EDF2033

LearningwithChildrentheirFamiliesandCommunities:Assessment1
MarieHammerandJoHansen
12pmClassWednesday
Childsname:Laura
DateofBirth:12/10/2010

Preparedby:RebeccaCrute(205108204),AlexandraWicks(26011565),LaurenAlexander(25108190)&KellieLeCerf(27303012)
Date:09/09/2015

Chapter

Developmental
Strengths

Interests

FurtherSupport

Evidence

4.Enrolling
Laura

Expressingherself
throughdrawing

Usingartasaformof
expression

Continuetoencourage
Lauratousedrawing
asaformofself
expression

DuringtheenrolmentofLaurainto
primaryschool,Chantelledetailed
Laurasinterestsasplaying,drawing
andwatchingtelevision.Withsupport
ofLaurasworksamples(Chapter4).

1.Introducing
Expressingherself
Laura
verbally
2.Takemeback
toMummy
3.Disciplining
Laura
5.Laura,Phoebe
&therollingpin

Usingimaginative
play

DevelopLauras
capacityto
appropriatelyverbalise
herneedstobothpeers
andeducators
furtherlanguage
supporttoexpress
herselfverbally,not
physicallywhenangry,
upsetordistressed

Makingherneedsverballyobviousto
herpeersandothereducatorsIneed
thisnow!(Chapter5).Shealsouses
herverbalcommunicationstrengthsto
expressherfeelingsIamgoingtokill
you!(Chapter1).Sheisabletouseher
dramaticplaytoactouteventsthatshe
wantstooccurinreallife,callingthe
copstotakeherbacktoMummy
(Chapter2).

1.Laurasstory Collaborativeplay
5.Laura,Phoebe
andtherolling
pin

Playinginthehome
cornerandcooking
withpeers

EncourageLaurato
shareandtaketurns
withinherplaywith
others

Laurahasbeenobservedinitiatingand
takingchargeofplayyougogetthe
cupsofteaandyoubetheDaddyand
gotowork(Chapter1).Hasalsobeen
observedcookinginthehomecorner


EDF2033
LearningwithChildrentheirFamiliesandCommunities:Assessment1
MarieHammerandJoHansen
12pmClassWednesday

(Chapter5).

Goal

Informing
Interest

Strategy

Responsibility

Shortterm
1.Todevelop
Lauras
understandingof
emotions

Drawing

Reading
books

Imaginative
play

TeachLauraarangeofemotionsthrough
Onepersonresponsibleforthe
theWhenImfeelingbooksbyTrace
implementationofthesestrategiesisthe
MoroneyandTheredbeastbookbyK.I.
Kindergartenteacher,theseresponsibilities
AlGhani.
andstrategieswouldbepassedontothe
FocusLaurasdrawingsusingthebooksas
foundationyearteachernextyear.
scaffolding,askinghertodrawhowshe
Chantellecanalsoberesponsiblefor
understandsdifferentemotionsandthetype
achievingthisgoalthroughherinteractions
ofthingsthatmaymakeherfeelthatway.
withLaurawithintheclassroom(Bowes,
Theuseofcreativeartsisapositivenon
Grace&Hodge,2012).
threateningwayforchildrentoexploretheir TheuseofarttherapymayhelpLaurato
ownemotions(Prior,2005).
buildonherunderstandingofemotionsby
DevelopLaurasunderstandingofemotions
allowinghertoexplorefeelingsina
throughimaginativeroleplayorpuppetrole
nonverbalway.Arttherapycanhelppeople
play(asagroupgame).Thekindergarten
resolveconflicts,developinterpersonal
teachercoulddemonstratescenarioroleplay
skills,managebehaviour,reducestressand
withidentifiedemotionsofhowachildmay
achieveinsight(TheAustralianandNew
feelinagivensituations.(e.g.Yourfriend
ZealandArtsTherapyAssociation,2015)
tookyourballanddidntgiveitback,show
mehowyoufeel?).(
Suckling,Amelia&


EDF2033
LearningwithChildrentheirFamiliesandCommunities:Assessment1
MarieHammerandJoHansen
12pmClassWednesday

Temple,Carla,2008)
2.Engagingina
rangeofactivities

Toyphone

Imaginative
play

Anumberofstrategieswillbeusedto

engageLaurainactivities(trialanderror).
Lauramaybeabletotakethemobile
phonetoytoactivitieswithher,thoughif
thisisnotsuccessfulthemobilephonemay
beusedasarewardaftercompletingan

activity.
Providearangeofvaryingactivitiesthat
arebasedonLaurasinterests,
encouraginghertoexpandherinterests
andskills,forexampleengagingin

imaginativeplaywithherpeersoutsideof
thehomecorner(Churchilletal.,2011).
TheuseofachoiceboardtohelpLaura
decidebetweentheactivitiessheisgiven
toengagein.ForexampleifLaurahas
spentalotoftimeinhomecornerreferher
tothechoiceboardtomovetohernext
activity(G.Dunlap,D.Liso,2004)

Thekindergartenstaffmemberswillbe
responsibleforsettingupsomeactivities
thatLaurawillbeparticularlyinterestedin,
thiswillencourageLauratoengageinthe
activitiesavailable.
Thekindergartenteacherand
coeducatorswillberesponsiblefor
keepinganeyeonLaura'smovements
makingsureshepositivelyengagingin
heractivity.
Thekindergartenteacherwouldbe
responsibleforcreatingandintroducinga
choiceboardthatisspecificforLauras
interests,aswellasincludingsome
activitiesLauradoesnotusuallyengage
in.Thechoiceboardshouldbereferredto
onadailybasissothatLauracanget
usedtousingit.Thechoiceboardwillbe
assessedweeklytogageits
effectiveness.(G.Dunlap,D.Liso,2004)
Theresponsibilityofusingthechoice
boardwillalsobegiventoLauratomake
decisionsaboutheractivitiesthroughout
thesessions.
Chantellealsohasaresponsibilityto
supportLauratoparticipateinarangeof
activitieswhilstsheisintheclassroom.


EDF2033
LearningwithChildrentheirFamiliesandCommunities:Assessment1
MarieHammerandJoHansen
12pmClassWednesday

Shemaypositionherselfatvarious
activitiestoencourageherdaughterto
interactwithherwhilstparticipatingin
variousactivities(
McWey,Acock&
Porter,2010)
.
MidTerm

1.Develop
appropriateskills
tocopewitha
rangeofemotions.

Roleplay

Socialstories

Drawing

Provideatabletopplayactivitywithdolls

forLauratoexpressherfeelingsinarange
ofimaginarysituations.Chantellemay
evenbeinvolvedinthisplayandswitch
rolestothechildandLaurabetheadult,for
Lauratoexpressherviewonadulthood.
CreateaquietcornerforLauraandany
otherstudentsintheclassroomtouse,to
calmdownfromanegativesituation.Inthe
quietcornerLauramayberequiredtodraw
howshewasfeelingwhensheenteredthe
cornerandhowsheisfeelingleavingthe

quietcorner,allowinghertoexpressher
feelingsaboutthesituationinan
appropriateandaccessibleway(Collet,
2010).
WorkwithLauratobuildaplanofarange
ofphysicalactivitiesshecouldengagein
whenfeelingfrustratedandangryfor
examplerunning,dancing,jumping,

punchingapillow.

TheKindergartenteacherand
CoEducatorswillberesponsibleforthe
settingupofaquietareaforLauraand
otherstudentstoaccess.Itmaybewith
theuseofatentwithcushions,oracouch
facedawayfromotheractivitiesinthe
kinder.Laurashouldbeencouragedto
identifytheemotionsheisfeelingwhen
sheentersthearea,andnoticeifit
changesafterspendingtimeinthequiet
area.
TheKindergartenteachersarealso
responsibleinprovidingthedollsforthe
tabletopplayactivitytooccur.Inaddition
theteacheralongsidethecoeducators
shouldbepersistentandconsistentwith
modellingappropriatebehavioursinfront
ofLauraandotherchildren,when
undesirablebehavioursoccur.
Chantelleisresponsibletointeractinthe
tabletopplaywithLauraandtakeonthe


EDF2033
LearningwithChildrentheirFamiliesandCommunities:Assessment1
MarieHammerandJoHansen
12pmClassWednesday

2.Formverbal
communication
skillstoenable
further
developmentin
relationship
building.

Roleplaywith
educatorand
peers

Collaborative
playwith
peers

Modelappropriatebehaviorsforcoinciding
emotions.Forexamplewhenfeelingangry,
thebehaviourcanbemodelledbythe

educatorstowalkawayfromthesituation,
seekhelpfromeducators,breatheand
thinkabouthowtosolvetheproblem,and
verballycommunicatingfeelingsto
others.(
Cuskelly,Morris,Gilmore,&
Besley,2015)

roleofachildtoallowforLauratoexpress
emotionsinanimaginarysituation.

EncourageLauratoturntakethrough
providingatimerforthestudentsto
allocatetimeforLauraandtheother
studentstoplaywithspecifictoys.The
educatorcandemonstratetoLaurathat
shewouldhavemoretimewithatoyifshe
sharedwithherpeersandplayedtogether
(Jiron,Brogle,&Giacomini,2013).
ProvideLaurawithappropriate
communicationbehaviourtomodel,
throughprovidingLaurawithexamplesof
waystoverballycommunicate.For
examplewhenifLaurasaysIneedthis
now!(Chapter5,LaurasStory)the
educatorcouldrephrasetoLauratosay
e.g.JohncouldIhaveaturnplease.
ReferLauraandChantelletoapediatrician
foramentalhealthcareplanwiththeaim
ofusingapsychologisttofurtherdevelop

Thekindergartenteacherwillneedto
providethetimertothestudentsaswell
asdiscussinganddecidingonan
appropriatetimeallotmentofthespecific
resources.
Tomodelappropriatebehaviourthe
kindergartenteacherwillalsoneedto
spendtimeindividuallyandinsmall
groupsutilisingresourcestodevelop
Laurasverbalcommunicationskills.
Arangeofpediatricreferralswillbe
providedtoChantellebythekindergarten
teacherandwillbeexpectedtoutilisethe
informationandensureLauraisgiventhe
opportunitytoworkwithapsychologist.


EDF2033
LearningwithChildrentheirFamiliesandCommunities:Assessment1
MarieHammerandJoHansen
12pmClassWednesday

thisarea.(Foreman&ArthurKelly,2014)

References

Jiron,A.,Brogle,B.,&Giacomini,J.(2013).
Howtoteachyourchildtotaketurns.
UniversityofsouthFlorida:America.Retrievedfrom:
http://cainclusion.org/teachingpyramid/materials/family/bkpk_turns.pdf

Bowes,J.,Grace,R.&Hodge,K.(2012).Children,FamiliesandCommunities:ContextsandConsequences(FourthEdition).South
Melbourne:OxfordUniversityPress

Churchill,R.,Ferguson,P.,GodinhoS.,JohnsonN.F.,Keddie,A.,Letts,W.,...Vick,M.(2011).
TeachingMakingaDifference.(
Second
Edition)Australia:JohnWileyandSons

Collet,P.(2010).Editorial:ArtandEarlyChildhoodEducation.
AustralianArtEducation,33(
2),69.Retrievedfrom
http://search.informit.com.au.ezproxy.lib.monash.edu.au/fullTextdn=427454289058252res=IELAPA

Cuskelly,M.,Morris,M.,Gilmore,L.,&Besley,T.(2015).
AustralasianJournalofEarlyChildhood.P
arents'reporteduseandviewsof
strategiesformanagingthebehaviouroftheirpreschoolchild.Vol.40,No.2,99106.

Foreman,P.&ArthurKelly,M.(2014).InclusionInAction(4thEdition).SouthMelbourne,VIC:CengageLearning.

Hammer,M.(2015).EDF2033LaurasStory.Retrievedfromhttp://moodle.vle.monash.edu/course/view.php?id=23447

McWey,L.,Acock,A.&Porter,B.(2010).Theimpactofcontinuedcontactwithbiologicalparentsuponthementalhealthofchildreninfoster
care.
ChildrensandYouthServicesReview.32,
13381345.doi:10.1016/j.childyouth.2010.05.003

Prior,K.(2005).
Parity.
Whycreativeartswithchildren?,Vol.18,No.9,18.


EDF2033
LearningwithChildrentheirFamiliesandCommunities:Assessment1
MarieHammerandJoHansen
12pmClassWednesday
Suckling,AmeliaandTemple,Carla.(2008).
CoolCalmKids:ResourcestoHelpPreptoYear2FindBetterWaystoDealwithConflictand
BossyPeers.
Reactions:AngryAlligatorandScaredMouseCamberwell,Vic:ACERPress.

TheAustralianandNewZealandArtsTherapyAssociation.(2015).
AboutArtsTherapy.
Retrievedfrom
https://www.anzata.org/aboutartstherapy/

UsingChoiceandPreferencetoPromoteImprovedBehaviour(2004)retrievedfrom
http://csefel.vanderbilt.edu/briefs/wwb15.pdf