here to enter text. Date: Click or tap to enter a date. Analysis and evaluation: Learning Story EYLF Learning outcomes ☐ LO1 Children have a strong sense of identity ☐ LO2 Children are connected with and contribute to their world ☐ LO3 Children have a strong sense of wellbeing ☐ LO4 Children are confident and involved learners ☐ LO5 Children are effective communicators What areas of development did you observe? (Select those that apply) ☐ Cognitive ☐ Language ☐ Physical ☐ Social ☐ Emotional ☐ Creative Analyse learning and development (could be more than one area of development). You must include: Interests Ideas that engaged the child Knowledge being demonstrated Skills in evidence Strengths. You may like to start your assessment with one of the following: Through this experience…, As a result…, It is apparent that…, With regards to…, It can be seen that…, According to…, As identified… . Click or tap here to enter text. What strategies did the educator/s use to support development across all the development domains and how effective were they for the child being observed? Click or tap here to enter text. EYLF Practices used by educator ☐ Holistic, integrated and interconnected approach ☐ Responsiveness to children ☐ play-based learning and intentionality ☐ Learning environments ☐ Cultural responsiveness ☐ Continuity of Learning and transition ☐ Assessment of evaluation for learning, development and wellbeing What EYLF Principles were in evidence? ☐ Secure, respectful and reciprocal relationships ☐ Partnerships ☐ Respect for diversity ☐ Aboriginal and Torres Strait Islander perspectives ☐ Equity, inclusion and high expectations ☐ Sustainability ☐ Critical reflection and ongoing professional learning ☐ Collaborative leadership and teamwork TEMPLATE 2. Anecdotal Observation Record – Analysis/evaluation SECTION 2 Learner’s Full Name: Click or tap here to enter text. Date: Click or tap to enter a date. Analysis and evaluation: Anecdotal record EYLF Learning outcomes (Select those that were related) ☐ LO1 Children have a strong sense of identity ☐ LO2 Children are connected with and contribute to their world ☐ LO3 Children have a strong sense of wellbeing ☐ LO4 Children are confident and involved learners ☐ LO5 Children are effective communicators What areas of development did you observe? (Select those that apply) ☐ Cognitive ☐ Language ☐ Physical ☐ Social ☐ Emotional ☐ Creative Analyse learning and development (could be more than one area of development). You must include: Interests Ideas that engaged the child Knowledge being demonstrated Skills in evidence Strengths. You may like to start your assessment with one of the following: Through this experience…, As a result…, It is apparent that…, With regards to…, It can be seen that…, According to…, As identified… . What strategies did the educator/s use to support development across all the development domains and how effective were they for the child being observed? EYLF Practices used by educator (Which of the following did the educator demonstrate?) ☐ Holistic, integrated and interconnected approach ☐ Responsiveness to children ☐ play-based learning and intentionality ☐ Learning environments ☐ Cultural responsiveness ☐ Continuity of Learning and transition ☐ Assessment of evaluation for learning, development and wellbeing What EYLF Principles were in evidence? ☐ Secure, respectful and reciprocal relationships ☐ Partnerships ☐ Respect for diversity ☐ Aboriginal and Torres Strait Islander perspectives ☐ Equity, inclusion and high expectations ☐ Sustainability ☐ Critical reflection and ongoing professional learning ☐ Collaborative leadership and teamwork TEMPLATE 3. QUESTION 11. Complete and upload the Planning – Section 3 of an observation template that you have used throughout the case of Cooper. Case Study 1d – Cooper Carol believes you’re now ready to enter into the planning stage of curriculum development and would like you to advocate for Cooper in the next curriculum planning meeting. She wants you to put together a few ideas on what would support Cooper’s physical development in the next 2-week curriculum programme, for indoor play experiences, to be considered by the rest of the educator team. She also wants you to share some ideas on resources, materials and how the indoor play areas should be set up. Carol would like you to share your ideas on practices that the team could use to support Cooper’s agency. Benchmark Criteria Demonstrated knowledge of the stages of child development and how they are used in curriculum planning stage of the planning cycle. Understands how the different developmental domains are interrelated and how this informs a holistic approach. Demonstrated knowledge of environments, resources and materials that suit different types of play for an individual, in an indoor play experience to support fundamental movement skills. Demonstrated knowledge of practices to support children’s agency. Question 6 Resources Kearns.K., (2020, 5th Ed) Birth to Big School, pp.354-360, 382-388. ACECQA Unpacking the planning cycle: Part 3 Template: Learning story observation record – planning, Section 3 Template: Anecdotal observation record – planning, Section 3 Template: Running record observation record – planning, Section 3 Ensure that you: Define the planning stage of the EYLF curriculum planning cycle. Demonstrate your knowledge of Cooper and his stage of development across the developmental domains and use your understanding of the interrelatedness of these to create some ideas for his physical development for the new curriculum plan, during indoor play experiences. Include what you’d like to have available to Cooper in the environment, resources and materials to support the experience. List at least two (2) educator practices that would support Cooper’s agency during the activities you would like included in the plan. TEMPLATE 1. Learning Story Observation Record – Planning SECTION 3 – Planning Learner’s Full Name: Date: Curriculum planning cycle – Planning stage Make a checklist of what is important to complete for this stage of the EYLF planning cycle to ensure it is done thoroughly. What’s next? Identify a possible learning activity to continue learning and development and select the area of development it may support. Explain the child’s development across multiple domains, their stage of development and how this informs ideas for future curriculum. Environment, resources and materials Practices that support children’s agency Areas of development Identify which areas of development would benefit from the ideas above. ☐ Cognitive ☐ Language ☐ Physical ☐ Social ☐ Emotional ☐ Creative TEMPLATE 2. Anecdotal Observation Record – Planning SECTION 3 – Planning Learner’s Full Name: Date: Curriculum planning cycle – Planning stage Make a checklist of what is important to complete for this stage of the EYLF planning cycle to ensure it is done thoroughly. What’s next? Identify a possible learning activity to continue learning and development and select the area of development it may support. Explain the child’s development across multiple domains, their stage of development and how this informs ideas for future curriculum. Environment, resources and materials Practices that support children’s agency Areas of development Identify which areas of development would benefit from the ideas above. ☐Cognitive ☐ Language ☐ Physical ☐ Social ☐ Emotional ☐ Creative TEMPLATE 3. Template: Running Record Observation – Planning SECTION 3 – Planning Learner’s Full Name:       Date:       Curriculum planning cycle – Planning stage Make a checklist of what is important to complete for this stage of the EYLF planning cycle to ensure it is done thoroughly.       What’s next? Identify a possible learning activity to continue learning and development and select the area of development it may support. Explain the child’s development across multiple domains, their stage of development and how this informs ideas for future curriculum.       Environment, resources and materials       Practices that support children’s agency       Areas of development Identify which areas of development would benefit from the ideas above. Cognitive Language Physical Social Emotional Creative QUESTION 12. Prepare meeting notes for Carol the cover the following (in preparation for your mentoring session and roles coming up): (Approximately 250 words, bullet points) Case Study 2a – Finding treasure As part of Carol’s mentoring program, you’re about to focus on outdoor play and learning experiences. Carol has asked you to prepare for your next mentoring session by reviewing the EYLF planning cycle, stages 4 & 5: Act (implementing) and Reflect (review and reflect) and to share with her what you will be mindful of when it’s your turn to commence implementing and reflecting on experiences. Carol mentions that she will be assigning you to the outdoor play area as an observer in the coming week, so she wants you prepared and confident in evaluating experiences, intentional teaching practices and super observant. Not only will the observations and reflections be a great learning experience, they will also add value to the educators running the experiences to inform their own pedagogical practice. There’s nothing quite like a strengths-based observer giving feedback to improve one’s own practice! Benchmark Criteria Demonstrated knowledge of the implementation and review and reflection stages of the Early Years Learning Framework planning cycle. Demonstrated knowledge of the methods used to evaluate implementation of play experiences. Question 7 Resources Module 7 eLearns EYLF Planning Cycle, Children’s centre for Early Childhood Development and Parenting, Elizabeth Grove Community Campus. The Planning Cycle ACECQA Unpacking the planning cycle: Part 3 EYLF-2022-V2.0.pdf (acecqa.gov.au) Page 27 Educators’ Guide to the Early Years learning Framework for Australia NOTE: You must complete each section and cover all the points listed for a satisfactory submission for this question. Meeting with Carol – preparation notes A brief explanation of the implementation stage (ACT) of the EYLF planning cycle and most important things educators should achieve in this stage. A brief explanation of the review and reflect stage (REFLECT) of the EYLF planning cycle and effective methods that educators can use to evaluate implementation of play experiences. QUESTION 13. Complete the following feedback form on the outdoor treasure hunting experience to provide teachers with insight into how the experience went from an observer’s perspective. Case Study 2b – Finding treasure Carol tells you about a treasure hunting experience that the educators have prepared and planned in the outdoor play area. The educators have worked hard at planning this experience and are hoping it’s an engaging, fun way for children to learn literacy skills, while developing their social skills too. They’re created an obstacle course, treasure maps with ‘x’ marks the spot on them and buried a treasure chest with gold coins in it. Carol’s asked you to observe the experience and provide feedback for the educators on a range of intentional teaching aspects, to support the educators in evaluating the experience and reflecting on it. She believes it will be a wonderful experience to develop your own skills to see how to embed learning and development into a group, outdoor play experience using the interests of the children to engage them deeply. Are you ready? Observe the experience by watching this video: Observing Practice series NQS PLP – Linking literacy learning through outdoor play. Benchmark Criteria Demonstrated knowledge play environments, resources and materials that suit different types of play for groups and outdoors. Understood how to set up play areas that are: safe, non-threatening, stimulating, challenging, culturally appropriate and promote a sense of creativity in children. Demonstrated knowledge of the interrelationship between play and safety, and measures to minimise risks for children and others. Demonstrated knowledge of how to: adapt play for differing interests, ages and abilities, ways to encourage and engage children in play activities. Demonstrated knowledge of learning and development and how children learn, different learning styles, and the importance of curiosity and discovery as positive learning dispositions. Demonstrated knowledge of symbol systems: letters, numbers and money. Demonstrated knowledge of principles of literacy development, learning sounds, words and language, patterns of repetition and pre reading skills . Question 8 Resources Embedding culture in practice for kindergarten teaching and learning Video: Observing Practice series NQS PLP – Linking literacy learning through outdoor play. Template: Case Study 2 – Observing the treasure hunt For each observable, intentional teaching point, provide one (1) example of how you saw this being implemented during the experience and provide feedback to the educators on what worked well and a (1) reason for your comment. NOTE: You can download this table if it makes it easier to take notes while you watch, but you will still need to fill in the forms online. Setting up the play areas: Observable intentional teaching Example of practice One (1) example Feedback Comment of what worked and give a reason for your comment Environment, resources and materials suited to outdoor, group play. Setting up the play areas to be: safe non-threatening stimulating challenging culturally appropriate to promote creativity adapted for different interests, ages and abilities balancing play with safety to minimise risk for children and others Intentional teaching strategies: Observable intentional teaching Example of practice One (1) example Feedback Comment of what worked and give a reason for your comment Intentional teaching strategies Ways the educators encouraged and engaged children How the children were supported to learn Different learning styles were accommodated Strategies that supported development across all the domains Fostering curiosity and discovery as a positive learning disposition and why it’s important Teaching children symbol systems and Applying principles of literacy development: Observable intentional teaching Example of practice One (1) example Feedback Comment of what worked and give a reason for your comment Teaching chidlren symbol systems Letters Numbers Money Applying principles of literacy development Learning sounds, words and language Patterns of repetition Pre-reading skills QUESTION 14. Compile ideas that could be realistically implemented into the service’s 3-month curriculum that engage children in the care of and respect for the natural environment. Develop ideas through the lens of children learning about Aboriginal and/or Torres Strait Islander Peoples connections with and knowledge of the natural world. Case Study 3 – Engaging children’s senses in the natural world It’s curriculum planning time at Little Catalysts ELC. Carol would like to develop an over-arching 3- month plan as well as the next 2-week schedule. She’s asked that you observe what’s happening in the outdoor play areas and one of the activities for early writing skills prior to the planning session. Carol has a shopping list of learning outcomes and objectives to be covered off over the next 3-month cycle: – focusing on children’s engagement, care and respect for the natural environment in play and learning experiences and practical routines, especially plants, animals and insects – learning more about Aboriginal and/or Torres Strait Islander Peoples connections with and knowledge of the natural world – Improving the physical landscapes and environments in the outdoor activity areas to better promote a sense of belonging and inclusion – Incorporating symbol systems of: musical notation, time, rhyming and mimicking and early writing skills. Carol has asked you to jot down some ideas that could be implemented in the curriculum program that would achieve the objectives and outcomes outlined. Benchmark Criteria Demonstrated knowledge of the stages of child development and how they are used in curriculum planning stage of the planning cycle. Understands how the different developmental domains are interrelated and how this informs a holistic approach. Demonstrated knowledge

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