SSE4100 Science Society Environment and Young Learner Editing Service

SSE4100 Science Society Environment and the Young Learner Assignment

SSE4100 Science Society Environment and Young Learner Editing Service

Roop early childhood

1. To which year level in W.A. is the program most relevant and what HASS content descriptors and elaborations does the program explicitly or indirectly address?  What general capabilities and cross curriculum priorities does the program address? To what extent does the program develop the content and support learning?

The most relevant program in W.A is the pre-primary level of Humanities and Social Sciences and it consists of Geography and History subjects (Garvis & Lemon, 2015). This particular program is for the pre-primary level in which the students get to learn the general capabilities. They also start responding to questions like 'what', 'why', 'who', 'where' and 'when' (Peers & Fleer, 2014).  They learn to communicate, play and express their understanding through activities like writing, painting, etc. (Rouse, 2012). Students participate in past stories, especially about themselves and family. This may incorporate stories from various societies and different parts of the world (SCSA, 2017). They see that the past is not the same as the present and comprehend the numerous ways in which stories of the past can be told (Rouse, 2012). In the early years, students have the chance to investigate their legacy, foundation, traditions, and customs. Across Western Australian Curriculum, the students learn to understand emotions and they develop the capability of their family lives (Peers & Fleer, 2014). The program helps the students in developing personal and social outlook and they become aware of their own behavior. At the early age, the students learn about the past family interconnection and different family structures. In this program, the students start understanding terms of family groups like nuclear, adoptive, single parent, grandparents etc. (Haigh, Murcia & Norris, 2014). These students are very well connected with their families, society, and place. Most of their teachings take place through these connections (Cartmel, Macfarlane & Casley, 2012). As the kids take interest in their daily life they develop their own particular personalities and create the urge to understand the world (Haigh, Murcia & Norris, 2014). The program of pre-primary level of Humanities and Social Sciences also makes the student understand the importance of different festivals they celebrate as this would help them to gain knowledge about their cultural background (Peers & Fleer, 2014).  

SSE4100 Science Society Environment and the Young Learner AssignmentThe EYLF focuses on the providing proper education to the children and their learning modules include three correlated elements- Learning outcomes, practice and principles. These elements are basic elements to the curriculum decision making and pedagogy of EYLF. In EYLF, the curriculum refers to the activities, events, interactions and experiences that take place in n environment to foster the learning process of the children and develop their personality. The EYLF's pedagogy is the professional competency of the educators of the early childhood level. The framework makes sure that the educators are capable enough to nurture and build relationship with the students. They should also share their schedule with the students so that the students are well informed about what they are doing.      

2. What early childhood teaching and learning theory and pedagogical principles & practice are reflected in overall organization and approach of this program?

The standards of early childhood teaching method support practice. Teachers draw on a rich collection of academic practices to advance kid's learning by

1.Receiving all encompassing methodologies- Using the right way to start a conversation with them and teach them about several subjects and values (Garvis & Lemon, 2015).

2.Being receptive to children - responding to their all their queries (Peers & Fleer, 2014).

3.Arranging and executing learning through play- Children love to involve themselves in playing. Therefore, the educators try to make teaching interesting by incorporating different activities, which the kids would enjoy and learn something (Rouse, 2012).

4.Purposeful instructing - The teachers always guide the students so that they develop a distinctive personality (Garvis & Lemon, 2015).

5.Making physical and social learning situations that positively affect kids' learning - The educators sometimes take the students to museums, show them photographs, books, artifacts, etc to teach them about family stories and make them understand the relationship they have with their families (Haigh, Murcia & Norris, 2014).

6.Esteeming the social and cultural context of kids and their families- The educators who are competent enough to understand the importance of different culture, respect the cultural difference. Therefore, they are successful in promoting a child's cultural competence (Peers & Fleer, 2014).

7.Providing progression in experiences and empowering kids to have effective move - Transitions, including from home to early adolescence settings, amongst settings, and from early adolescence settings to class, offer open doors and challenges (Grieshaber, 2010). Better places and spaces have they possess purposes, desires, and methods for doing things (Haigh, Murcia & Norris, 2014). Expanding on kids' earlier and current encounters helps them to feel secure, confident and associated with well-known individuals, places, occasions and understandings (Grieshaber, 2010). Youngsters, families and early adolescence instructors all add to fruitful moves between settings (Colmer, Rutherford, & Murphy, 2011).

3. To what extent the program utilize appropriate teaching and learning strategies and contexts to support learning?

The program of the pre-primary level of Humanities and Social Sciences supports a model of educational modules of basic leadership as a continuous cycle (Krieg, 2011). This includes instructors drawing on their expert knowledge, including their top to bottom information of each child (Grieshaber, 2010). Working in association with families, teachers utilize the Learning Outcomes to manage their making arrangements for kids' learning (Skouteris, Watson & Lum, 2012). To engage the kids effectively in learning, instructors identify kids' qualities, likes, dislikes, select proper showing techniques and plan the learning condition (Grieshaber, 2010). Teachers consciously review figuring out how to clarify future planning (Krieg, 2011). Teachers utilize a wide range of procedures to collect, document, compose, integrate and interpret the data that they assemble to review adolescent's learning (Ishimine, Tayler & Bennett, 2010). They scan for fitting approaches to gather rich and important data that defines kids' learning in context, portrays their progress and distinguishes their qualities, abilities, and understandings (Ebbeck et al. 2012). The recent ways to deal with evaluation also analyzes the learning procedures that kids utilize and reflect ways in which learning is co-developed through communication skills between the instructor and every kid (Garvis & Lemon, 2015). Utilized adequately, these ways to deal with assessment turn out to be effective approaches to make the way toward learning distinctive to kids and their families, teachers and other professionals (Neumann, 2014).

At Standard, students pose and react to queries and perceive that there are several of sources from which data can be gathered (Garvis & Lemon, 2015). They utilize basic classifications to compose data and sequence usual occasions (Ishimine, Tayler & Bennett, 2010). Students investigate perspectives, speak about information in various ways and start to reach basic determinations (Neumann, 2014). They share perceptions and thoughts when taking an interest in the basic decision-making process. Students create straightforward oral messages and think about what they have learned utilizing dialect, signal and other non-verbal modes (Ishimine, Tayler & Bennett, 2010).

4. Is this program easy for an early childhood educator to implement? Is it stimulating, motivating to teach. Is it engaging and relevant to young children's lives?

This program of the pre-primary level of Humanities and Social Sciences is simple for the kids but it is slightly difficult for the educators to make the children understand about various subjects and information (Ishimine, Tayler & Bennett, 2010). At times, it is difficult for the educators to understand the mentality of the students who are at their early age (Neumann, 2014). It becomes difficult for the teachers to grab the attention of the students and convince them to understand the learning outcomes (Cohrssen et al.2013). The concentration level of children is different and each of them has the different understanding capacity (Sutherland, 2012). Some of them might understand a particular topic quickly, while some of the might take longer time (Cohrssen et al.2013). The teacher has to understand the ability of each student and then plan the correct method of teaching. The educators also take the help of visual aids, photographs, digital media, etc. to make the learning style innovative and fun (Sutherland, 2012). However, it is not possible for them to use such sources all the time (Ishimine, Tayler & Bennett, 2010). The entire process of teaching the pre-primary kids is time-consuming, but the teaching helps the students to perceive nations, for example, Australia, and commonplace spots are represented on a map (Neumann, 2014). They describe the components of places that are well known to them. They recognize likenesses amongst families and propose ways that families impart and remember noteworthy stories and occasions from the past (Cohrssen et al.2013). It is stimulating to the teachers to teach this program as it is for the growth and development of the kids (Ortlipp, Arthur & Woodrow, 2011). They try to give valuable teachings to students so that they can develop a sense of understanding and have their own personality (Cohrssen et al.2013). The framework has designed the learning outcomes in such a way that each child gets to learn about the basic education along with the historical background of their family and country (Salamon, 2011).

5. Would you implement this program? What may need to be modified to make it more effective?

Yes, I would like to implement this program of the pre-primary level of Humanities and Social Sciences as it is for the development of the children (Salamon, 2011). The current structure of the program is definitely very effective for teaching the kids, but slight modification can be done to make it even better (Leggett & Ford, 2013). The education centers can acquire more teachers to teach a small batch of students as it would help the teachers to give more time to each child (Garvis & Lemon, 2015). The educators can incorporate various activities while teaching the students (Leggett & Ford, 2013). Frequent group discussions should be done so that the children learn how to communicate and develop social skills (Leggett & Ford, 2013). Through this interactive learning process, each of the children would gain confidence to socialize with other classmates (Garvis & Lemon, 2015). The educators can also sometimes involve the family members in some of the activities so that even the families can understand the progress level of the students (Salamon, 2011). The teachers can assess the intellectual level of every by giving them the opportunity to express its observations and viewpoint (Neumann, 2014). The teachers would have to stay more patient and should have the habit of listening to the students. Overall, the designed learning programs are helpful for the teachers to implement, but certain changes would make the program easier for both the teachers and the students (Leggett & Ford, 2013).

Reference List


Arthur, L. (2010). The early years learning framework: Building confident learners. Australia: Early Childhood Australia.

Cartmel, J., Macfarlane, K., & Casley, M. (2012). Reflection as a tool for quality: Working with the National Quality Standard. Early Childhood Australia.


Cohrssen, C., Church, A., Ishimine, K., & Tayler, C. (2013). Playing with maths: Facilitating the learning in play-based learning. Australasian Journal of early childhood, 38(1), 95.

Colmer, K., Rutherford, L., & Murphy, P. (2011). Attachment theory and primary caregiving. Australasian Journal of Early Childhood, 36(4), 16.

Ebbeck, M., Winter, P., Russo, S., Yim, H. Y. B., Teo-Zuzarte, G. L. C., & Goh, M. (2012). Measuring children’s involvement as an indicator of curriculum effectiveness: a curriculum evaluation of a selected child study centre in Singapore. Early Child Development and Care, 182(5), 609-619.

Garvis, S., & Lemon, N. (2015). Enhancing the Australian early childhood teacher education curriculum about very young children. Early child development and care, 185(4), 547-561.

Grieshaber, S. (2010). Departures from tradition: The early years learning framework for Australia. International Journal of Child Care and Education Policy, 4(2), 33-44.

Haigh, Y., Murcia, K., & Norris, L. (2014). Citizenship, civic education and politics: The education policy context for young Australian citizens. Journal of Education Policy, 29(5), 598-616.

Ishimine, K., Tayler, C., & Bennett, J. (2010). Quality and early  childhood education and care: A policy initiative for the 21st century. International Journal of Child Care and Education Policy, 4(2), 67-80.

Krieg, S. (2011). The Australian early years learning framework: learning what?. Contemporary Issues in Early Childhood, 12(1), 46-55.

Leggett, N., & Ford, M. (2013). A fine balance: Understanding the roles educators and children play as intentional teachers and intentional learners within the'Early Years Learning Framework'. Australasian Journal of Early Childhood, 38(4), 42.

Neumann, M. M. (2014). An examination of touch screen tablets and emergent literacy in Australian pre-school children. Australian Journal of Education, 58(2), 109-122.

Ortlipp, M., Arthur, L., & Woodrow, C. (2011). Discourses of the early years learning framework: Constructing the early childhood professional. Contemporary Issues in Early Childhood, 12(1), 56-70.

Peers, C., & Fleer, M. (2014). The theory of ‘belonging’: Defining concepts used within belonging, being and becoming—The Australian early years learning framework. Educational Philosophy and Theory, 46(8), 914-928.

Rouse, L. (2012). Family-Centred Practice: empowerment, self-efficacy, and challenges for practitioners in early childhood education and care. Contemporary issues in early childhood, 13(1), 17-26.

Salamon, A. (2011). How the Early Years Learning Framework can help shift pervasive beliefs of the social and emotional capabilities of infants and toddlers. Contemporary Issues in Early Childhood, 12(1), 4-10.

Skouteris, H., Watson, B., & Lum, J. (2012). Preschool children's transition to formal schooling: The importance of collaboration between teachers, parents and children. Australasian Journal of Early Childhood, 37(4), 78.

Sutherland, A. T. (2012). Principles for designing an effective, post-compulsory music curriculum suitable for Western Australia.


SCSA, (2017). k10outline - Humanities and Social Sciences. Retrieved 15 March 2017, from