CHCECE038 Observe Children To Inform Practice Workplace Assessment Task Assignment Sample

Pages: 33 Words: 8303

Introduction: CHCECE038 Observe children to inform practice

Access Free Samples Prepared by our Expert Subject Matter Experts, known for offering the Best Online Assignment Help Services in Australia.

This is an assessment activity linked to an individual unit of competency and contributes to the overall assessor judgement of competence.

CHCECE038 Observe children to inform practice

Elements

Observe and interact with children
Seek information from secondary sources
Record and communicate information
Analyse & interpret information and observations
Contribute to curriculum planning

How students participate in assessment

You are required read and follow the instructions below. Additional instructions may be provided in your Student Handbook and supporting documentation.

Assessment conditions

Assessment responses must demonstrate a capable understanding and consistent application of knowledge and skills in a workplace setting.

You MUST provide responses to tasks and questions to a Satisfactory level
Assessment responses MUST demonstrate consistent performance in a real-world setting
You should rely on the information gained through implementation of tasks and the referenced learning materials to guide responses

Authenticity requirements

You must make a genuine attempt to answer each task appropriately in this assessment activity. Intentionally or unintentionally presenting answers to assessment questions that are another individual’s work, or the work of a team as your own is considered plagiarism and may result in exclusion from the unit. Refer to the Student Handbook for further information.

Authenticity declaration: It is important that you sign and date the Authenticity Declaration on the next page to confirm that the responses to tasks and questions presented for assessment are your own work.

Supervisor confirmation of authenticity: A supervisor (usually a workplace supervisor or assessor) should acknowledge the authenticity of your work prior to submission. By completely this declaration, the supervisor is authenticating these tasks as having been completed in an appropriate setting, under supervision and to an acceptable standard for Early Childhood Education and Care workplace.

Student and Supervisor Declaration

ATTENTION

You must include your name and SIGNATURE on this page

Your signature is required to verify authenticity of your work.

Student declaration

By making this declaration:

I understand the assessment conditions and how to effectively participate

I understand my responsibility to provide assessment responses that are my own.

I understand that, at any time, if it is shown that in this assessment task, I have plagiarised or misrepresented assessment responses, the assessment outcome may be revoked.

I understand I must gain the approval of the assessor and/or Workplace Supervisor before and/or after implementation of these tasks.

Name:

Signature:

Date:

You must include the name of your supervisor and

collect an authenticating SIGNATURE on this page.

Supervisor declaration

I confirm the workplace assessment tasks were completed by the named student in a regulated children’s service in Australia.

I confirm that I have discussed and provided specific feedback in relation to:

Workplace Task 1: Understanding the curriculum planning cycle
Workplace Task 2: Observing children to inform practice

Supervisor Name:

Signature:

ECEC Name:

Date:

Optional comment/feedback:

Record of Assessment

SUMMARY

RECORD OF ASSESSMENT

Assessor declaration

Assessment tasks were completed in a regulated children’s service in Australia.

Assessment tasks are authentic and supported by a student and Workplace Supervisor declaration

Assessors satisfy the Standards for RTOs’ requirements for assessors

This assessment activity has been assessed as:

Satisfactory

Not Yest Satisfactory

Incomplete

For work deemed “Not Yet Satisfactory” or “Incomplete”, the student has been provided with written feedback below. The assessment may be re-submitted for reassessment.

Assessor Name:

Signature:

Date Received:

Date Marked:

Assessor comment/feedback:

Resubmit instructions: (for Not Yet Satisfactory or Incomplete assessment outcomes only).

Assessment instructions

You are required to discuss, plan, coordinate and implement a range of tasks and respond to questions to demonstrate understanding and skill application. To facilitate the appropriate learning and developing skills, practical tasks MUST be completed within a regulated Early Childhood Education and Care setting or an approved simulated workplace setting.

Attempting assessment tasks

You are required to respond to each task and question in the space provided. You can answer each question by typing responses directly into the spaces provided, or by printing and handwriting responses.

Assessment outcomes

The Early Childhood Education and Care training packages are vocational qualifications that are competency based. For each assessment undertaken you will be assessed as Satisfactory or Not Yet Satisfactory. Where you are assessed as ‘Not Yet Satisfactory’, the assessor will provide you with feedback regarding what needs to be re-attempted and the resubmission process.

Reasonable adjustment

You may apply for reasonable adjustment to this assessment activity. You should refer to the Student Handbook for further information.

Submitting tasks

Once you have provided responses to ALL tasks and questions, submit your assessment for assessor marking. Refer to the Student Handbook for information on how to submit assessment activities.

Student appeals

Students have the right to appeal an unfavourable decision or finding during assessment. Students should refer to the RTO Student Handbook for further information.

Learning materials and required readings

Students will require access to the following textbooks, readings and websites to provide responses to the questions in this assessment.

Textbook reference: Kearns, K. (2020) Birth to Big School, 5th ed., Cengage Learning Australia, Melbourne. Chapter 10

Readings

Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments. (2009). Belonging, Being & Becoming. The Early Years Learning Framework for Australia.
https://www.acecqa.gov.au/sites/default/files/2020-05/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
NSW Government. Education and Care Services National Regulations.
https://www.legislation.nsw.gov.au/#/view/regulation/2011/653/full
Karen Kearns. Questions to consider when observing preschool age children.

Workplace tasks planning table

This tool provides you with a summary of the workplace tasks for this unit. It indicates:

the approximate time frame needed to complete each task
the preparation required for each task.

Use this tool with your workplace supervisor to plan the completion of your tasks.

This symbol indicates that the task can be completed either in your allocated workplace study time, or at home.

This symbol indicates that your workplace supervisor must observe you as you complete this task, or sign to confirm they have reviewed your responses.

Task Schedule Table

Task	Time frame (mins)	Preparation for task
Task 1	180	Understanding the curriculum planning cycle Review Figure 10.4 'Six-step planning cycle' in Birth to Big School. Organise a time with your supervisor to discuss how you would gather information about your service's planning cycle.
Task 2	360	Observing children to inform practice Read through each of the templates (observations and developmental summary) Discuss the task with your workplace supervisor who will help you choose three children to observe. (One must be aged under 23 months, two must be aged 2-6 years.) Ask parents/carers to sign Permission forms for their child.
Task 3	30	Reflection (my understanding and knowledge of the EYLF) Find a quiet place to reflect on your understanding of how the EYLF Practices and related policies are applied in the service. Ask your supervisor to provide you with feedback on your skills in questioning and relationship building
Supervisor notes and/or suggestions:

Observing children

Important information for CHCECE038 Observe children to inform practice

Assessment tasks MUST be undertaken with three children in a Regulated Children’s Service. You must work with three focus children:

one child must be aged 0-23 months
two children must be 2-6 years.

For students who are not working directly with children under 24 months, it is suggested you spend a minimum of two weeks (10 days) with children under 24 months. This will allow you time to complete all tasks and build quality relationships with children.

You must speak with your workplace supervisor and discuss the allocation of your four focus children. For each of your focus children you must seek written permission to use observations and photographs in your assessments. You have two options:

Your service director or workplace supervisor may be able to grant permission
You may need to seek permission from the child’s parent/carer.

My service has given approval for observations and photographs of the child to be collected as part of the assessment process. (The completed Observation and photograph consent form – service must be completed and submitted with your assessment.)

-or-

I need to gain parent/carer permission for observations and photographs of the child to be collected as part of the assessment process. (The completed Observation and photograph consent form –parent/carer must be completed for each child and submitted with your assessment.) Please ensure that the parent/carer returns the consent form before you commence the assessment tasks.

Observation and Photograph Consent Form - Service

Observation and photograph consent form – Service[cite: 11]

As part of my assessment for CHCECE038 Observe children to inform practice I am required to collect observations and photographs of children. All information collected will be treated confidentially by the students and staff of _______________________(RTO name).[cite: 11]

Child 1 (0-23 months) First name only: Michel[cite: 11]

Child 2 (2-6) First name only: Luna[cite: 11]

Child 3 (2-6) First name only: Rachal[cite: 11]

Workplace Supervisor to complete: I understand that the observations and photographs of the child will be used by the student/s in the study of child development and planning for children, and that neither the child nor family will be identified by last name in these studies.[cite: 11]

(Please tick) _______________________(Student name) of _______________________(RTO name) has my permission to observe and photograph the children listed above for the purpose of course work.[cite: 11]

Workplace Supervisor Name:[cite: 11]

Workplace Supervisor Signature:[cite: 11]

Date:[cite: 11]

Observation and Photograph Consent Forms

Observation and photograph consent form – Child 1[cite: 12]

Student name:[cite: 12]

Parent/Carer to complete:[cite: 12]

I understand that the observations and photographs of my child will be used by the student in the study of child development and planning for children, and that neither my child nor my family will be identified by last name in these studies.[cite: 12]

(Please tick) _______________________(Student name) of _______________________(RTO name) has my permission to observe and photograph _______________________ (child/ren’s first name/s) for the purpose of their course work.[cite: 12]

Parent/Carer Name:[cite: 12]

Parent/Carer Signature:[cite: 12]

Date:[cite: 12]

Observation and photograph consent form – Child 2[cite: 12]

Student name:[cite: 12]

Parent/Carer to complete:[cite: 12]

Parent/Carer Name:[cite: 12]

Parent/Carer Signature:[cite: 12]

Date:[cite: 12]

Observation and Photograph Consent Form - Child 3

Observation and photograph consent form – Child 3[cite: 14]

Student name:[cite: 14]

Parent/Carer to complete:[cite: 14]

Parent/Carer Name:[cite: 14]

Parent/Carer Signature:[cite: 14]

Date:[cite: 14]

Task 1: Understanding the curriculum planning cycle

The purpose of this task is for you to demonstrate you can seek guidance from colleagues about observation techniques.

Textbook reference

Birth to Big School (5th edition) by Karen Kearns
Chapter 10 (pp. 359-360) Figure 10.4 ‘Six-step planning cycle’

Reading

Education and Care Services National Regulations. NSW Government
https://www.legislation.nsw.gov.au/#/view/regulation/2011/653/full

Preparation

Before commencing this task, you must:

review Figure 10.4 ‘Six-step planning cycle’ in Birth to Big School
organise a time with your supervisor to discuss how you would gather information about your service’s planning cycle. This will include:

talking to and observing other educators
participating in/observing evaluation and reflection discussions
reviewing/reading curriculum documentation
participating in/observing program implementation
noticing how the program is changed and adapted as needed on a day-to-day basis
reading policies and procedures which relate to educational program, relationships with children and partnerships with family/community.
investigate documentation, enrolment forms, developmental records etc.

Instructions

Over a period of a few weeks gather information about the curriculum used by your service. To do this you will need to reflect on the six-step cycle of planning shown in Figure 10.4.
Using the table provided, gather the information listed under each heading.

Task 1: Understanding the curriculum planning cycle

a. List the service policies and procedures that relate to programming and planning.

The process for the programming and documentation of observing the children involves the process of collecting the material and evidence for classifying the steps of learning. The policies and procedures for childcare are documentation, extension experiences, benefits, support, input and final output.

Step 1. Gather information about and observations on the child

Tick all boxes that are used in your service.

b. Primary sources of information may be gathered from:

Enrolment forms
Discussion with family; About Me Forms etc.
Discussion with child – the child’s voice
Different types of observations
Photographs
Other (please state):

c. Secondary sources of information may be gathered from:

Confidential Reports from other professionals
Anecdotal information from parents, carers, grandparents, other significant adults.

d. How do individual educators contribute to the planning process? (e.g., refer to their curriculum plan).

Professional discussions around children’s interests
Sharing feedback from families and children
Reviewing documentation on children’s past and current learning
Discussions about reflective practices from previous planning and outcomes
Other (please state):

e. How do educators choose the observation tools and techniques they will use to support children’s learning? (These will vary depending on the situation – e.g., whether it is an individual child or a group of children.)

It is based on the philosophy of the service and the outcomes to be achieved.
It is based on the specific behaviors or skills to be observed and the techniques or tools best suited to gathering this information, e.g., observing a child’s behavior to determine if there are any triggers that might require a running record.
Other (please state):

List one example of a technique or tool that is used.

In this case, Jotting is used for observing the child by the educators. The behavior and the events related to children are recorded. The Jotting helps in identifying the interest of the child. According to the view of Nabhan (2022), Jotting is usually the notes of the child’s behaviors in a couple of sentences that can help in developing the series for observing the child.

Step 2. Question, analyse and interpret information

Tick all boxes that are used in your service.

f. How are the primary and secondary sources of information analysed/questioned to determine children’s strengths, interests and needs?

Discussed with other educators
Identify differences/similarities across different sources
Used to inform planning for children
Used in discussions with families to learn more about children
Other (please state):

g. Select one (P) of the primary sources and give an example of how it will be used when planning for children i.ehow it is used in the planning cycle process.

Enrolment forms
Discussion with family; About Me Forms etc.
Discussion with child – the child’s voice
Different types of observations
Photographs
Other (please state):

Provide an example of how this source is used when planning for children i.e., how it is used in the planning cycle process.

For the planning of children, different kinds of observation are used. Luna is 3 years old, observing her help in the collection of her strengths, area of interest, abilities, backgrounds, and culture. Observing Luna helped the educators to know about her strengths and set goals based on the needs of Luna. Luna loves playing with sand as was observed by her educator, the observation help them to set the question of who is she playing with. How is she using the tools? How well she can understand the context and other elements. Based on the view of Bassok et al. (2021), observation is very important for planning regarding children.

h. How do educators use their knowledge of child development and knowledge of individual children when planning the program?

They consider how the children interact with others in a social context and their skills
To understand the interrelationship between play, learning and development
Use theoretical knowledge of domains of development when planning experiences to support skills
When choosing relevant EYLF learning outcomes
When considering the child’s dispositions for learning and the impact this will have on their learning
Other (please state):

Step 3. Develop goals for learning

Tick all boxes that are used in your service.

i. Who is involved in setting goals for children?

Families
Children
Educators
Community links
Other (please state):

j. From the room program, provide an example of an individual goal that considers a child’s strengths and needs.

Michel is 2.5 years old and this was his first day in kindergarten school. The Individual goal was to provide a healthy, and safe environment to him. The goal was to encourage him so that he can have the happiness to come to the classes again. The strength and needs of Michel can be fulfilled with this individual goal.

k. From your room program provide an example of a group goal that relates to information gathered on a group of children and considers the age/stage of development.

The group goal of the room program is to provide a healthy environment and ensure the social and sensitive development of the children (Ulferts et al.2019). Rachel is 4 years old, Observing her alerted the educators that she is introverted and she is not as social as other kids. This observation made the educators develop some group goals that can help Rachel to be more upfront and mingle more with her age group.

l. How are the needs/interests of individual children incorporated when planning the program?

Wherever possible, children’s interests, skills and abilities are incorporated into planned activities.
Incorporates children’s cultural background
Planning environments that support hands on experiences where children can be supported and see themselves as confident and involved learners
Educators develop individual and groups goals to achieve positive outcomes and support development
Other (please state):

m. How are the goals monitored to ensure that children are meeting/working towards these goals?

When evaluating the program
Included in daily journal entries
Written on individual children’s files
Other (please state):

Step 4. Plan learning experiences or activities

Tick all boxes that are used in your service.

n. Describe your room’s program format e.g., daily journal, digital, paper-based.

The format of My program is to Maintain a daily journal of the observation in Objective and subjective format. The objective in the journal is writing what I can hear and see, the subjective of the Journal is writing my perceptions of what child is feeling. First, I watch and observe, I Listen to what the child and educators have to say, I record them as per my comfort level, then I interpret the observation in my Journal.

o. How does the educator decide what experience/s will be documented?

Experiences based on observations of the children and captures the children’s voices in the planning cycle
Based on the planning cycle in regards to groups of children e.g., projects and group goals
Based on specific needs of a child to support inclusion and collaboration with other professionals
Spontaneous experience due to an interest or community celebration
Linked to intentional teaching experience e.g., protective behaviours, sun safety, science, projects
Other (please state):

p. How are plans for individual children documented on the program? (e.g., how do educators know it is planned for a specific child)

The child’s initials and/or goal are written on the program
Child is tagged in the service app
Individual educators/rooms each have their own processes.
Other (please state):

Step 5. Decide on teaching strategies and implement.

Tick all boxes that are used in your service.

q. How is the planned program implemented?

The Planned program is implemented with the help of the determination of the desired result, Planning, applying the feedback loops, Monitoring the progress, and identifying the setback and challenges regarding the Planned program. The Planned program is implemented with the help of the determination of the desired result, Planning, applying the feedback loops, Monitoring the progress, and identifying the setback and challenges regarding the Planned program.

r. How is the program communicated to educators? How do individual educators know what they are responsible for implementing?

Room meetings
Diary
Reviewing of plan
Feedback and input
Other (please state):

s. Give an example of how your team works together to develop and implement the program

Organizing regular meetings regarding the progress of individual goals and group goals can help in developing and implementing the program. The meeting by Mrs. Gomez as the principal of the kindergarten where Michel, Luna, and Rachel are students helps her to analyze the growth of these students and set the goals for the program that can highlight child’s interests and recognize the issues they are facing. Every teacher who is their educator observes then and presents their progress report in the meetings. Here, Mrs. Gomez set the goals for the educators to achieve in a week.

t. How is the program communicated to children, families, significant others/carers?

Morning meetings with children
Informal and formal discussions
Service educational apps
Daily diaries
Other (please state):

u. Reflecting upon Regulation 155, how do educators use the information they have gathered to support interactions that are responsive and respectful of individual needs?

The procedures must be written in vibrant and brief language, making them informal to read, comprehend and contrivance. The stages and strategies of the document in the procedures will not only attendant the exercise but also update regulatory authorities of educationalist and staff prospects and tasks at the provision. When discerning about the procedures for connections with children, it is necessary to be real and achievable. For example, if the procedures necessitate educationalists to inspire children’s assertiveness in their connections with them, they essential to set out applied stages educationalists can track to endorse that.

Step 6. Review, reflect on and evaluate the process

Tick all boxes that are used in your service.

v. What is the process of evaluating the weekly program?

Reviewing daily entries at the end of each week and writing an overall summary
Overall reflection of the week e.g., what went well, what needs to change or extend and where to next?
Evaluation on how children engaged with the environments (any barriers or benefits)
Evaluation on how planned outcomes/goals were or were not met and why?
Other (please state):

w. Regulation 73 and National Law 168 both state that education and care services must have a program that is based on the approved early learning framework. How does the service ensure that the program is covering the five learning outcomes of the EYLF?

EYLF Learning outcomes are included as part of the program/checklist
The EYLF is the underpinning curriculum
Other (please state):

x. Why is it important to give individual educators the opportunity to contribute to planning the program?

The contribution to the program by individual educators can help the program to be more swift and easier to achieve. The goals set by the program can be easily attained if there is a contribution from each of the individual educators.

y. Reflection

What have you discovered about the challenges of planning programs to support children’s learning?

The challenges that were observed in the process of the planning program were lack of teachers with the trend for the child curriculum. The teachers who are part of the program were little less supportive of the program as it was time-consuming for them

Task 2: Observing children to inform practice

The purpose of this task is to demonstrate that you can:

observe and interact with children
seek information from secondary sources
record and communicate information
analyse and interpret information
contribute to the planning cycle
make appropriate links and decisions in relation to the EYLF and planning

This task is in three parts:

Part A: Child 1 (under 23 months)

Part B: Child 2 (2-6 yrs)

Part C: Child 3 (2-6 yrs)

Preparation

Before commencing this task, you must:

Read through each of the templates (observations and developmental summary)
Discuss the task with your workplace supervisor who will help you choose three focus children to Focus child 1 must be aged under 23 months, focus children 2 and 3 must be aged 2-6 years.
Obtain a signed observation and photograph consent form for each child
Refer to service standards, policies and procedures relating to collaboration with families and the community, educational program and practice, relationships with children and confidentiality

You must also refer to the following pages of your textbook, which outline the different observation techniques used to support children’s learning. Please read the definitions provided prior to the example.

Textbook reference:

Birth to Big School (5th edition) by Karen Kearns

Chapter 10

pp. 374-375 Figure 10.13 An Anecdotal record of Kai’s fine motor skills
page 376 Figure 10.14 Social/emotional competence checklist
page 378 Figure 10.15 A learning story
pp. 379-380 Figure 10.16 Developmental summary

Readings

Belonging, Being & Becoming. The Early Years Learning Framework for Australia (2009) Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments.
https://www.acecqa.gov.au/sites/default/files/2020-05/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
[Or visit Google www.google.com.au and enter ‘Belonging being becoming’ into the search tool.]
Questions to consider when observing preschool age children. Karen Kearns.

Student tip: Take your time with this task – there are several steps to work through and you will need to time to plan and prepare.

Instructions

Ask your supervisor to assist you to
Access two secondary sources of information for each child, for example:
1. the child’s enrolment form
2. development records/portfolios (this information may assist you with developmental domains you have not observed)
3. the ‘about me’ form
Complete a developmental checklist, an anecdotal record and a learning story for each child.
Complete the developmental summary, including examples from your secondary sources. You may find it useful to discuss or consult with other educators to determine the child’s needs, interests, skills, influence of community and cultural practices.
Summarise your findings and discuss your summary with a senior educator and/or your workplace supervisor for each individual focus child.
Based on your discussion, develop a goal for the child to support their learning, link it to an EYLF learning outcome and suggest an experience to be added to the program.

Student tip: With reference to your secondary sources, all must be treated as strictly confidential. They should not be reproduced or directly quoted.

Task 2: Part A Child 1 (under 23 months) Communication and language checklist
Child’s first name:	Michel				Age:	under 23 months		Date:	12^th MAY 2023
Note: This checklist is designed to provide you with a very general summary of basic skills that can be observed. It is not intended that this checklist should replace written observations of the child, but rather, as a beginning learner of child development, to provide you with a basic awareness of some of the many skills you may (or may not) observe as you work with the child. You are only required to complete the checklist section for your Child’s age.
Checklist key:		☑Achieving	〼Attempting				☒ Not Observed/Ready
Checklist 0 - 8 months				Checklist 8-23 months
Cries When content, makes small throaty noises e.g., coos and gurgles Soothed by sound of voice or by low rhythmic sounds May start to copy sounds Expresses needs i.e., making sounds and actions Enjoys games like peek-a-boo or pat-a-cake Babbles, copies, and repeats sounds Smiles and babbles at own image Responds to own name Reacts to presence of another child Laughs in social interactions Soothes self by sucking thumb or dummy Frets when parent leaves room				Responds to family names and familiar objects Babbles tunefully Says words like dada or mama Waves goodbye Imitates hand clapping Imitates actions and sounds Demonstrates growing need for independence Enjoys finger-rhymes Shouts to attract attention Vocalises loudly using most vowels and consonants – beginning to sound like conversation Comprehends and follows simple instructions Questions/commands Says first name Says many words (mostly naming objects) Begins to use one-to-two-word sentences e.g., ‘want milk’ Reciprocal imitation of another toddler: will imitate each other’s actions Enjoys rhymes and songs
Other communication and language skills I observed:
Michel can respond to rhymes like baby sharks and can try to imitate the words of the rhymes
Interpretation (What does your observation tell you about the child’s language development? What did you notice? What is your observation telling you about how the child is communicating?)
Based on my analysis, Michel is responding to its family member names, and can respond to rhymes. It can be seen that Michel can respond more to rhymes than to his own parents. The Child is more indulge in phone and television.

Task 2: Part A - Communication and Language Checklist

Task 2: Part A[cite: 17, 18, 19, 20, 21] Child 1 (under 23 months)[cite: 17, 18, 19, 20, 21] Communication and language checklist[cite: 17, 18, 19, 20, 21]
Child's first name: Michel[cite: 17, 18, 19, 20, 21]	Age: under 23 months[cite: 17, 18, 19, 20, 21]	Date: 12^th MAY 2023[cite: 17, 18, 19, 20, 21]
Note: This checklist is designed to provide you with a very general summary of basic skills that can be observed. It is not intended that this checklist should replace written observations of the child, but rather, as a beginning learner of child development, to provide you with a basic awareness of some of the many skills you may (or may not) observe as you work with the child. You are only required to complete the checklist section for your Child's age.[cite: 17, 18, 19, 20, 21]
Checklist key: ☑ Achieving 〼 Attempting ☒ Not Observed/Ready[cite: 17, 18, 19, 20, 21]
Checklist 0 - 8 months[cite: 17, 18, 19, 20, 21]		Checklist 8-23 months[cite: 17, 18, 19, 20, 21]
Cries[cite: 17, 18, 19, 20, 21] When content, makes small throaty noises e.g., coos and gurgles[cite: 17, 18, 19, 20, 21] Soothed by sound of voice or by low rhythmic sounds[cite: 17, 18, 19, 20, 21] May start to copy sounds[cite: 17, 18, 19, 20, 21] Expresses needs i.e., making sounds and actions[cite: 17, 18, 19, 20, 21] Enjoys games like peek-a-boo or pat-a-cake[cite: 17, 18, 19, 20, 21] Babbles, copies, and repeats sounds[cite: 17, 18, 19, 20, 21] Smiles and babbles at own image[cite: 17, 18, 19, 20, 21] Responds to own name[cite: 17, 18, 19, 20, 21] Reacts to presence of another child[cite: 17, 18, 19, 20, 21] Laughs in social interactions[cite: 17, 18, 19, 20, 21] Soothes self by sucking thumb or dummy[cite: 17, 18, 19, 20, 21] Frets when parent leaves room[cite: 17, 18, 19, 20, 21]		Responds to family names and familiar objects[cite: 17, 18, 19, 20, 21] Babbles tunefully[cite: 17, 18, 19, 20, 21] Says words like dada or mama[cite: 17, 18, 19, 20, 21] Waves goodbye[cite: 17, 18, 19, 20, 21] Imitates hand clapping[cite: 17, 18, 19, 20, 21] Imitates actions and sounds[cite: 17, 18, 19, 20, 21] Demonstrates growing need for independence[cite: 17, 18, 19, 20, 21] Enjoys finger-rhymes[cite: 17, 18, 19, 20, 21] Shouts to attract attention[cite: 17, 18, 19, 20, 21] Vocalises loudly using most vowels and consonants – beginning to sound like conversation[cite: 17, 18, 19, 20, 21] Comprehends and follows simple instructions[cite: 17, 18, 19, 20, 21] Questions/commands[cite: 17, 18, 19, 20, 21] Says first name[cite: 17, 18, 19, 20, 21] Says many words (mostly naming objects)[cite: 17, 18, 19, 20, 21] Begins to use one-to-two-word sentences e.g., 'want milk'[cite: 17, 18, 19, 20, 21] Reciprocal imitation of another toddler: will imitate each other's actions[cite: 17, 18, 19, 20, 21] Enjoys rhymes and songs[cite: 17, 18, 19, 20, 21]
Other communication and language skills I observed:[cite: 17, 18, 19, 20, 21]
Michel can respond to rhymes like baby sharks and can try to imitate the words of the rhymes[cite: 17, 18, 19, 20, 21]
Interpretation[cite: 17, 18, 19, 20, 21] (What does your observation tell you about the child's language development? What did you notice? What is your observation telling you about how the child is communicating?)[cite: 17, 18, 19, 20, 21]
Based on my analysis, Michel is responding to its family member names, and can respond to rhymes. It can be seen that Michel can respond more to rhymes than to his own parents. The Child is more indulge in phone and television.[cite: 17, 18, 19, 20, 21]

Task 2: Part A - Anecdotal Record

Task 2: Part A

Child 1 (under 23 months)

Anecdotal record

Child's first name:

Michel

Age:

under 23 months

Date:

15^th May 2023

Setting/context:

Language

Observation:

The observation states that Michel has a strong sense of identification. He can easily identify his own family members; teachers and he even has a few friends in kindergarten. He can recognize his grandparents over virtual calls.

Links to the Early Years Learning Framework (EYLF): Select one

LO1: Children have a strong sense of identity LO2: Children are connected with and contribute to their world LO3: Children have a strong sense of wellbeing LO4: Children are confident and involved learners LO5: Children are effective communicators

Developmental domains: Select the relevant areas evident in this observation.

Physical	Fine motor	Social/Emotional	Language/ communication
Cognitive	Gross motor	Creativity	Language/ communication

Interpretation

The communication of the child is not as strong as it should be. A child of his age can imitate the voices they hear. He can only say words like dada, paw paw and mama.

Task 2: Part A - Learning Story

Task 2: Part A Child 1 (under 23 months) Learning story
Child's first name:	Michel	Age: 2 years	under 23 months
Date:	12^th May 2023
Reflection on learning:
Based on this observation on Michel, it can be stated that the child has a strong sense of identification, but average communication skills. The Child can recognize his parents, teachers, and friends, but he cannot imitate the voice he hears. He tries to repeat the rhymes he hears but he startles mostly.
Where to next:
The next step is to observe that whether he is able to learn to speak the assembled words quickly or it will take more time for him to say the words.

Task 2: Part A - Developmental Summary

Task 2: Part A[cite: 1, 2, 3, 4]

Child 1 (under 23 months)[cite: 1, 2, 3, 4]

Developmental summary[cite: 1, 2, 3, 4]

Using point form, summarise the child’s development. What have you learnt about the child?[cite: 1, 2, 3, 4]

Child's first name:

Michel[cite: 1, 2, 3, 4]

Age:

under 23 months[cite: 1, 2, 3, 4]

Observer:

Date:

12th MAY 2023[cite: 1, 2, 3, 4]

Length of time the child has been attending the service:

[cite: 1, 2, 3, 4]

Attendance pattern[cite: 1, 2, 3, 4]

Monday[cite: 1, 2, 3, 4]

Tuesday[cite: 1, 2, 3, 4]

Wednesday[cite: 1, 2, 3, 4]

Thursday[cite: 1, 2, 3, 4]

Friday[cite: 1, 2, 3, 4]

Family background, cultural practices and community[cite: 1, 2, 3, 4]

Secondary Source[cite: 1, 2, 3, 4]

Nuclear family, and catholic family[cite: 1, 2, 3, 4]

Enrolment form[cite: 1, 2, 3, 4] All about me form[cite: 1, 2, 3, 4] Other (Name)[cite: 1, 2, 3, 4]

Child's interests, needs, skills[cite: 1, 2, 3, 4]

Secondary Source[cite: 1, 2, 3, 4]

Child loves watching rhymes and paw patrol.[cite: 1, 2, 3, 4]

Enrolment form[cite: 1, 2, 3, 4] All about me form[cite: 1, 2, 3, 4] Other (Name)[cite: 1, 2, 3, 4]

Physical development[cite: 1, 2, 3, 4]

Social/emotional development[cite: 1, 2, 3, 4]

The child can run very fast and has a very good physical as per his age.[cite: 1, 2, 3, 4]

The child is very connected to his mother and sensitive. The child is also an extrovert.[cite: 1, 2, 3, 4]

Language development/communication[cite: 1, 2, 3, 4]

Cognitive development[cite: 1, 2, 3, 4]

Communication of the child is little weak. Cannot assemble the words.[cite: 1, 2, 3, 4]

a. Discuss your findings and your ideas for supporting the child's learning with your room leader/Workplace Supervisor. Ask them for their perspective on the child and compare this if it differs to your own. Summarise the key points from your discussion below.[cite: 1, 2, 3, 4]

As per my understanding, the focus for the child's development must be how to improve his communication skills. He must be in a play dates where he can interact with children more of his age. This can help him to improve his communication skills.[cite: 1, 2, 3, 4]

b. Based on the feedback given by your room leader/workplace supervisor, collaborate with them to suggest one goal for the child that is responsive and respectful of their individual needs and wellbeing. You may like to consider the child's interests, skills or knowledge that could be developed or extended.[cite: 1, 2, 3, 4]

The child must be in the play date that can help in the development of his communication skills. The child is very good in running, the focus must be on this skill that can help his physical growth.[cite: 1, 2, 3, 4]

c. Suggest one activity that supports your goal for the child that could be added to your service program.[cite: 1, 2, 3, 4]

Games as the child is good in running games can help in his physical growth.[cite: 1, 2, 3, 4]

d. Links to the Early Years Learning Framework (EYLF): Select one learning outcome that relates to your goal[cite: 1, 2, 3, 4]

LO1: Children have a strong sense of identity[cite: 1, 2, 3, 4]

LO2: Children are connected with and contribute to their world[cite: 1, 2, 3, 4]

LO3: Children have a strong sense of wellbeing[cite: 1, 2, 3, 4]

LO4: Children are confident and involved learners[cite: 1, 2, 3, 4]

LO5: Children are effective communicators[cite: 1, 2, 3, 4]

e. Briefly explain why you have chosen this learning outcome[cite: 1, 2, 3, 4]

As per the analysis child has good sense of identification, . He can easily identify his own family members; teachers and he even has a few friends in kindergarten. He can recognize his grandparents over virtual calls.[cite: 1, 2, 3, 4]

f. Now that you have gathered all this information about the child, how will you use this to support your interactions with them? (Think about their interests and needs)[cite: 1, 2, 3, 4]

As per the collected information, I will try to communicate with small words that can be easy for him to understand and learn.[cite: 1, 2, 3, 4]

Task 2: Part B - Social/Emotional Competence Checklist

Task 2: Part B[cite: 1, 2, 3, 4] Child 2 (2-6 years)[cite: 1, 2, 3, 4] Social/emotional competence checklist[cite: 1, 2, 3, 4]
Child's first name: Luna[cite: 1, 2, 3, 4]	Age: 2-6 years[cite: 1, 2, 3, 4]	Date: 16^th May 2023[cite: 1, 2, 3, 4]
Note: This checklist is designed to provide you with a very general summary of basic skills that can be observed – it is not intended that this checklist should replace written observations of the child.[cite: 1, 2, 3, 4]
Checklist key:[cite: 1, 2, 3, 4] ☑ Achieving[cite: 1, 2, 3, 4] 〼 Attempting[cite: 1, 2, 3, 4] ☒ Not Observed/Ready[cite: 1, 2, 3, 4]
Checklist 6 months – 2 years[cite: 1, 2, 3, 4]	Checklist 2 – 3 years[cite: 1, 2, 3, 4]	Checklist 3-6 years[cite: 1, 2, 3, 4]
Reacts to presence of another child[cite: 1, 2, 3, 4] Laughs in social interactions[cite: 1, 2, 3, 4] Soothes self by sucking thumb or dummy[cite: 1, 2, 3, 4] Frets when parent leaves room[cite: 1, 2, 3, 4] Responds to own name[cite: 1, 2, 3, 4] Recognises familiar people and stretches arms to be picked up[cite: 1, 2, 3, 4] Shows anxiety or wariness at strangers[cite: 1, 2, 3, 4] Offers toy but does not release it[cite: 1, 2, 3, 4] Actively seeks parent or principal caregiver[cite: 1, 2, 3, 4] From around 12 months:[cite: 1, 2, 3, 4] Begins to cooperate when playing[cite: 1, 2, 3, 4] May play alongside other toddlers in parallel play[cite: 1, 2, 3, 4] Curious and energetic, depends on adult presence for reassurance[cite: 1, 2, 3, 4] Shows separation anxiety[cite: 1, 2, 3, 4] Seeks comfort when upset[cite: 1, 2, 3, 4] Demonstrates empathy for another in distress, e.g., patting, offering objects[cite: 1, 2, 3, 4] Loses control when tired or frustrated[cite: 1, 2, 3, 4] Other:[cite: 1, 2, 3, 4]	Mostly separates happily from parent on arrival[cite: 1, 2, 3, 4] Shows interest in others[cite: 1, 2, 3, 4] Interacts verbally/nonverbally with other children[cite: 1, 2, 3, 4] Able to assert own rights and needs appropriately[cite: 1, 2, 3, 4] Able to engage in short periods of play alongside others[cite: 1, 2, 3, 4] Has positive relationships with one or two peers[cite: 1, 2, 3, 4] Allows self to be comforted when upset[cite: 1, 2, 3, 4] Demonstrates growing need for independence[cite: 1, 2, 3, 4] Able to share play spaces and materials for short period of time[cite: 1, 2, 3, 4] Able to play alone for short periods without need for adult support[cite: 1, 2, 3, 4] Beginning to show awareness/concern for the feelings of others[cite: 1, 2, 3, 4] Independently explores environment[cite: 1, 2, 3, 4] Able to maintain eye contact with others[cite: 1, 2, 3, 4] Other:[cite: 1, 2, 3, 4]	Is usually in a positive mood[cite: 1, 2, 3, 4] Shows the capacity to empathise[cite: 1, 2, 3, 4] Expresses wishes and preferences clearly; gives reasons for actions and positions[cite: 1, 2, 3, 4] Expresses frustration & anger effectively, without escalating disagreements or harming others[cite: 1, 2, 3, 4] Takes turns and shares resources and space fairly easily[cite: 1, 2, 3, 4] Enters ongoing discussion on a topic; makes relevant contributions to ongoing activities[cite: 1, 2, 3, 4] Has ‘give-and-take’ exchanges of information, feedback, or materials with others[cite: 1, 2, 3, 4] Negotiates and compromises with others appropriately[cite: 1, 2, 3, 4] Is able to maintain friendships, even after disagreements[cite: 1, 2, 3, 4] Accepts and enjoys peers and adults who have special needs[cite: 1, 2, 3, 4] Is usually accepted versus neglected or rejected by other children[cite: 1, 2, 3, 4] Interacts well with educators[cite: 1, 2, 3, 4] Able to assert own rights and needs appropriately[cite: 1, 2, 3, 4] Other:[cite: 1, 2, 3, 4]
[Adapted from Assessing Young Children's Social Competence by Diane E. McClellan and Lilian G. Katz. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.][cite: 1, 2, 3, 4]
Interpretation[cite: 1, 2, 3, 4] (What does your observation tell you about the child’s social and emotional development? What did you notice? What is your observation telling you about how the child interacts and expresses feelings, related to their age and stage of development?)[cite: 1, 2, 3, 4]
The observation of Luna, states that she is generally positive and has the sense of compassion. She can interact very well with her educators.[cite: 1, 2, 3, 4]

Task 2: Part B - Anecdotal Record

Task 2: Part B

Child 2 (2-6 years)

Anecdotal record

Child's first name:

Luna

Age:

2-6 years

Date:

16^th May, 2023

Setting/context:

Communication

Observation:

As per the observation Luna’s communication skills are very strong. She can assemble words and is very compassion

Links to the Early Years Learning Framework (EYLF): Select one

Developmental domains: Select the relevant areas evident in this observation.

Physical	Fine motor	Social/Emotional	Language/ communication
Cognitive	Gross motor	Creativity	Language/ communication

Interpretation

As per the observation, Luna has very nice social skills. She can mingle with people very well. She has strong sense of compassion.

Task 2: Part B - Learning Story

Task 2: Part B Child 2 (2-6 years) Learning story
Child's first name:	Luna	Age: 3 years	2-6 years
Date:	16^th MAY, 2023
Reflection on learning:
Luna has very nice social skills, she is extrovert and can communicate very well with her teachers, friends and family.
Where to next:
The next step will be to understand the identification threats of Luna and how she responds if she is sent among a group of children who are 5 years old.

Task 2: Part B - Developmental Summary

Task 2: Part B

Child 2 (2-6 years)

Developmental summary

Using point form, summarise the child’s development. What have you learned about the child?

Child's first name:

Luna

Age:

2-6 years

Observer:

Mrs. Hyes

Date:

17^th May, 2023

Length of time the child has been attending the service:

Attendance pattern

Monday

Tuesday

Wednesday

Thursday

Friday

Family background, cultural practices and community

Secondary Source

Nuclear family and catholic background

Enrolment form
All about me form
Other (Name)

Child’s interests, needs and skills

Secondary Source

Enrolment form
All about me form
Other (Name)

Physical development

Social/emotional development

She loves playing with sand and is quite creative with sands art.

She is an extrovert and has a good sense of social skills.

Language development/communication

Cognitive development

Luna can communicate very well and has good social skill.

She can be very compassionate

a. Discuss your findings and your ideas for supporting the child’s learning with your room leader/Workplace Supervisor. Ask them for their perspective on the child and compare this if it differs to your own. Summarise the key points from your discussion below.

As per my analysis her creative side is very bright, she must be enrolled in the program that can offer to highlight her creative side.

b. Based on the feedback given by your room leader/workplace supervisor, collaborate with them to suggest one goal for the child that is responsive and respectful of their individual needs and wellbeing. You may like to consider the child’s interests, skills or knowledge that could be developed or extended.

She must be enrolled in the creative classes; she loves playing with sand and being creative with them.

c. Suggest one activity that supports your goal for the child that could be added to your service program.

Creative classes for highlighting her creative side.

d. Links to the Early Years Learning Framework (EYLF): Select one learning outcome that relates to your goal

e. Briefly explain why you have chosen this learning outcome

The child is very compassion and creative, she can interact very well with others.

f. Now that you have gathered all this information about the child, how will you use this to support your interactions with them? (Think about their interests and needs)

As per the collected information, I will try to communicate with her by using more creative stadered that can help her to bring creative side.

Task 2: Part C - Social/Emotional Competence Checklist

Task 2: Part C[cite: 5, 6, 7, 8] Child 3 (2-6 years)[cite: 5, 6, 7, 8] Social/emotional competence checklist[cite: 5, 6, 7, 8]
Child's first name: Rachel[cite: 5, 6, 7, 8]	Age: 2-6 years[cite: 5, 6, 7, 8]	Date: 20^th May, 2023[cite: 5, 6, 7, 8]
Note: This checklist is designed to provide you with a very general summary of basic skills that can be observed – it is not intended that this checklist should replace written observations of the child.[cite: 5, 6, 7, 8]
Checklist key:[cite: 5, 6, 7, 8] ☑ Achieving[cite: 5, 6, 7, 8] 〼 Attempting[cite: 5, 6, 7, 8] ☒ Not Observed/Ready[cite: 5, 6, 7, 8]
Checklist 6 months – 2 years[cite: 5, 6, 7, 8]	Checklist 2 – 3 years[cite: 5, 6, 7, 8]	Checklist 3-6 years[cite: 5, 6, 7, 8]
Reacts to presence of another child[cite: 5, 6, 7, 8] Laughs in social interactions[cite: 5, 6, 7, 8] Soothes self by sucking thumb or dummy[cite: 5, 6, 7, 8] Frets when parent leaves room[cite: 5, 6, 7, 8] Responds to own name[cite: 5, 6, 7, 8] Recognises familiar people and stretches arms to be picked up[cite: 5, 6, 7, 8] Shows anxiety or wariness at strangers[cite: 5, 6, 7, 8] Offers toy but does not release it[cite: 5, 6, 7, 8] Actively seeks parent or principal caregiver[cite: 5, 6, 7, 8] From around 12 months:[cite: 5, 6, 7, 8] Begins to cooperate when playing[cite: 5, 6, 7, 8] May play alongside other toddlers in parallel play[cite: 5, 6, 7, 8] Curious and energetic, depends on adult presence for reassurance[cite: 5, 6, 7, 8] Shows separation anxiety[cite: 5, 6, 7, 8] Seeks comfort when upset[cite: 5, 6, 7, 8] Demonstrates empathy for another in distress, e.g., patting, offering objects[cite: 5, 6, 7, 8] Lose control when tired or frustrated[cite: 5, 6, 7, 8] Other:[cite: 5, 6, 7, 8]	Mostly separates happily from parent on arrival[cite: 5, 6, 7, 8] Shows interest in others[cite: 5, 6, 7, 8] Interacts verbally/nonverbally with other children[cite: 5, 6, 7, 8] Able to assert own rights and needs appropriately[cite: 5, 6, 7, 8] Able to engage in short periods of play alongside others[cite: 5, 6, 7, 8] Has positive relationships with one or two peers[cite: 5, 6, 7, 8] Allows self to be comforted when upset[cite: 5, 6, 7, 8] Demonstrates growing need for independence[cite: 5, 6, 7, 8] Able to share play spaces and materials for short period of time[cite: 5, 6, 7, 8] Able to play alone for short periods without need for adult support[cite: 5, 6, 7, 8] Beginning to show awareness/concern for the feelings of others[cite: 5, 6, 7, 8] Independently explores environment[cite: 5, 6, 7, 8] Able to maintain eye contact with others[cite: 5, 6, 7, 8] Other:[cite: 5, 6, 7, 8]	Is usually in a positive mood[cite: 5, 6, 7, 8] Shows the capacity to empathise[cite: 5, 6, 7, 8] Expresses wishes and preferences clearly; gives reasons for actions and positions[cite: 5, 6, 7, 8] Expresses frustration & anger effectively, without escalating disagreements or harming others[cite: 5, 6, 7, 8] Takes turns and shares resources and space fairly easily[cite: 5, 6, 7, 8] Enters ongoing discussion on a topic; makes relevant contributions to ongoing activities[cite: 5, 6, 7, 8] Has ‘give-and-take’ exchanges of information, feedback, or materials with others[cite: 5, 6, 7, 8] Negotiates and compromises with others appropriately[cite: 5, 6, 7, 8] Is able to maintain friendships, even after disagreements[cite: 5, 6, 7, 8] Accepts and enjoys peers and adults who have special needs[cite: 5, 6, 7, 8] Is usually accepted versus neglected or rejected by other children[cite: 5, 6, 7, 8] Interacts well with educators[cite: 5, 6, 7, 8] Able to assert own rights and needs appropriately[cite: 5, 6, 7, 8] Other:[cite: 5, 6, 7, 8]
[Adapted from Assessing Young Children's Social Competence by Diane E. McClellan and Lilian G. Katz. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.][cite: 5, 6, 7, 8]
Interpretation[cite: 5, 6, 7, 8] (What does your observation tell you about the child’s social and emotional development? What did you notice? What is your observation telling you about how the child interacts and expresses feelings, related to their age and stage of development?)[cite: 5, 6, 7, 8]
Rachel is very shy and introverted, she cannot make friends and communicate with educators.[cite: 5, 6, 7, 8]

Task 2: Part C - Anecdotal Record

Task 2: Part C

Child 3 (2-6 years)

Anecdotal record

Child's first name:

Rachel

Age:

2-6 years

Date:

20^th May, 2023

Setting/context:

Communication

Observation:

As per the observation, Rachel is very shy and introvert.

Links to the Early Years Learning Framework (EYLF): Select one

Developmental domains: Select the relevant areas evident in this observation.

Physical	Fine motor	Social/Emotional	Language/ communication
Cognitive	Gross motor	Creativity	Language/ communication

Interpretation

As per the interpretation, Rachel is very shy and has issues with communication. She has a strong sense of identity.

Task 2: Part C - Learning Story

Task 2: Part C Child 3 (2-6 years) Learning story
Child's first name:	Rachel	Age: 6 years	2-6 years
Date:	20^th May, 2023
Reflection on learning:
As per the observation, Rachel is very shy and has issues with communication. She has a strong sense of identity. She is introverted and face issue with communication and socially involvement.
Where to next:
The next step is to observe the change as per the planning program, is she able to outcome her social fear and make friends easily.

Task 2: Part C - Developmental Summary

Task 2: Part C

Child 3 (2-6 years)

Developmental summary

Using point form, summarise the child’s development. What have you learned about the child?

Child's first name:

Rachel

Age:

2-6 years

Observer:

Mr Swift

Date:

20^th May

Length of time the child has been attending the service:

Attendance pattern

Monday

Tuesday

Wednesday

Thursday

Friday

Family background, cultural practices, and community

Secondary Source

Joint and catholic family

Enrolment
All about me form
Other (Name)

Child’s interests, needs and skills

Secondary Source

Enrolment
All about me form
Other (Name)

Physical development

Social/emotional development

Good with learning

Connected to her grandmother, sensitive and introverted.

Language development/communication

Cognitive development

Connected to her grandmother, sensitive and introverted.

Has a strong sense of identity.

She must be sent in sleepovers or play dates that can help her to mingle more with her age group.

b. Based on the feedback given by your room leader/workplace supervisor, collaborate with them to suggest one goal for the child that is responsive and respectful of their individual needs and wellbeing. You may like to consider the child’s interests, skills or knowledge that could be developed or extended.

The goal is to make her confident enough so that she can communicate easily with her friends and teachers.

c. Suggest one activity that supports your goal for the child that could be added to your service program.

She must be part of play dates and classes that need more social participation.

d. Links to the Early Years Learning Framework (EYLF): Select one learning outcome that relates to your goal

e. Briefly explain why you have chosen this learning outcome

She can be very strong headed and introvert, she can understand her need and requirements.

f. Now that you have gathered all this information about the child, how will you use this to support your interactions with them? (Think about their interests and needs)

I will try to make her more comfortable while communicating so that she can feel easy to talk to people.