PLEASE USE AUSTRALIAN REFERENCES AND SPELLING
The original assignment instructions:
Your portfolio will contain three separate items that will relate to each of the themes within Weeks 5–7, as specified in the following table:
Portfolio B item mapping
Item no. Theme Resource
1.
Movement skills
2.
Rhythmic and expressive movement
3.
Games and adventurous play
As shown in the table, you will only need one resource for each theme. Each resource should be clearly labelled for marking purposes with the name and description and targeted age groups (0–2, 3–5, and 6–8). Each resource must cater for one age group and theme/topic area. For example, you may design movement skills for 3–5 and games and adventurous play for 5–8. Your portfolio must include the following:
a brief description of the resource
evidence of the resource (not included in the word count), such as equipment, photograph, document (e.g. MS Word) or URL (if from an external source)
describe and evaluate your reasoning for choosing the resource, including an explanation of the following:
learning environment—how you are going to set up the environment
why is this theme important, and how does it impact teaching and learning?
what are the objectives of using this resource with links to the EYLF learning outcomes, curriculum and theory?
how will this resource be used in physical education, providing evidence of knowledge and understanding of pedagogy, tools, methods and other resources—consider different inclusive teaching strategies you may use, any links to practice you have, or reflections from placement experiences
a brief analysis of the benefits and limitations of the resource. You might like to refer to the concepts of risk and safety, including reasonable risk-taking.
Each of your portfolio items must be fully referenced in APA style. Note that references are not included in the word limit.
Your portfolio should be submitted as a Word document. Each item must be clearly labelled within this document with the name and description. You may use the structure guide provided in the Supporting resources section.
PLEASE REWRITE THE FOLLOWING:
**Resource 1: Sensory Scarves**
**Brief Description:** Sensory scarves are a versatile and
stimulating activity designed to engage infants and toddlers in movement
exploration. Soft, colorful scarves are used to encourage sensory exploration,
gross motor development, and visual tracking skills.
**Targeted Age Group:** 0–2
**Reasoning for Choosing the Resource:** Infants and
toddlers are in a critical stage of physical development, where sensory
experiences play a crucial role. Sensory scarves provide a safe and enriching
environment for them to explore movement, textures, and colors, fostering early
motor skills and sensory development.
**Learning Environment:** The sensory scarf activity can
take place in a cozy and safe space, such as a padded play area or a designated
infant/toddler room. Soft mats or blankets can be laid out to provide a
comfortable surface for babies to explore.
**Importance and Impact:** Movement experiences in infancy
and early childhood lay the foundation for future physical development. Sensory
scarves offer a multisensory approach to movement exploration, promoting body
awareness, visual tracking, and hand-eye coordination in young children.
**Objectives and EYLF Learning Outcomes:**
– **EYLF Learning Outcome:** Infants and toddlers develop a
sense of trust and security through sensory exploration and responsive
interactions.
– **Curriculum Links:** This activity aligns with the Early
Years Learning Framework by promoting sensory development and responsive
caregiving practices.
– **Theory Links:** According to Jean Piaget’s theory of
cognitive development, infants learn through sensorimotor exploration and
repetitive actions. Sensory scarves provide opportunities for infants to engage
in sensorimotor play and learn about cause and effect.
**Pedagogical Approach:** Inclusive teaching strategies for
sensory scarves may include providing a variety of textures and sizes of
scarves to accommodate different sensory preferences and developmental stages.
Caregivers can also offer gentle guidance and encouragement to support infants’
exploration.
**Benefits:**
– Stimulates sensory exploration and visual tracking.
– Encourages gross motor movement and coordination.
– Fosters caregiver-infant bonding and responsive
interactions.
**Limitations:**
– Requires close supervision to ensure safety, especially
with small objects like scarves.
– Some infants may have sensory sensitivities to certain
textures or colors.
– Limited variety in movement experiences compared to older
age groups.
**Evidence:**
*Photograph of infants exploring sensory scarves in a
supervised play area (not included in word count).*
—
By providing infants and toddlers with enriching movement
experiences through activities like sensory scarves, caregivers can support
their physical, cognitive, and emotional development during this crucial stage
of life.
**References**
1. American Academy of Pediatrics. (2021). Infant sensory
development. HealthyChildren.org.
https://www.healthychildren.org/English/ages-stages/baby/Pages/Infant-Sensory-Development.aspx
2. Bandura, A. (1977). Social learning theory. Prentice
Hall.
3. Department of Education, Skills and Employment. (2020).
The Early Years Learning Framework for Australia. Australian Government.
https://www.acecqa.gov.au/sites/default/files/2020-10/learning_framework_guide_0.pdf
4. Gliga, T., & Dehaene-Lambertz, G. (2020). Structural
encoding of body and face in human infants and adults: Insights from
oscillatory brain activity. European Journal of Neuroscience, 52(11),
4191–4201. https://doi.org/10.1111/ejn.14923
5. Hirsch, E. D., Jr., Kett, J. F., & Trefil, J. (2002).
The New Dictionary of Cultural Literacy. Houghton Mifflin Harcourt.
6. National Association for the Education of Young Children.
(n.d.). Developmentally appropriate practice in early childhood programs
serving children from birth through age 8.
https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/PSDAP.pdf
7. National Institute of Child Health and Human Development.
(2018). Understanding infant and toddler motor skills. Eunice Kennedy Shriver
National Institute of Child Health and Human Development.
https://www.nichd.nih.gov/health/topics/infantcare/conditioninfo/motor-skills
8. Piaget, J. (1952). The origins of intelligence in
children. International Universities Press.
9. Raikes, H., & Edwards, C. (2002). Extending the dance
in infant and toddler caregiving. ZERO TO THREE, 22(1), 29–35.
10. Rao, N., Sun, J., & Pearson, E. (2012). Children’s
self‐regulated
learning: A cultural psychological perspective. In A. C. Efklides & P.
Misailidi (Eds.), Trends and Prospects in Metacognition Research (pp. 107–124).
Springer. https://doi.org/10.1007/978-1-4614-5589-5_6
11. Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000).
From neurons to neighborhoods: The science of early childhood development.
National Academies Press.
12. Vygotsky, L. S. (1978). Mind in society: The development
of higher psychological processes. Harvard University Press.
13. Wang, Q., & Dunfield, K. A. (2018). Cross-cultural
perspective on social interactions: An overview. Social Development, 27(1),
3–12. https://doi.org/10.1111/sode.12292
14. World Health Organization. (2020). Infant and young
child feeding.
https://www.who.int/news-room/q-a-detail/infant-and-young-child-feeding
15. Zero to Three. (n.d.). Social-emotional development: 0–2
months.
https://www.zerotothree.org/resources/1075-social-emotional-development-0-2-months

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