Scenario - Daniel Daniel (four years) has a reputation as being noisy, impulsive and disruptive. He is tall for his age and when he gets enthusiastic, he often disrupts the play of others. Many of the children reject Daniel's attempts to join in their play. At first, educator Belle feels a little overwhelmed by Daniel. How can she make a meaningful connection with Daniel? Her intuition tells her that he needs a friend before anything else. Belle's attempts to engage so far have been met with limited success. Daniel's attention span has so far been limited and after a few minutes he is drawn to something new. After completing numerous observations of Daniel, Belle takes some time to reflect on what her documentation reveals about Daniel. Belle realises that she has been focusing on Daniels behaviours rather than a 'whole child' perspective. Over the next few weeks, Belle focuses her observations on really listening to and seeing' Daniel. Belle discovers that Daniel engages in quite a lot of self-talk, which focuses on make-believe. Daniel often pretends he is a football player. He talks about his training, tackling and kicking goals. Belle discovers that Daniel has accumulated a wealth of knowledge on this subject. She learns he has a favourite team (Raiders) and a favourite player (Dan Smith). Daniel explains that Dan's name is 'Daniel - just like me'. Daniel watches Match of the Day with his father and older brother every weekend. He speaks confidently about the rules of the game and the role of the referee. The next day Belle wears the football socks of Daniel's favourite team to work; it is the beginning of a warm, affectionate relationship. Together, she and Daniel work on a football project - other children join in with great enthusiasm. Daniel amazes Belle by taking centre stage as he confidently shares his knowledge of football with his peers. He provides information, asks questions and listens attentively as others share their own football knowledge. Give examples of five (5) questions you could ask Daniel to further develop curriculum suited to him, which would also build connection and belonging (i.e., questions that would enable you to capture the 'voice of the child')