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Group 1 (Elmilia Binte Abu Bakar, Su Xuan Chan, Cynthia Thomas, Doris Angles Thamarai)

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Group 1 (Elmilia Binte Abu Bakar, Su Xuan Chan, Cynthia Thomas, Doris Angles Thamarai)

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Group 7 ( Yee Guay Pheng, Wong Peng Peng, Nur Hafizah Binte Hashim, Bedelia Low)

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Group 7 ( Yee Guay Pheng, Wong Peng Peng, Nur Hafizah Binte Hashim, Bedelia Low)

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How has the educator applied the C.H.I.L.D. principle(s)?

Intentional planning for daily activities of circle time, art and craft, music, and story sessions

Provides children environment for exploration

He plays his activities holistically

What challenges does the educator face in applying these C.H.I.L.D principle (s)?

He had more experience working with children aged 5-6 years whereby attention is about 30 minutes, he faces challenges to engage his 3 year olds as he expects their attention to be the same

He sees routine care as a task and not opportunities for learning and interaction

He also does not facilitate or play with them when they are playing, instead he prefers to sit by their side, watch or chit-chat with his colleagues. He would supervise rather than facilitate

How can leaders support educators to overcome these challenges? What structures (how time, space and roles are organised) are needed to sustain good practices related to these C.H.I.L.D principle (s)?

Mentorship and Coaching

Pair Lucas with an experienced infant/toddler educator to model responsive, play-based interactions.

Encourage reflection on differences between older preschoolers and toddlers’ developmental needs.

Peer-observation with another educarer who is more experienced with the younger group

Attachment with planed learning goals ( facilitation of children during play, interactions during routine)

Coach him to break down and plan activities to be shorter

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Group Discussion 4_Case Scenario 3-Breakout room 5

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Group discussion 4_Case Scenario 2 - GROUP 3

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Group 2 (Faezah Ju, Hafizah Othman, Ida Iryani, Hamidah, Kwa Xiang Jun Justina)

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Group 2 (Faezah Ju, Hafizah Othman, Ida Iryani, Hamidah, Kwa Xiang Jun Justina)

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How has the educator applied the C.H.I.L.D. principle(s)?

1.    Caregiving-Respect-Greets all infants and eye-level contact. Builds secure relationships

2.    Narrates infants’ actions

What challenges does the educator face in applying these C.H.I.L.D principle (s)?

1.    Lacking of knowledge to plan intentional meaningful experiences

2.    Lack of ability to organise learning environment (overcrowds play area)

3.    Plans activities without observing infants’ interests or developmental readiness (providing crayons to all infants)

How can leaders support educators to overcome these challenges? What structures (how time, space and roles are organised) are needed to sustain good practices related to these C.H.I.L.D principle (s)?

1.    Provide her with a buddy to coach/mentor her (observation of experienced peer).

2.    Learning journey/attachments to learn good practices in setting up organised environment.

3.    Attend training/course or provide articles/photos/video on how environment can be set-up.

4.    Provide resources (developmental checklists, plans) and observe children’s developmental readiness