Get Answer: Please Make Planning Question Guide

This question tests key academic concepts commonly covered in coursework.

What This Question Is About

This question relates to please make planning and requires a structured academic response.

How to Approach This Question

Start by identifying the main issue, then apply relevant academic frameworks.

Key Explanation

This topic involves please make planning. A strong answer should include explanation, application, and examples.

Original Question

Please make 4 planning cycles according to eylf and the given template Also pls use above observation & activity done in strategy and implementation Pls pararephrase my observations and also give a title to observation and a seperate heading of how many children use And pls use only two outcomes Do not use other references than eylf evlf link- https://drive.google.com/file/d/1RQg5zCzUHFS2E4JXqoDJ9t82F27_Sy5Z/view?usp=drivesdk( eylf link) Template to be used Observation and analysis Collect Information – Observation What do you observe or notice? Look for the extraordinary in the ordinary moments by making learning visible. Question and Analyse – Observation What do you understand about what you observed? What did you find interesting or extraordinary? What learning is being demonstrated? What can you extend on? Suggest few experiences. What are the interests and strengths of child/ren observed? Link the information to EYLF/VEYLDF learning outcomes. Plan Learning Intention/s to achieve by the end of experience (one or two): For children to understand… For children to explore…For children to practice… etc Strategies: What strategies you might use to promote children’s interest, play and learning? This might include interations, resources, intentional teaching. You might include some examples of modelling, scaffolding or open ended questions. How will you encourage children to learn from each other? How will the environment support play and learning? Act and Do (Implementation) Implement your experience: Did you need to modify for any reason? Any emergent experiences that arose? Give specific examples of children’s involvement. What learning processes have you observed the children using (problem solving, inquiry, experimentation, hypothesising, researching, investigating…)? Review and Reflect (Evaluation) Review: With the learning aims and the EYLF/VEYLDF learning outcomes in mind, evaluate the learning and the planning. What worked well? What can you improve? Do you need to repeat, refine or extend the plan? How will you follow up? Reflect: What did you learn about yourself and your practice as a teacher. Any changes to your practice as a result? Observation 1- Ava sat on the mat, holding a soft doll. She picked up a small dress and carefully tried to put it on the doll. Her brows furrowed and she leaned in, showing focus. After dressing the doll, she hugged it to her chest and gently rocked it, humming softly. Ava’s actions and expressions showed care, concentration, and connection—all communicated without words. Activity done- Lullaby Time with Dolls What you need: Soft music or your own voice, dolls, blankets What to do: Encourage Ava to rock the doll to sleep while you sing or play lullabies. Why: Strengthens emotional connection, rhythm, and self-soothing behaviors. Observation 2-Leo sat on the floor beside a basket of soft, colourful blocks. He picked up a red block and held it up, looking toward the educator. When the educator said, “That’s red,” Leo smiled and repeated, “Rehh.” He then picked a blue block, paused, and looked at the educator again. After hearing “Blue,” he softly echoed, “Boo.” He began stacking the red and blue blocks together, occasionally clapping and smiling. His eye movements followed each color he picked, and he showed preference by choosing red repeatedly. His engagement and response to verbal cues showed growing awareness and recognition of color differences. Activity done- A simple and engaging activity to support Leo’s color recognition is a color sorting game. Using a variety of colorful objects like blocks in primary colors—red, blue, yellow, and green—place several small baskets or bowls labeled with each color nearby. Invite Leo to pick up one object at a time and place it into the matching basket, encouraging him with clear, simple language such as, “Can you find the red block?” Celebrate his success with smiles and praise like, “Great job! That’s red!” This activity helps develop his color vocabulary, fine motor skills, and hand-eye coordination while also encouraging him to follow simple instructions. The positive feedback boosts his confidence and keeps him motivated to explore colors further. Observation 3- During circle time, the educator began singing a familiar nursery rhyme with a clear, steady rhythm. Mia sat on the soft mat, watching closely. As the rhyme progressed, she began moving her hands, first tapping them lightly together, then gradually clapping louder in time with the music. Her face lit up with a bright smile, and she made eye contact with the educator, seeming eager to join in. Mia’s body swayed slightly with the rhythm, and her claps became more confident and consistent. Although she did not yet sing the words, her active participation through clapping demonstrated her growing awareness of rhythm, timing, and social engagement. Activity done- Done nursery rhymes with prop(Five little monkeys rhymes and use hand puppet monkey as a prop). Observation 4- Jayden sat at the low table holding a thick crayon in his fist. He pressed it against the paper and made broad, sweeping marks, moving his arm back and forth with focused attention. His eyes followed the movement of the crayon as he created zigzag and circular shapes across the page. Occasionally, Jayden paused, tilted his head slightly, and looked at the marks before continuing. He appeared pleased, smiling softly, and showed curiosity by touching the crayon with both hands. Although his marks were random and uncontrolled, they reflected early motor skills and exploration of cause and effect through making visible signs on paper. Activity done- Provide Jayden with a variety of large, easy-to-grip paintbrushes and plenty of paper in a comfortable art area. Encourage him to explore making marks freely by dipping the brush in paint and creating broad strokes, lines, and circles. You can sit with him and model simple movements, like painting zigzags or dots, while using encouraging language such as, “Look at the marks you’re making!” Offering different colors and textures of paint helps keep his interest and stimulates sensory exploration. This open-ended activity supports fine motor development, creativity, and early communication as Jayden begins to understand that his movements can create visible marks.

******CLICK ORDER NOW BELOW AND OUR WRITERS WILL WRITE AN ANSWER TO THIS ASSIGNMENT OR ANY OTHER ASSIGNMENT, DISCUSSION, ESSAY, HOMEWORK OR QUESTION YOU MAY HAVE. OUR PAPERS ARE PLAGIARISM FREE*******."