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EYDF CHAPTER 2 (pg 19-41) - AREAS OF DEVELOPMENT AND DEVELOPMENTAL GOALS. Unpack the 4 areas of development and share appropriate activity ideas for the different age groups.  (Indicate the Area of Development and age group clearly) 

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EYDF CHAPTER 2 (pg 19-41) - AREAS OF DEVELOPMENT AND DEVELOPMENTAL GOALS. Unpack the 4 areas of development and share appropriate activity ideas for the different age groups.  (Indicate the Area of Development and age group clearly) 

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SW@SGN Patricia: 1. Cognitive Development: Infants (2-17mths) "Peek-a-Boo" game. Goal is to develop the ability to recall and anticipate what will happen based on previous experiences and explore the immediate environment with their senses.

2. Communication and Language Development: Infants (2-17mths) Picture/texture books. Goal is to show interest in books and other printed materials (e.g., signs and labels in the environment) and develop early comprehension skills.

3. Physical Development: Infants (2-17mths) Music and Movement. Goal is to develop body awareness and skills (include both locomotor and non-locomotor skills) through sensory play and movement activities and show interest in a variety of indoor and outdoor sensorimotor and movement activities (e.g., sensory play, outdoor play, push and pull).

4. Social and Emotional Development: Infants (2-17mths) "Pat-a-Cake" game. Goal is to develop emotional connection with educators and develop positive relationships with others.

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EYDF CHAPTER 3 - THE C.H.I.L.D. PRINCIPLES > Caregiving and routines as opportunities for learning and development (Pg 43-45). Share examples of developmentally appropriate daily routines that foster a safe, respectful, and responsive learning environment in your centre.

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EYDF CHAPTER 3 - THE C.H.I.L.D. PRINCIPLES > Caregiving and routines as opportunities for learning and development (Pg 43-45). Share examples of developmentally appropriate daily routines that foster a safe, respectful, and responsive learning environment in your centre.

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SW@SGN Patricia: 1. Arrival. Warm greeting towards infants by their name and with a smile so as to give them a happy and positive welcome in the morning.

2. Diapering. Maintaining eye contact and effective communication while changing diaper. Giving them an idea of the process by telling them the steps that we are gonna do.

3. Transition between activities/. Pre informing them in advance or before an activity ends. Giving them time to react to the situation and learning how to wait.

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EYDF CHAPTER 3 - THE C.H.I.L.D. PRINCIPLES > Developing secure attachments through respectful, responsive, and reciprocal (3R) interactions. Read pages 55-57. In your own words, reflect and summarize how developing secure attachments benefit infants and toddlers. 

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EYDF CHAPTER 3 - THE C.H.I.L.D. PRINCIPLES > Developing secure attachments through respectful, responsive, and reciprocal (3R) interactions. Read pages 55-57. In your own words, reflect and summarize how developing secure attachments benefit infants and toddlers. 

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SW@SGN Patricia: Developing secure attachments through respectful, responsive, and reciprocal (3R) interactions plays a crucial role in the emotional and cognitive development of infants and toddlers. When caregivers are consistently attentive, sensitive, and responsive to the child’s needs, it helps them feel safe and valued. This creates a foundation of trust and security, which is essential for the child to explore the world around them, build relationships with others, and develop a healthy sense of self-worth.

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EYDF CHAPTER 4 (Pg 64-67) - ROLE OF EDUCATORS.  CREATING A SAFE AND ENRICHING ENVIRONMENT. Elaborate 3 aspects (as shown below) you need to consider when organising the environment and share examples: 1) The Physical Environment, 2) The interactional development, 3) The temporal environment

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EYDF CHAPTER 4 (Pg 64-67) - ROLE OF EDUCATORS.  CREATING A SAFE AND ENRICHING ENVIRONMENT. Elaborate 3 aspects (as shown below) you need to consider when organising the environment and share examples: 1) The Physical Environment, 2) The interactional development, 3) The temporal environment

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SW@SGN Patricia: 1. The Physical Environment: Safety and Accessibility: Ensuring the space is safe and free from hazards is a basic but critical factor. Furniture should be child-friendly, with rounded edges, and there should be child-proofing like outlet covers and secure storage. Sensory Stimulation: Infants and toddlers benefit from a sensory-rich environment. Soft lighting, colorful toys, textured surfaces, and various materials (e.g., fabrics, wooden toys, mirrors) stimulate curiosity and support the development of sensory skills. A well-organized environment where everything is within the child’s reach allows them to explore and make independent choices. Designated Play Areas: Creating separate spaces for different activities, such as a cozy reading nook, a space for physical play, and a quiet area for relaxation or nap time, helps children associate each area with a specific function, promoting both physical and cognitive growth.

2.      The Interactional Development: Responsive Caregiving: Responding to a child's needs promptly and appropriately (like picking them up when they cry or smiling when they babble) teaches them that they are heard and valued. This fosters secure attachment and a sense of trust. Guided Play: Caregivers can engage with children by facilitating play that promotes cognitive and social development. For instance, during a block-building activity, the caregiver might encourage the child to try new shapes or construct something together, offering praise and gentle guidance, helping the child learn problem-solving and social cooperation. Positive Communication: Using encouraging and calm language, including naming emotions, asking open-ended questions, or narrating actions, helps the child develop language and social skills. A caregiver who speaks in a warm, calm tone and engages the child in back-and-forth conversation (even if the child is non-verbal) helps build emotional intelligence and communication abilities.

3.      The Temporal Environment: Consistent Routines: Having a consistent daily schedule helps children understand what to expect and when. For instance, if a child knows that after lunch comes quiet time, followed by playtime, they can anticipate and feel more secure as they transition between activities. This structure supports emotional regulation and helps children develop a sense of autonomy. Balanced Pace of Activities: Ensuring there’s a healthy balance of high-energy activities (like running or dancing) and calm, quiet moments (such as reading or resting) supports a child’s emotional well-being. Too much overstimulation can lead to stress, while too much downtime can lead to boredom or frustration. Transitions Between Activities: Transitions can be challenging for young children, but when handled with care, they can be a valuable learning experience. For example, using a consistent song or gentle reminder ("Five more minutes until it's time to clean up") helps children know when an activity is ending and can make transitions smoother and less stressful.