TCHR2002 Children, Families & Communities Assignment Sample
Length 1500 words including references
Working with, and supporting children and families within the context of their community can present challenges. Early childhood professionals should reflect on the diversity of issues that face children and families. The aim of this assessment task is for students to demonstrate their knowledge and understanding regarding contemporary and diverse issues facing children, families and communities.
You are required to answer each of the following three questions in approximately 500 words. All responses must be literature supported.
Part A: In your own words, write a short definition (2-3 sentences) for proximal processes.
Part B: Think about the aspects that influence children’s lives today and those that have influenced them in the past. Discuss how contemporary life may enhance or hinder proximal processes and outcomes compared to how life influenced them in the past. Frame your answer using the levels in Bronfenbrenner’s Ecological Model.
The extent to which victims of bullying suffer negative outcomes is partly determined by how they cope with being bullying. In your future practice, how can you ensure the children in your care have the skills and strategies to overcome bullying incidents. Make links to the Early Years Learning Framework (DET, 2019) where relevant.
You are working at a long day care centre where a new family has enrolled. You have planned a cooking experience with the children when the boy (aged 4) states, “cooking is the girl’s job, boys should not cook!” Discuss the following points:
• What language and actions would you use to handle this situation?
• How can you teach gender equality as part of the Australian culture with children aged 3-5?
• What are the strategies you could implement to work towards social justice and equity?
APA 7th referencing format is required in Faculty of Education assessment tasks – link to SCU Libguide here: APA 7 Referencing.
According to Bronfenbrenner, proximal processes can be considered as the driving forces of development in the children (Ashiabi & O’Neal, 2015). These include playing with children or reading activities, which help in displaying the relations between people and various objects and symbols that interact with the. These engines of development can determine the transmission of energy residing between the individuals and their environments through a bidirectional way (Bronfenbrenner & Evans, 2000).
There are various aspects that influencing lives of children and their development in today’s world while they have also impacted in the past. These mainly include genetics, gender, culture, environment, family, exercise, health and nutrition (Nolan & Raban, 2015). Heredity refers to the transmission of different physical characteristics from the parents to the children using genes that can affect their growth and development. Culture also influences the children’s emotional, social, physical and linguistic development. Factors like familial influence, socio-economic status and geographical influence further help in growth and development of children (Grace, et al., 2017). In addition, for assignment help exercise and nutrition displays how the child grows physically by remaining healthy and fit.
Fig : Bronfenbrenner’s Ecological Theory
(Source: McLinden, 2017)
Contemporary life can enhance or hinder proximal processes of the children throughout their lives while they participate in different reciprocal interactions taking place with people, symbols and objects present in their environments. This life consists of several environmental factors that help in supporting the wellbeing, healthy development and learning of the children (Nolan & Raban, 2015). This can be understood with the help of Bronfenbrenner's Ecological Systems Theory that enables one to control external influences, thereby enhancing the child development. It can be specifically applied for working mothers and their interaction with the children.
Microsystem of the children includes immediate family, school, doctor or place of worship that directly influence personality, belief systems and behaviour of children alongside their physical features (Nolan & Raban, 2015). Here, working mothers help in developing the personality of their children, thus, modifying their perceptions about social interactions.
Mesosystem refers to the degree of similarity existing between two immediate external environments of the children (Grace, et al., 2017). Here, a close match helps in smooth transition between the two external settings. The children here use their experience of interactions with working mothers for transitioning into the external system. They can face difficulties here as working mothers cannot provide all their time to enhance the children’s perceptions and feelings.
The exosystem includes local government, social networks and workplaces of the parents that might indirectly affect the child development. Here, the child is not involved in the setting of the mother’s working life but can be affected by the same (Grace, et al., 2017). This is because these interactions often change with the changes taking place in the in the mother’s work life, thereby affecting the child’s interactions as well in the environment.
Lastly, the macrosystem includes broader societal and cultural contexts that generate significant impact across all other systems. The values, principles and customs of the working mothers help in inculcating cultural belief systems and set of values of the society by passing onto the children. Here, the values are incorporated and passed down from the mother that might be subjected to change over a period (Grace, et al., 2017). Such changes again determine how children interact with their external environment and the ways such external factors influence their lives.
It is essential to undertake effective strategies and use skills for ensuring that children can overcome bullying incidents. Bullying incidents involve aggressive behaviours displayed intentionally by showing a power of strength. This is often a repetitive behaviour that can be physical, relational or verbal (Levine & Tamburrino, 2014). It has been further observed that young children having low self-esteem or loneliness feelings are more vulnerable to these bullying incidents resulting in different mental health issues like anxiety or depression. In this regard, it is required to provide support for enhancing social and emotional competence of the children through their wellbeing development. Here, wellbeing will encompass satisfaction, good physical health, successful social functioning and feelings of happiness for improving confidence and optimism amongst the children (Weare, 2015). This can further increase their learning potential, thereby enabling them to deal with bullying situations confidently.
According to the Early Years Learning Framework (EYLF), wellbeing can help in building resilience amongst children, thereby enhancing their capability in dealing with day-to-day challenges and stresses (DET, 2019). Such readiness to persevere uncomfortable or unfamiliar situations in learning can also help them to deal with bullying incidents. However, it is also essential for the educators to develop warm and trusting relationships, foster safe and predictable environments and provide affirmation and respect to the children (Mayr & Ulich, 2009). Furthermore, parents and educators should focus on acknowledging cultural and social identity of the children by responding to their different emotional states while they face any bullying experience (DET, 2019). This can help in enhancing their self-confidence, sense of wellbeing and willingness to engage in various learning activities. Another strategy would be to emphasize on developing their resilience and responsibility of self-help and basic health routines. This can promote their confidence and sense of independence, thus, making them more capable of handling unpleasant situations and bullying incidents (DET, 2019).
A whole-group intervention by involving teachers, students and peer groups along with all persons responsible can make antibullying strategies more effective. Both teachers and students need to be taught safe strategies for supporting and helping victims (Veenstra, et al., 2014). Classroom norms can also be changed for preventing bullying behaviour. Teachers can play a significant role in strengthening antibullying norms and their implementation in the classrooms. They should also become more efficacious by undertaking strict actions against individuals resorting to bullying their classmates and peers. It is expected that teachers would put in extra effort for decreasing bullying by keeping antibullying norms inside and outside classrooms (Veenstra, et al., 2014). Developing self-confidence and resilience of students can further enable them to undertake actions for reporting bullying incidents of their peers and classmates. This can help in reducing bullying in the classrooms. Here, students have to possess a strong perception about the teachers having higher efficacy and power in handling bullying situations (Veenstra, et al., 2014). It further motivates them to report such incidents from the perception that the situations will be dealt with. Thus, efforts from both students and teachers are required to reduce bullying incidents of children.
In this case, the situation can be handled by speaking in simple language and soft tone to the boy for making him understand his mistake. Here, it can be shown to the children how cooking can be a fun activity that any individual can perform. It also needs to be communicated to the children that cooking is a basic life skill that can help them while they grow up and start living alone for educational purposes.
A gender equality approach can be undertaken in schools and day care centres for breaking down gender stereotypes in Australia from young ages. In this regard, these educational and care places need to provide children with environments by including various non-gendered norms and expectations (Women’s Health East, 2017). This can make the children feel more celebrated and accepted by embracing their individuality. Both boys and girls can be encouraged for exploring, creating and developing diverse interests without labelling it as a girl or boy’s task. In this regard, children’s books should refrain from displaying cooking, driving, earning livelihood and other as gender-based roles (Women’s Health East, 2017). For example, they can show cooking as a basic skill that is required in life. Instead, these books should challenge gender stereotypes by embracing diversity.
Social justice involves the ideas of fairness, inclusion and equity. In educational institutions, social justice and equity can be ensured with the help of different strategies (Shaeffer, 2019). The schools need to redress the ways that help in reproducing and reinforcing inequality. Here, socio-economic disadvantage of students can be reduced through production of equitable outcomes from education. Both teachers and students need to get involved for identifying social injustices and become more aware about such issues (Shaeffer, 2019). Social justice pedagogy should also be undertaken for encouraging students to challenge unequal power relationships for transforming them. Thus, a social justice approach can be applied in the educational institutions for enabling all students to reach a high standard of education. Furthermore, adopting and resourcing a plan is required for ensuring social equity along with including clearly articulated goals (Boyd, et al., 2021). This helps participants in better understanding how they can enhance social justice and equity by achieving the stated objectives. Besides, inclusive engagement of children from various background can also be another strategy for promoting social justice and equity. Here, both formal and informal networks of different service providers and stakeholders should be established for ensuring such equity in the educational institutions (Boyd, et al., 2021). Children should also get equitable access to high-quality education alongside both boys and girls being encouraged to participate equally and actively in contemporary changing patterns of work. Thus, the active role played by these educational institutions for addressing social justice and equity at primary level should be addressed.
TCHR5003 Principles and Practices in Early Childhood Assignment Sample
Length: 1500 words (500 words per response)
Referencing: APA 7th
The scenarios are based on real life events in early childhood settings and relate to the early childhood principles and practices that have been explored over the first three weeks of the unit. Develop a professional response to each scenario to demonstrate your knowledge of relationships and the environment, by referring to the EYLF, the NQS and unit materials to support your points. The questions specify the minimum requirements for each response, and you may add additional points, however, ensure you remain within the word limit.
You are the educator in this toddler room. You want to allow the children to have more autonomy in the room, to make choices for themselves and take control of their
1. Describe what you might tell families about your improvement and why you are making these changes with justification using NQS Quality Areas.
2. What are one EYLF Learning outcome, Practice and Principle that align with your actions and why?
You are the educator responsible for a four-year-old room in a long day care centre. You are wanting to implement a healthier eating program within your room to achieve Exceeding status in the Assessment and rating process. You have diverse family groups from a wide variety of cultures and preferences (including families who are vegan).
1. What NQS Quality Area and Standard does this relate to and what one EYLF Practice and one Principle would you use to justify your changes?
2. What are two ways you could involve the children in implementing these changes?
Use literature to support your ideas.
You are the educator in the 18month old room. You have a number of new staff who do not understand why the children are so upset when their parents leave of a morning. You want to ensure they are aware that this is a normal stage of development.
1. Describe one theory you could refer to, to explain this separation anxiety?
2. Explain a strategy you could use to help the children build trust and settle each morning?
3. Outline to your staff an EYLF Principle and NQS Quality Area to justify why these actions are important for the child and family.
As an educator of toddlers, this is my responsibility to let them enjoy more autonomy in the environment that will help them expand their inner potential. I will follow the autonomy discussed in EYLF principles. I will let the child think, grow and prosper in his way. According to the National Quality Framework, some principles are set to develop early childhood and educational care. I will engage him in playful learning so that his interest will grow gradually towards learning.
I will focus on the holistic development of children in their early lives. The NQS quality area of physical health and safety has to be followed. Some changes are required to be brought into the life of the toddlers in terms of their safety and health. The environment must allow the child to grow in a safe and sound environment (Page, 2018). Only then, they can reach the stages of being, becoming and belonging. The toddler must be exposed to an environment of well-being, connectedness and moral values.
I must encourage the toddler so that he grows aware of their surroundings so that he will be interacting freely with each other. This is helpful for the entire development of the self and that triggers the innate drive for exploring different situations. The environment must be designed in such a way that they should be responsible for their physical, mental and emotional well-being.
Staffing arrangements require being good as that is also crucial to the responses and recreation of the children for assignment help.
I will try to foster the cordial relationship with the family too and try to maintain respect for diversity. The family has to be convinced of the changes that are to be brought onto the children too. The relationship must be respectful, reciprocal and based on sensibilities (Lu et al., 2020). They have to be encouraged so that they can get past the everyday challenges and stresses to cope with. I will undertake the role of proactive leadership in making development healthy, fruitful and sensible personality of the toddler.
I think EYLF principles have to be incorporated into the learning strategies of the toddler I would like to use the EYLF ideas that Toddler must be infused with a strong sense of rootedness and identity. They perform their best when they feel secure, safe and supported. They would feel free if they create a sense of interdependence, resilience and autonomy (Kirk $ Barblett, 2022). Confidence will be enhanced in the children as they are given proper training and motivation. Children will get to learn with empathy and care and in this way they develop themselves as responsible citizens of the world with contributions.
The practice of effective communication is necessary when they feel valued and worthy and are willing to be actively involved in a positive outcome. This is based on the relationship between security and reciprocity. The understanding of their feelings results in the mental development of the child when they learn how to interact with other people. Equity must be maintained so that they do not feel part of the discriminatory environment. At the same time, the children must learn diversity in the growth of their well-being (Siraj et al., 2019). Traditions, culture and languages must be incorporated into the curriculum. Learning through play and cultural competence must be the main focus of EYLF in enhancing the quality of toddlers' education.
I must conform to the EYLF principle that invites the families to collaborate. Diverse practices are incorporated where they can get the chance to fully expand their inner selves. Regressive barriers must be removed that inhibit the growth of the child. Knowledge is built upon and set so that the children can be exposed to continual improvements and lifelong learning.
The healthier eating programme must be introduced and in this case, NQS area 3 can be employed that concentrates on the development of the physical environment. I will incorporate the widely rich, diverse range of experiences can be presented to the 4-year-old child so that he feels entirely secure and free; concentrated towards what is being served. In this way, he can develop the habit of healthier eating. A safe physical environment can be built up that act as the catalyst that would improve the behaviour of the child. This is also an indicator of effective child education practice. Healthier eating programmes will lead to effective orientations of the development
The EYLF principle of respecting diversity can be instilled into the child. It has to be informed that diversity is something to be celebrated and therefore traditions and cultures of all communities have to be accepted and o must have the adaptability to get with the flow of every culture (Mohammed Osman & Elbashir, 2019). Once respect for diversity has been achieved, the child can feel the confidence to exchange thoughts, beliefs and feelings with others.
I would like to justify the change where the EYLF practice of cultural competence must be introduced to the child and he will learn the sense of self with full consciousness, rootedness and knowledge of other cultures. Intercultural communication must be exercised and children must be conscious of cultural fairness. An open attitude would help the learner to imbibe the aspects of different cultures. The acceptance of behaviour, culture and thoughts engender respect in the child so that he will entertain the cultural norms and beliefs of different religions and practices.
Children must be involved in the programmes and the effective ways that can develop the lifelong learning of children are
Collaborative teaching to the learner: The learners must be provided with sufficient care that has been based on mutual respect, care and lifelong learning. The learner can be shared with the cookbook, illustrative pictures so that he can be interested in the diverse practices of food taking. Cookbook can help them to identify different food items and develop their knowledge’s. The learner must feel belongingness and social connections to the family so that he can be prepared for any kind of venture in the future (Cumming, Wong & Logan, 2021). The collaborative techniques have been successful in imparting the right kind of education to the child. It is very important that the learners' needs have to be addressed correctly and the learning must follow the pattern in active ways.
Initiate the learning activities with a game: The learner will incorporate the active behaviours that will be advantageous to future growth. The children can be engaged in dynamic activities through jigsaw puzzles. This can help in the child’s cognitive development and psychological growth. The child must feel that he is part of the surroundings thus claiming his rootedness and belonging. The playful ways are interactive and developmental which can acquire learning fruitfully. The learner will be inspired to try out new things to learn and this is what attracts the learners to the next level of learning. Therefore, the strategy can be considered a pivotal one to draw positive responses.
Learning of a new theory: The separation theory can strategically explain the scenario as this highlights the emotional trauma that the child has to compensate for. The existential angst and the separation experience have filled the child with stress and flexibility issues. This might be the reason why the child is unable to form a mentally stable connection with the caretaker (Stroebe, 2021). The internalisation of the attitudes becomes negative and the caretaker also does not understand the dynamics of nature. As the parents go off early in the morning and the child is left with the caregiver facility, he might be experiencing suffering that he cannot express. The existential and psychoanalytic approach of the theory shows how the princess of interpersonal pain is involved in a scenario where constant anxiety and insecurity hampers the expected cognitive and intellectual growth. As human life is conceptualised as the sequences of successive experiences of separation, the limitations can be mounted and the child has to be ready for further crises and accidents.
The collaborative strategy: Through the process of collaboration, the staff can boost the confidence of the learner. The sense of stability has to be engendered in the mind so that he would be away from negative responses and unaccepted attitudes. The personalised approach is encouraged that prioritises interdependence, accountability and sharing nature. The sense of interdependence might help the learner in attaining the ultimate goals of education through individual development (Page, 2018). The learner must have the sense and knowledge that through active participation in the learning system, the assimilation of ideas must be perfect. Through an effective culture, the learner can be responsible for their performance. At the same time, the staffs have to be equally active to motivate the learner according to their needs. The collaborative techniques are likely to mitigate all the issues and this creates a flexible environment across the culture that would make the purpose authentic. This might decrease the level of disagreements and this is how students can feel more engaged towards the tasks.
Question 3: EYLF Principle and NQS Quality Area
EYLF principle has to be accommodated which can entail showing reverence to the learner who is to be imparted the lessons (Cleland et al., 2018). The staff must maintain positive interaction with the learner so that he cannot feel de-motivated and lonely. All the challenges that can impact learning have to be removed urgently. The learner must be allowed to make decisions on his own and this can be effective for the development of the child on the tender level. The child feels valued and automatically shows positive trends in behaviours.
NQS area 1 where the educational practices can be employed to maximise opportunities for the learners can be applied in this context. The practices and principles add to the development of the child that can embrace the different techniques in triggering positive results. Stressful attitudes might be warded off as the researcher is integrated into the development practices of education.
GDECE107 Early Childhood Education Assignment Sample
Review the research literature on STEM education and a range of recent (past 5 years) STEM education Apps currently available for children in the early years. Select five Apps, one from each category discussed in class (construction, experimentation, skills based etc . Describe the functions of the Apps and assess their potential to effectively engage with STEM concepts and skills, and reflect the Early Years Learning Framework (EYLF).
• Discuss recent research studies on STEM education in early years. Refer to relevant literature.
• Discuss STEM education Apps for young children
• Selects 5 Apps that are discussed in class and assess their potential to support children seeming and understanding of STEM concepts
• Discuss the functions of selected Apps and reflect upon their effectiveness. Refer to EYLF and relevant literature
• Academic English expression and referencing APA style
• Minimum 7 academic references
STEM. An integrative exploration of Science, Technology, Engineering, and Mathematics. Implementing a play-based pedagogy, STEM focuses on giving children the right opportunity to investigate, manipulate, create spaces and experiment with the resource and materials which are needed in developing the concepts and skills and educating them on the values of science, technology, and engineering, and mathematics.
Developing children’s science inquiry skills are an important aspect of the Early Years Learning Framework and the Foundation to Year 2 Australian Curriculum. The framework of EYLF involves practices, principles, and outcomes for children in their early education from birth till their transition to school.
The paper discusses the need for STEM knowledge in the population, especially in children, and the ways to do so. It also discusses the techniques that can be used as an Intermittent Discussion, Advance Organizer and Closure. According to Mustafa et.al. (2022) Industry, 4.0 gives reference to knowledge, physical cyber, innovation, and human capital in today’s era. These conditions are needed to be fulfilled for a developing country and its population especially the children to progress and become a developed nation. But it can be seen that a very less portion of the population in these countries are qualified in these sectors example there is a very less number of registered engineers in these countries. Mustafa et.al. (2022) state that the focus of industry 4.0 is to increase the understanding of science, technology, engineering, and mathematics (STEM) in human populations. The higher education system of these countries must be upgraded to meet the needs of Industry 4.0, which can make an effective workforce in these sectors. These countries are constantly trying to improve STEM education but the interest of the students gradually decreases in these subjects. This especially occurs during early childhood education. This causes the students to steer clear of the fields related to STEM while pursuing postsecondary education. To achieve specific goals, as a framework for developing the activities Teachers can use the activity pattern of ICL. According to the anticipated objectives, the activities of ICL are designed or selected. According to the principle of constructive alignment, an active verb is included in the outcomes such that in the context of their learning environment the students can do the development of their understanding at an appropriate level of the result. Mustafa et.al. (2022) suggests as a primary concern, ICL in STEM education must be brought up in the future generations so that many issues which may arise due to STEM education in the future can be dealt with.
This paper discusses the effects of STEM education and compares the creative thinking abilities before and after undergoing education according to the STEM Education concept. According to Somwaeng (2021) for a developing nation, one of the most important resources is human resources and its development is crucial for the development of the nation. Science, mathematics, and other knowledge are very important for young children. Challenging environments for learning should be present for children to boost their skills and attitude. This can be done using learning Science and mathematics in early childhood. In early childhood school, STEM education should be provided to every child as it develops an attitude toward solving problems. For practicing knowledge and soft skills, the organization of STEM education is very important. Through content and practices of mathematics, science, and engineering practices the definition of STEM education pedagogy can be done. In the school setting, holistic integration of knowledge can be provided by organizing STEM education. Somwaeng (2021) states that the enhancement of students related to STEM education requires the creative thinking of the students. To foster students so that they can find creative solutions IPST has recommended the engineering design process. It includes problem identification, collection of concepts and information related to the problem, designing of possible solutions, implementing of solutions to the problems, evaluation, and testing of the results for improvement. It was found that the creative thinking in 2 students became higher after they received organized education according to the STEM Education concept. Somwaeng (2021) states that the intervention of STEM education helped the children to apply knowledge to real-life problems.
According to Wan, Jiang, & Zhan (2021), a collective name of families of Science, Technology, Engineering, and Mathematics and its disciplines is known as STEM. It is often referred to as the education policies and curriculums and its related education and teaching when STEM is regarded. STEM infuses mathematic analysis, scientific inquiry, and technological and engineering design into the curriculum. From them, STEM education of the traditional discipline-based practices this paper helps to differentiate the current trends of STEM in education. It has been seen that in recent years from governments all over the world there has been a push given to STEM education which has helped to develop STEM education in schools and STEM teaching has been professionally developed. In the EC context, STEM education can be divided into three levels. First level deals with the strengthening of discipline-based content learning. The second level deals with the enhancement of discipline-based integration. The third level deals with preparation for innovation-driven integration. Concept of the STEM can be clearly understood when the three levels of STEM education are studied. Wan, Jiang,& Zhan (2021) state that if children are encouraged to play with mechanical toys which are linked to STEM-based sciences then they can understand STEM in a better way. This can also generate creative thinking in children from early childhood. The use of applications and technology can also do the same.
According to Çiftçi, Topçu, & Foulk, (2020) integration of the disciplines of science, technology, engineering, and mathematics is done by using STEM education. A strong relationship has been found between the development of the characteristics like exploration, observation, investigation, communication, and STEM education in early childhood. In the early childhood curriculum, STEM education should be integrated. This can help children to develop the concept in STEM fields and discover the STEM fields in a better way and help in rapid learning and development of the child. By description analysis and content analysis of data which were driven from the STEM integrated lesson plans and the open-ended questionnaire, the importance of STEM education in early childhood can be found. In this, it was found that STEM education helps in Developing research and inquiry skills, developing problem-solving skills, developing critical thinking skills, etc. Çiftçi, Topçu, & Foulk, (2020) discusses how STEM education can be included in the early childhood period. Writers discuss that this can be done using STEM-based activities, practicing Interdisciplinary ways like adding art and literature to STEM, etc. Teacher Education and Curriculum also play a huge role in this the pre-service early childhood teachers’ lectures related to STEM should be given, regular updates to STEM-related techniques should be provided to them. STEM-related education apps can be also used for children, this can increase their interest in the topics of STEM.
Discussing apps on Stem Education
Recent research studies on STEM education in the early years have provided us with the necessary data to inquire about and discuss the learning platform for children. (Campbell et al., 2018).
Through a study on STEM, we came to know that children must have foundation skills such as literacy and numeracy to communicate and register their early childhood investigations. (Mac Donald et al., 2020)
Skill and game-based Apps such as Tallytots, Nighty night which do not require the support of an adult around, children can explore a lot by playing them, and also, they can explore eBooks through Teddy’s Day, Book Creator, and MadPad.
Apps by STEM education for children are not meant for hierarchical categories but it represents the specific content and design of the range of available Apps. (Akturk, & Demircan, 2017)
Apps are divided into 5 categories to enhance their different skills while promoting learning in a more conjugal manner.
• Skill-based Apps: These apps promote early mathematics skills to strengthen investigations.
• Construction and Experimentation-based Apps: It is an area where they can develop an interest with an understanding at a human level.
• Exploratory Games Based Apps: In solving problems, the environment of a game makes it explorable and the setting of overcoming challenges to reach a goal enhances the children’s learning pattern.
• Interactive eBooks: eBooks create a new field of vision, especially for children, it allows them to investigate and think about the various aspects of the world.
• Creative and Open-ended Apps: These apps provide fields for collating and communicating ideas.
APPLICATIONS BASED ON STEM EDUCATION
Tallytots number: Skill-based App
A fancy app that promotes children’s education with the basic numerical. It is divided into 20 mini-games to provide children with options in choosing different platforms for learning. It uses attractive design and model which enriches them with the education of quantity, ordering, sorting, counting, and a guide to support counting up to 100. Tallytots number provides a basis for children to go with the EYLF framework and model (Mustafa et al. 2022).
Potential, and Effectiveness
• Solve problems, set order, and builds self-confidence.
• Develop an understanding of handling challenges with a positive approach.
• Come up with new challenges for children to further their learning and scope of vision.
• Enhances communication and exercises multimodal learning scenarios through singing numbers and other games.
Thinkrolls: Exploratory-game based App
It is an exploratory-based game that teaches scientific concepts such as buoyancy, synchronizing movements, and advanced knowledge in a fun way. (Tipett, & Milford, 2017)
It is designed in a way to provide less support to children and allow them to think critically, with balls that show various personalities, children can think confidently.
Potential, and Effectiveness
• It boosts the morale of children by providing fun and interesting challenges.
• It makes them understand the kind of world children are living in and will grow from.
• It engages children in fun activities to identify the nature of the act itself.
• It follows principles and practices that are promoted through EYLF and STEM.
Toca House: Construction and Experimentation-based App
A safe collection of housekeeping mini-games for preschoolers. It is designed as a toy rather is through playing, constructing, solving puzzles and problems, children explore wide fields than a game so it is exploratory as children will have to explore the house and help the interesting character with daily chores. Children receive only subtle feedback but are greeted proudly with a fancy display every time they finish a task (Murphy et al. 2019).
Potential, and Effectiveness
• It enhances children’s imagination and allows them to explore in a fun way.
• It teaches them to be positive and learn from household chores.
• It teaches them good moral values and educates good manners.
• It boosts their confidence and helps them in socializing.
• It follows the multimodal learning of EYLF.
Peppa Pig: Interactive eBooks
It is a mild British series with a simple and pleasant animation. The story revolves around portraying the life of a preschooler, such as visiting grandparents, playing, riding bikes, with strong lessons on morals about kindness, loyalty, and thoughtfulness.
Potential, and Effectiveness
• It is good for registering characters, tones, and beliefs for children to identify behavioral patterns
• It shows a living, children can relate to and expect to make a social change from it.
• It is good for children to explore unwanted areas mildly to understand important lessons.
• Teaches values, social obligations, and relations.
MadPad: Creative and open-ended App
It is a music app that works on syncing and loops, children spending hours can create fascinating, unique, and spontaneous results in it.
Potential, and Effectiveness
• Children can make use of their creative abilities through syncing and creating different sounds.
• In early age, children will be prone to advance uses of technology
• It is a unique platform for children to make use of.
Children’s everyday life provides them with numerous opportunities to involve themselves which involves mathematics, science, exploration, routines, and activities. An educator’s role is to nourish the seed that will grow into a tree once. STEM and EYLF both aim at providing the next generation education to children, by dissecting the primary branches of education, STEM and EYLF has created a new scope for learning among children and the education system comprises of providing with necessary skills that are required for them to grow and change in the best possible way.
However, it is recommended that the children are exposed to art too so that their growth can take a diversified route.
With the inclusion of art in STEM and the EYLF framework, children might be able to look at the artistic side of the reason and their understanding of true knowledge might get broader after that. As children are the seeds of society, they require every touch of nature to go on.
Akturk, A. A., & Demircan, H. O. (2017). A review of studies on STEM and STEAM education in early childhood. Ahi Evran Üniversitesi K?r?ehir E?itim Fakültesi Dergisi (KEFAD), 18(2), 757-776.
Campbell, C., Speldewinde, C., Howitt, C., & MacDonald, A. (2018). STEM practice in the early years. Creative Education, 9(01), 11.
Çetin, M., & Demircan, H. Ö. (2020). Empowering technology and engineering for STEM education through programming robots: A systematic literature review. Early Child Development and Care, 190(9), 1323-1335.
Çiftçi, A., Topçu, M. S., & Foulk, J. A. (2020). Pre-service early childhood teachers’ views on STEM education and their STEM teaching practices. Research in Science & Technological Education, 1-27.
MacDonald, A., Huser, C., Sikder, S., & Danaia, L. (2020). Effective early childhood STEM education: Findings from the Little Scientists evaluation. Early Childhood Education Journal, 48(3), 353-363.
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