summary class

Hana Nguyen

Large group

Video: The Alphabet book

Interest in literacy LLD 5

· Elias with a red hoodie sits in front of the teacher, he looks at the picture in a book while the teacher points at the alphabet in the book. Also, he repeats after the teacher reads the author name ( Allen Baker) of the book Black and White Rabbit, ABC.

· Elias replies, “ Hey, I know a different kid. Brian starts with a B.” after the teacher explains, “ It’s you know what because bakers bake bread and it starts with a B, “bu.” Baker starts with a “b” baker, [b] bread, so B. Well we started with A right.”

Small group: Stick Puppet ATL_ ERG 3 curiosity and initiative in learning

The girl with the pink sweater, Sophia holds the smiley puppet on her hand and hangs the fox puppet to Isabella. Sophia turns the page and looks at the book while the teacher says,” This one is the fox. If you go back a page, this one was the wolf. And this “is, where you are now.” Sophia realizes the different kinds of animals in the book and says,” that one is here. There is one and two.” The teacher confirms, “ Yeah, there are two different ones, a wolf and a fox.”

(Building either EARLIER OR MIDDLE)

Responding ( Easier)

The teacher asks Isabella, “ do you want to ask the gingerbread man where he’s going?” Isabella shakes her head. Sophia noticed her teacher's question and answer, “I will (something unintelligible) where are you going? I’m going, I’m going to the river. Then I turn the page. And they were running and they needed a rest. They need their rest. Then you’re the fox.”

Video Snacktime and Germ (mealtime) Relationship and Social Interaction with Familiar Adults

Teacher asks, “Can I have a snack with you? ' Okay, but today is my first day here so I don’t know what I should do first.” Kylie with the striped black and white shirt respondes, “ Wash your hand. Cause when you touch the toys, you can have germs.” The teacher tells her, “ But look at my hands, my hands look clean. Don’t you think my hands look clean?” Kylie explains, “ But you gotta, cause you can’t see the little germs cause they’re so tiny.”

The teacher asks, “To the sign? And what is that?” Kylie stands up and comes to the white board to count, “ It’s 3 oranges, 4 pretzels.” After that she counts one, two, three when her teacher grabs the food to her plate.

Building Blocks outside

Relationships and Social Interactions with peer:

The girl with the blue shirt picks up and moves the blocks with her two hands, she tells her friend with the pink dress, “ You take mine apart then I’ll take yours apart.” She also tells her friends how to build the blocks,” this is go on top, put this on ( the blocks).”

Question 1

Children have a lot to learn during their early stages of life. Various studies have illustrated that young children have a lot of aspects that require development. Besides, they tend to learn various things and in various circumstances during their tender and early ages. From such an implementation, it is realized that the appropriate age for the development of a child is from the age of birth to around 5 years, where they gasp onto various information and knowledge before other various and new knowledge is initiated and relayed to them ("Ages and Stages of Development - Child Development (CA Dept of Education)", 2021). Examples of the conditions and circumstances that illustrate the best and appropriate time for child development are the various activities that they discover during their daily expenditures, these activities may include messing around with water and other house items as they learn various things that proves their development.

Question 2

The early stages of the life of children include various implementations and activities that build and expand their knowledge. This implies that the respective actions executed by the children in various environments and conditions contribute to their growth in knowledge, and their general development. When a child of a young age, when a child from the age of birth to around the age of is involved in various circumstances and activities that contribute to their development, the development of the particular child can be described in various manners. Foremost the exposure that the particular child earns is essential and required for their development, and this means that the development of the child in such situations is excellent. It is because they acquire the respective knowledge and information that build them. An example is the exposure of the child to mind building games, which contribute to the development of the brain, thus boosting intelligence. Such is regarded as successful and the intended development of a child.

Question 3

One DRDP measure for measuring the social emotional development is the social and emotional understanding, where the interaction and the involvement of the child in various social and emotional aspects is realized. From such measures, the required knowledge about the growth and development of a child in social matters and concerns is achieved ("DRDP (2015) Preschool Fundamental View Measures | Desired Results Access Project", 2021). This implies that the particular measure is an important benefit and reasons for implementation. Social and emotional understanding is a measure that has great influence and constructive use during the build and the measure of social development. This is because it involves the actual aspects and activities that directly relate to the social and the emotional development of the child.

Question 4

I believe that the DDRP has general reliability and has great efficiency during most circumstances of implementation. From my understanding, and rom the knowledge about the particular measures, it is an important and activity to implement a particular measure during the gauging and the invigilation of the respective development of a child regarding to various aspects ("DRDP (2015) Preschool Fundamental View Measures | Desired Results Access Project", 2021). It is therefore easy to decide on the final rating to be accorded to a specific circumstance due to the respective activities and executions realized in the respective circumstance. For circumstances involving recurrent aspects and activities illustrate the level and improvement of development in the particular circumstance. Due to this reason, I would pick a recurrent and the same rating for such circumstances.

Question 5

I believe about the test-retest reliability of the various DRDP items ("DRDP (2015) Preschool Fundamental View Measures | Desired Results Access Project", 2021). This is realized and witnessed due to the various circumstances and conditions realized during the respective development of the child. Different conditions have different aspects, thus resulting in test-retest reliability. From such conditions, the observation of a child in different aspects and ways still exhibits the respective aspects of development, thus finding the same ratings.

Question 6

I believe about the inter-rater reliability in DRDP items. Such an implementation reason is realized due to the difference in the reasoning and ideas of the raters. However, the scale rating has a clear illustration of the respective conditions and aspects that are clear and visible to every rater regardless of the circumstances and conditions, and thus achieve the same interpretation from other people. This would result in the choice of the same rating.