Child: Lachlan; DOB: 24/01/2010 - Autism

Lachlan is 4 years and 3 months old; comes from an Australian family background. He lives with his
parents within a moderate social economical environment. He has been diagnosed with autism
spectrum disorder (ASD); a neural development disorder. He is very creative and skilful; some of his
special characteristics would be constructing buildings with wooden blocks, listening to the same
story for many times, very sensitive to tickling and light touch, staring at bright lights for a long
period of time, fear of fans or anything sound like a fan and finds a deep massaging type of touch very
calming.

However, he also demonstrates less communication, poor social interactions, restricted and
repetitive behaviour, temper tantrums and self-injury. Despite the fact that ASD is characterised by the
impairments of social interactions, communication and restricted and repetitive behaviour (Klein,
Cook & Richardson-Gibbs. 2001), often he would engage in outdoor play with two other children
who he always plays with and communicates.

Lachlan prefers using peripheral vision rather than direct eye contact with most of the staff
and children. Therefore, he is often unable to pay attention in various situations because he does not
look directly at the person or object that he is in contact.

Strengths
He is able to communicate his likes and needs non-verbally, such as pointing at objects or
pictures.

He responds better to visual aids such as pictures, signs, and printed words rather than to
speech.

With support from Speech-language therapist, now he can speak simple sentences and he will
keep working on his language skill.

He has excellent physical skills (gross motor and fine motor).

He can concentrate on things that he enjoys doing for a long period of time, such as playing
with blocks.

Interests

Construction with blocks

Soccer

Needs

Social interactions
Verbal Communication
Behaviour management
Laila; DOB: 23/2/2010 Global Development Delay

Laila is 4 years and 2 month old. Her cultural background is Arabic, the language spoken at
home is Arabic. Laila and her family have been living in Australia for 3 years and her general health
is good. Laila has been diagnosed with global development delay. As Baker et al (2005) suggests,
children with developmental delay are at an increased risk of behavior difficulties. As educators we
need to ensure Laila has the opportunity to express herself in safe and effective ways. Laila is very
enthusiastic and energetic, she enjoys participating in role play and creative arts, however Laila does
have a short attention span. She has a very good memory in particular remembering all the childrens
names and parents, and gets very excited when people come in the room.

Laila has significant delays in social skills which impacts her interaction with her peers. Laila
is non-verbal, so it can be difficult for her to communicate, as a result this impacts on her health and
wellbeing. She has no fear or awareness about her body in space, and often trips over and falls due to
poor muscle tone. Despite this Laila will give most things a go.

Strengths
Memory
Positive and enthusiastic
Energetic
Creative
Interests

Role play
Water play
Blocks
Crafts
Needs

Social Interaction
Language
Gross motor
Fine motor
Behaviour management
Shared Interests, Strengths, and needs for the group of children:

Trains
One on one interactions
Social and language interactions
Numeracy
Needs gross motor
 Satisfactory with fine motor

Overall aims and outcomes

The overall aim in the setting is to create experiences that are of interest to the children, this
provides the opportunities to enhance growth and development in many key areas. There are
many outcomes we aim to achieve in the planned experiences. Social and emotional skills is
an area that we encourage children to develop. As Dunlap (2005) suggest acquiring social
skills assists in forming and maintaining positive relationships, this is imperative in early
childhood settings and assists in transitioning to school and beyond. Many of the planned
experiences we have available, encourage children to engage in positive social environments
which enhances language skills and conversation. Our aim is to provide the children with
opportunities to gain a sense of agency, identity and belonging as this is guided by the Early
Years Learning Framework (DEEWR, 2009).

Linking with social environments another critical area in childrens development is

Language. As Brock & Rankin (2008) suggest it is important to provide language learning
through purposeful and practical experiences. We need to provide an abundance of
opportunities for language to be fostered. This is critical for children to improve on
language, articulation and vocabulary in order for them to communicate (Flint et al, 2014).
This can be supported by listening to stories, discussing topics of interest and challenging
children with questions and ideas. Another great way to do this during activities is to ask
open ended and I wonder questions (Flint et al, 2014). This not only provides language
development but also cognitive thinking. Cognitive thinking is the mental processes such as
problem solving, recognising and remembering (Arthur et at, 2012). These are supported by
theories from Piaget and Vygotsky. It is also important to recognise that childrens prior
knowledge and experiences can influence a childs thinking processes. All the planned play
experiences in our setting provides children with many opportunities to engage in cognitive
thinking, especially water play, block construction and creative arts.

Another aspect we endeavor to further develop is a childs motor development including both
gross and fine motor. Providing activities that build on the childrens motor development is
essential for the physical growth of children (Meldrum & Peters, 2012). Fine motor
development can be gained through many activities such as managing equipment, moving
objects and actions like holding a pencil or using a pair of scissors. We have provided
activities that can build on these fine motor skills such as the craft table, block area, water
play, train set and the dinosaur area. Fine motor skills are essential for a child to be
independent, this enables children to achieve self-help skills such as opening lunch boxes,
going to the toilet, washing hands and dressing themselves. Gross motor skills can be gained
through many activities such as climbing, constructing and movement. Gross motor skills are
essential for a childs development as it enables children to develop and strengthen their
muscles to support the demands of their future growth. Without the development of these
skills children become very limited and restricted with the activities they can engage in. Our
aim as educators is for children to have the physical and emotional ability to participate in all
activities that they enjoy.

Mat Session

Rationale
Creating a program plan for childrens play, learning and development in an early childhood
setting would accommodate specific activities and experiences. They may involve many daily
challenges such as providing an environment that is safe, flexible, calm, welcoming,
supportive, respectful, and resourceful along with effective partnerships (Arthur, Beecher,
Death, Docket and Farmer, 2007). Therefore, those activities or settings could be often
changed or modified according to the childs interests, strengths and needs. The focus on self-
selection of materials and tools and the open-endedness of most of the learning areas that are
created would also mean that many activities can take place by children as they would make
their own choices in ways of exploring, investigating, playing, learning and enjoying. The
program would also give opportunities for each individual to engage with other children and
staff in an inclusive environment. Although each child has a unique way of playing and
learning; a well organised and inclusive program would provide a strong base for childrens
learning, play and wellbeing.
Activities, Resources, Timing and Organisation
Activity: Read aloud (modeled reading)
Setting: Indoor
Resources: Story Book- Peanut by Linas Alsenas- (a
charming story of an old lady who makes an elephant her new pet dog).
Timing: 25 minutes
Organisation: This activity is conducted as a whole-group. Modelled reading involves the
teacher reading in a fluent and phrased manner, modelling effective reading behaviours. The
explicit planning of specific reading behaviours for modelling may include leading students
to make predictions about the story, identifying familiar words and phrases, recognising new
words and phrases; fluency, phrasing and comprehension. During the experience, the teacher
is in control of what is being modelled. Students participate by listening and watching. It is
crucial that the teacher thinks aloud the thinking processes involved in effectively reading a
text. At the end of the session, children have the opportunity to share their ideas, feelings or
any questions about the story.

Links and connections to the EYLF:

Outcome 2: Community: Children respond to diversity with respect
-Listen to others ideas and respect different way of being and doing.
Outcome 4: Learning: Children develop dispositions for learning such as curiosity,
cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and
reflexivity;
-Children are curious and enthusiastic participants in their learning.
-The children will investigate, imagine and explore their ideas through the story told, songs,
dance and games.
Outcome 5:Communi cation: Children interact verbally and non- verbally with others for a
range of purposes;
-Express ideas and feelings, and understand and respect the perspective of others.
SOCIAL PLAY

Rational

Creating a program plan for childrens play, learning and development in an early childhood
setting would accommodate specific activities and experiences. They may involve many daily
challenges such as providing an environment that is safe, flexible, calm, welcoming,
supportive, respectful, and resourceful along with effective partnerships (Arthur, Beecher,
Death, Docket and Farmer, 2007). Therefore, those activities or settings could be often
changed or modified according to the childs interests, strengths and needs. The focus on self-
selection of materials and tools and the open-endedness of most of the learning areas that are
created would also mean that many activities can take place by children as they would make
their own choices in ways of exploring, investigating, playing, learning and enjoying. The
program would also give opportunities for each individual to engage with other children and
staff in an inclusive environment.

In the early childhood context, language is an important concept for communication.

Conversation would develop a childs natural curiosity of enhancing the vocabulary and
move them towards their literacy skills. Staff have implemented experiences such as read
aloud, shared reading, felt board stories, singing action songs and flash card games. Although
each child has a unique way of playing and learning; a well organised and inclusive program
would provide a strong base for childrens learning, play and wellbeing.

Activities, Resources, Timing and Organisation

Activity: At the shops- Pretend/ Dramatic Play
Setting: Home Corner
Resources: a wooden table, a child size chair, card board boxes as shelves, shopping bags,
dress ups, calculators, toy phones, toy fruits and vegetables, recyclable milk cartons, egg
cartons and tins, printed cash notes, counters as coins.
Timing: 20 minutes
Organisation: Children will take part in this activity during indoor play. Staff will assist
children during play with open communication, guidance and encouragement. Before
Children move to another activity they need to make sure the space is clean and tidy.

Links to the Early Years Learning framework

Outcome 1: Children have a strong sense of identity
-Engage in and contribute to shared play experiences.
Outcome 2: Children are connected with and contribute to their world
-Understand different ways of contributing through play and projects.
-Use play to investigate, project and explore new ideas.
Outcome 3: Children have a strong sense of identity
-Manipulate equipment and manage tools with increasing competence and skill.
Outcome 4: Children are confident and involved learners.
-Engage with and co-construct learning
Outcome 5: Children are effective communicators
-Use the creative arts such as drawing, painting, sculpture, drama, dance, movement, music
and story telling to express ideas and make meaning.
-Experiment with ways of expressing ideas and meaning using a range of media.

WATER PLAY

Rationale
Water play has many advantages for children including the ability to incorporate maths and
science ideas. Water is the most natural linkage with science (Dodge & Colker, 2005). This
can include areas such as water volume, sinking and floating. Playing with water is relaxing
and open ended but also has many benefits such as improving dexterity and hand eye co
ordination. It can enhance cognitive skills as they explore why particular objects sink or float
and how they react. It provides understanding of cause and effect, develops problem solving
skills and through this activity children can learn through trial and error. Water also has the
ability to foster social interactions which provide children with language and communication
experiences (Brock & Rankin, 2008). The water activity provides social contexts such as
playing co-operatively with others, negotiating including sharing the activity and turn taking.
Motor development skills are being gained through water play, both gross and fine motor.
This activity improves body co-ordination as children move around the tub as well as
increasing skills such as pouring, filling and scooping. These skills will assist children with
everyday self help actions.

Resources, Timing and Organisation

Activity: Water Play Tub
Setting: Outdoors (but can also be indoors on wet area)
Resources: Water tub, water, measuring cups, funnels, pebbles, sea shells and sea creatures
Timing: Open ended
Organisation: Children will take part in this activity during outdoor play. Staff will assist
children during play with open communication, guidance and encouragement. Before
Children move to another activity they need to make sure the space is clean and tidy.

Links to the Early Years Learning framework

Outcome 1: Children have a strong sense of identity
-Confidently explore and engage with social and physical environments through relationships
and play.
-Engage in and contribute to shared play experiences.
Outcome 2: Children are connected with and contribute to their world
-Understand different ways of contributing through play and projects.
-Use play to investigate, project and explore new ideas.
Outcome 3: Children have a strong sense of identity
-Use their sensory capabilities and dispositions with increasing integration.
-Manipulate equipment and manage tools with increasing competence and skill.
Outcome 5: Children are effective communicators
-Engage in enjoyable interactions using verbal and non-verbal language.

CREATIVE ARTS (drawing, cutting and pasting)

Rationale
Art has endless benefits for children, and assists in many areas of development. There is
evidence to support the statement creation and appreciation of art are intellectually
demanding tasks (Raible, 2003, p. 393). It is important to recognise that this statement
draws upon theories from cognitive psychology. Participating in art experiences relies
heavily on cognitive thinking (Riable, 2003). When introducing art activities to children, we
are encouraging problem solving, cognitive thinking, creativity and expression. These are all
valuable skills that children should have the opportunity to acquire.

As children draw, paint, stick and experiment with textures, colours and shapes they learn
about cause and effect through a process of trial and error. Art is a creative outlet for children
and they can express themselves through their artwork. This activity has the ability to assist
with social skills by interacting with peers and educators. It allows educators to interact with
children to discuss their work. This can involve open ended questions about their artwork,
the process and to offer encouragement and support. In addition, art experiences have the
ability to enhance fine motor skills, such as using scissors and manipulating equipment.
These skills are important for children to acquire and are used in everyday life.

Resources, Timing and Organisation

Activity: Craft Table
Setting: Indoors on a table
Resources: Paper, pencils, glue, scissors, sticks, feathers and foils
Timing: Open ended
Organisation: Children will take part in this activity during indoor play. Staff will assist
children during play with open communication, guidance and encouragement. As well as
guiding children to use equipment correctly if needed.

Links to the Early Years Learning framework

Outcome 1: Children have a strong sense of identity
-Engage in and contribute to shared play experiences.
Outcome 2: Children are connected with and contribute to their world
-Understand different ways of contributing through play and projects.
-Use play to investigate, project and explore new ideas.
Outcome 3: Children have a strong sense of identity
-Manipulate equipment and manage tools with increasing competence and skill.
Outcome 4: Children are confident and involved learners.
-Engage with and co-construct learning
Outcome 5: Children are effective communicators
-Use the creative arts such as drawing, painting, sculpture, drama, dance, movement, music
and storytelling to express ideas and make meaning.
-Experiment with ways of expressing ideas and meaning using a range of media.

References
American Psychiatric Association (2000). Diagnostic and Statistical manual of mental
disorders (4th ed.), Autistic Disorder (pp.70-71). Arlighton, VA: American Psychiatric
Association
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2007). Programming and
Planning in Early Childhood Settings (4th ed.). South Melbourne, Vic.: Cengage

Arthur , L., Beecher, B., Death, E., Dockett, S., Farmer, S. (2012) Program and Planning in
Early Childhood Settings. (5th ed). Australia: Cengage Learning Australia.

Baker, B. L., Blacher, J., & Olsson, M. B. (2005). Preschool children with and without
developmental delay: Behaviour problems, parents' optimism and well-being. Journal
of Intellectual Disability Research, 49, 575-590,doi:228646857

Brock, A., & Rankin, C. (2008). Communication, Language and literacy from birth to five.
London:Sage

DEEWR (2009). Belonging, Being, Becoming. The Early Years Learning Framework for
Australia. DEEWR: Barton, ACT

Dodge, D, T., Colker, L, J., Heroman, K. (2005). The Creative Curriculum. Washington
DC: Teaching Strategies Inc

Klein, M. D., Cook, R, E., & Richardson- Gibbs, A.M. (2001). Strategies for Including
Children with Special Needs in Early Childhood Settings. NY, United States:
Delmar Thompson Learning

MacNaughton, G. & Williams, G. (2009). Techniques for teaching young children:

Choices for theory and practice (3rd Ed). Frenchs Forest, NSW: Pearson

Meldrum, K., & Peters, J. (2012). Learning to Teach Health and Physical Education, the
student, the teacher and the curriculum. Frenchs Forest. Australia: Pearson

Raible, J. (2003). Art and cognition: Integrating the visual arts in the curriculum. Language
Arts, 80(5), 393. doi:196837578

State of Victoria (2009). Victorian Early Years Learning and Development Framework. East
Melbourne, Vic.: Department of Education and Early Childhood Development