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2.2: Educators foster a disposition for learning

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2.2: Educators foster a disposition for learning

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Provide comfortable and safe learning environment to cultivate a positive view towards learning

- Provide sensorial materials, encouraging exploration and discovery
- Flexible activities that provide choices for them to choose from
- Build on the children's interests when planning curriculum

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1. Quality interactions
- Quality adult-child interaction that takes place throughout the day helps to scaffold the individual needs and temperaments of infants and toddlers.
- Egs. Adult showing warmth through physical touch and communicating with the child

2. Learning environment
- The physical space of the classroom is safe, flexible and child-orientated to provide comfort and accommodate to the everchanging needs of the infant-toddler.
- E.g. the space is designed for safety of the child and include materials which are child safe and engaging for the child to play with

3. Schedules and routines
- Schedules and routines help to build a sense of security within the infant-toddler which is important for child development.
- E.g. following familiar schedules similar to schedule at home to build a sense of security in the child

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The 3Rs of Early Childhood - Durga, Syafinaz, Verdell

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The 3Rs of Early Childhood - Durga, Syafinaz, Verdell

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What are the 3Rs? Respect, Respond and Reciprocate. How do we apply this in a classroom setting? Respect - teachers respect the child so that the child can respect others. For example, eye contact, reassuring touch. Responsive - being sensitive to a child's needs, being available to the child's needs. Reciprocating - acknowledging the child by returning the correct corresponding gesture. The 3Rs allow the children to grow both confidently and securely.

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2.1 Educators use routine care for learning and development

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2.1 Educators use routine care for learning and development

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use play to investigate & explore ideas.

actively participate

manipulate resources with increasing competence and skills.

new materials to be introduced from time to time.

materials should be based on children’s interest and experiences.

provide a range of materials to support different aspects of holistic development.

learn to make friends, cooperate, communicate and solve problems.

interactions with caregiver will help in the exposure of language & vocabulary.

respond appropriately to others emotions.

expose children to different genre and cultures.

induce environment and opportunities for gross motor skills

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2.4: Educarers provide access to a variety of spaces and materials

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2.4: Educarers provide access to a variety of spaces and materials

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- provide opportunities for children to make use of natural materials during play
(e.g. playing with sand, collecting leaves or stones)
- build children's relationship with their surroundings to make them more familiar and comfortable
(e.g. getting used to the feeling of sand, or seeing leaves)

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PRIMARY CAREGIVER
CONSISTENCY OF CARE
CONTINUITY OF QUALITY CARE
- same at home and at school