Observation In Case Illustrates How Lydia â€Myassignmenthelp.Com

Question: Discuss About The Observation In Case Illustrates How Lydia? Answer: Introducation Observation in this case illustrates how Lydia is being supported by her mother and her teacher towards learning process. While on the floor, she tries to reach on the book with the help of her mother and trying to balance herself while being encouraged by the teacher. The support systems Lydia is receiving in this case are exemplary in that it plays the actions of play and learning which crucial elements in learning outcomes of children are. The motivation of her mother is crucial at this phase when she tries to reach her the book on the floor till she crawls in order to get the book. The child on the other, is supported in gaining confidence to stand on the mat alone enabling Lydia to learn basic developmental skills despite her condition. My own observation from this scenario illustrates the role of mentors and support system among children and how they influence the learning process among them, (Larson, 2006). Lydias support of her mother and teacher in this case are exemplary de spite her condition, this has been overcome through economics learning process they take through her and the courage and motivation she receives from the support system. The actions of Lydia are overly leaned towards her perspective. Hence the starting point of the learning process and learning task is traced to child setting which in this case is related to the actions of the teacher and her mother, (Anderson, 2003). The focus of the teacher and her mother is shaping the actions of the child. The child is learning from the adult perspective, and has often been referred to as developmental pedagogy, (Pramling Samuelsson, 2006). The practice the child undergoes is crucial in shaping her world. The context, experience and situation relation makes a lot of sense to her world, (Cole et al, 2004). The observations illustrated from this two scenarios, highlights major interpretations based on the Early Childhood Framework according to the Australian framework on child development, (Ortilipp, 2011). In this framework, the following learning outcomes can be illustrated from the observations; Children have strong sense of identity 1.4; Children are able to learn and interact in relation to others with care empathy and respect- the relation of the teacher with Lydia is exemplary and shows how positive interaction yields positive learning process. Learning outcome 4: children are confident and involved learners 4.1 Children transfer and adapt from their environmental context- with the management the child is receiving through her mentors (mother and the teacher) is crucial in adapting to suit their environment. Learning outcome 4: Children being confident and involved learners 4.1 Children developing disposition of learning process- in this way it is demonstrated by the ability of Lydia to be able to learn various aspects of play and learning how to crawl and climbing stairs and jumping around. Learning outcome 5: Children able to be effective communicators 5.1 Children interact non verbally through the actions they portray through the learning process and as a mentor and support system, they ensure communication process. References Pramling Samuelsson, I. (2006). Teaching and learning in preschool and the first years of elementary school in Sweden. Nordic childhoods and early education, 101-131. Cole, P. M., Martin, S. E., Dennis, T. A. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child Business development, 75(2), 317-333. Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. The International Review of Research in Open and Distributed Learning, 4(2). Ortlipp, M., Arthur, L., Woodrow, C. (2011). Discourses of the early years learning framework: Constructing the early childhood professional. Contemporary issues in early childhood, 12(1), 56-70. Larson, R. (2006). Positive youth development, willful adolescents, and mentoring. Journal of community psychology, 34(6), 677-689.