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Integrated Workplace Task
Part 4
CHCECE009; CHCECE017; CHCECE018; CHCECE022; CHCECE023; CHCECE024
Integrated Workplace Assessment Task
CHCECE009 Use an approved learning framework
Unit Purpose The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the knowledge and skills required to enable educators to provide children with opportunities to maximise their potential and develop a foundation for future success.
CHCECE017 Foster the holistic development and wellbeing of the child in early childhood
Unit Purpose The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the knowledge and skills required to foster and enhance the holistic development and wellbeing of children from birth to 6 years of age.
CHCECE018 Nurture creativity in children
Unit Purpose The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the knowledge and skills required to nurture creativity in children.
CHCECE022 Promote children’s agency
Unit Purpose The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the knowledge and skills required to promote and encourage children’s agency.
CHCECE023 Analyse information to inform learning
Unit Purpose The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the knowledge and skills required to gather and analyse information about children’s learning, in order to inform practice.
CHCECE024 Design and implement the curriculum to foster children’s learning and development
Unit Purpose The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the knowledge and skills required to design, implement and evaluate the curriculum to foster children’s learning and development.
Assessment Requirements
008: Child Study One (Child aged 2-6 years)
009: Child Study Two (Child aged 0-24 months)
010: Child Study Three (Child aged 0-6 years): Interest Based Project
The three focus children for the Child Studies must be of varying ages (see table below). All other workplace tasks will have the age stated where appropriate. You will need to ensure that the child’s parent/guardian has given consent for you to observe their child. Please ensure that the parent/guardian returns the consent form prior to commencing the assessment tasks. The completed consent forms must be submitted with your assessments.
Focus child
Age
Task 008 – Child Study One
2 – 6yrs
Task 009 – Child Study Two
0 – 24 months
Task 010 – Child Study Three
0 – 6yrs
NOTE: The ages selected for your child studies can be negotiated with your trainer and assessor prior to commencing the task.If you have not completed CHCECE005 Provide care for babies and toddlers you MUST do Task 005 Child Study Two on an actual child aged 0 – 24 months in a regulated education and care service.
Authenticity Requirements
Copying or passing off someone’s work as your own is a form plagiarism and may result in a participant’s exclusion from a unit or the entire course.
The following activities will be considered plagiarism:
Presenting any work by another individual as one’s own intentionally or unintentionally
Handing in work copied from another student.
Presenting the work of another individual or group as their own work.
Handing in work without the adequate acknowledgement of sources used, including work taken totally or in part from the internet.
You must PRINT AND SIGN this document
Student Declaration
You must sign your completed workplace tasks and acknowledge the authenticity of your work prior to submission to the College.
I understand my responsibility to provide assessment responses with my own materials and thoughts, except where specifically acknowledged or taken from other sources. The material contained in these tasks is my own work. I understand that at any time if it is shown, that in an assessment task, a student has significantly misrepresented material, any assessment outcome awarded to that student on the basis of this material may be revoked including any qualification outcomes and/ or statement of attainment
Name:
Signature:
Date:
Supervisor Declaration
Your workplace supervisor must view your completed workplace tasks and acknowledge the authenticity of your work prior to submission to the College.
I can confirm this task was completed by the above-named student, in a regulated children’s service. These tasks were completed in accordance to organisation policy and procedures.
Supervisor: 
Signature:
Date: 
Assessment Instructions
Students are required to complete a range of assessment tasks throughout the training period to demonstrate competency in each relevant unit. To facilitate the appropriate learning and practice of developing skills ALL workplace assessment tasks MUST be completed within a regulated children’s service. Workplace supervisors must authenticate these tasks have been completed, under supervision and to an acceptable workplace standard for organisation policies and procedures.
Attempting assessment tasks
Students are required to provide appropriate responses to the indicated questions for each task.
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, Not Yet Satisfactory or Incomplete. Where students are assessed as ‘Not Yet Satisfactory’ or ‘Incomplete’ the trainer/assessor will provide the student with feedback and guidance regarding what needs to be completed for resubmission.
Student Appeals
Students have the right to appeal an unfavourable decision or finding during assessment. All student appeals must be made in writing using the Appeals Form and specify the particulars of the decision or finding in dispute. Appeals must be lodged within 28 days of the decision or finding.
Required Readings
In order to complete this unit of competency you are required to access the following key resources.
Textbook
Kearns, K. (2017). Birth to Big School (4th ed.). Working in Early Childhood Education and Care Series.Victoria: Cengage Learning Australia.
Kearns, K. (2017). Frameworks for Learning and Development: Working in Early Childhood Education and Care Series (4th ed.). Victoria: Cengage Learning Australia.
Core Documents
Belonging, Being and Becoming: The Early Years Learning Framework for Australia. (2009). Australian Government Department of Education, Employment and Workplace Relations. Canberra: DEEWR. (Accessed January 2018)
Educators’ Guide to the Early Years Learning Framework for Australia.(2010).Canberra: Australian Government Department of Education, Employment and Workplace Relations. (Accessed January 2018)
Guide to the National Quality Framework. (2017). Australian Children’s Education and Care Quality Authority http://files.acecqa.gov.au/files/NQF/Guide-to-the-NQF.pdf (Accessed January 2018)
Additional Readings for this Unit
Australian Children’s Education and Care Quality Authority. (2014). Guide to Developing a Quality Improvement Plan. ACT: Commonwealth of Australia. http://www.acecqa.gov.au/ (Accessed January 2018)
Australian Children’s Education and Care Quality Authority. (2018). Quality Improvement Plan Template. ACT: Commonwealth of Australia. http://www.acecqa.gov.au/nqf-changes/information-sheets-and-resources (Accessed January 2018)
Kearns Education. (2013). Sam’s Developmental Profile SAMPLE.
Kearns Education. (2013). Kara’s Developmental Profile SAMPLE
Kearns Education. (2013). Guidelines for Planning 2013.
Australian Government Department of Education, Employment and Workplace Relations. (nd). Developmental Milestones and the Early Years Learning Framework and the National Quality Standards.Canberra: DEEWR. (Accessed January 2018)
Early Childhood Australia. (2011). Documenting Learning. The Early Years Learning Framework Professional Learning Program e- Newsletter, 9 (Accessed January 2018)
Early Childhood Australia. (2011). Documenting Learning 2.The Early Years Learning Framework Professional Learning Program e-Newsletter, 10. (Accessed January 2018)
Early Childhood Australia. (2011). Learning Outcomes. The Early Years Learning Framework Professional Learning Program e-Newsletter, 6. (Accessed January 2018)
Early Childhood Australia. (2011). Observing Children. National Quality Standard Professional Learning Program e-Newsletter, 39.(Accessed January 2018)
Early Childhood Australia. (2011). Planning for Learning 2. The Early Years Learning Framework Professional Learning Program e-Newsletter, 14. (Accessed January 2018)
Early Childhood Australia. (2012). Summative Assessment. National Quality Standard Professional Learning Program e-Newsletter, 40. (Accessed January 2018)
Early Childhood Australia. (2012). Responding to children’s play. National Quality Standard
Professional Learning Program e-Newsletter, 34. (Accessed January 2018)
Early Childhood Australia. (2012). Interest-based learning. National Quality Standard
Professional Learning Program e-Newsletter, 37. (Accessed January 2018)
Early Childhood Australia. (2012). Evaluating and communicating about children’s learning. National Quality Standard Professional Learning Program e-Newsletter, 48. (Accessed January 2018)
Early Childhood Australia. (2012). Inquiry-based learning. National Quality Standard
Professional Learning Program e-Newsletter, 45. (Accessed January 2018)
Early Childhood Australia. (2012). Noticing and recording learning. National
Quality Standard Professional Learning Program e-Newsletter, 55. (Accessed January 2018)
Early Childhood Australia. (2012). Planning the program. National (Accessed January 2018)
Quality Standard Professional Learning Program e-Newsletter, 57. (Accessed January 2018)
Recommended Websites
A-Z Teacher Stuff: http://www.atozteacherstuff.com (Accessed January 2018)
ABC Play School: http://abc.net.au/children/play/ (Accessed January 2018)
Family Education:https://www.familyeducation.com/search/Movement+and+Music+Activities+for+Toddlers (Accessed January 2018)
Gary and Carol Crees – Adventures in Music, Movement and Wellbeing: http://www.adventuresinmusic.com.au/ (Accessed January 2018)
Healthy Kids NSW – Munch n Move resources: https://www.healthykids.nsw.gov.au/campaigns-programs/munch-move-resources.aspx (Accessed January 2018)
Pinterest Page: http://www.pinterest.com/intchildcarecol/ (Accessed January 2018)
Preschool Education:www.preschooleducation.com/ (Accessed January 2018)
Preschool Express: http://www.preschoolexpress.com (Accessed January 2018)
Red Ted Art: http://www.redtedart.com/2012/04/13/exploring-the-great-artists-30-art-projects-for-kids/ (Accessed January 2018)
Songs for Teaching: http://www.songsforteaching.com/preschoolkindergartenearlychildhood/activity-movement-songs/ (Accessed January 2018)
(Insert child’s name)
Child Study 1
Developmental Profile
Insert Child’s Photo
008 Child Study One: 2-6 years
CHCECE009 Use an approved framework to guide practice
CHCECE017 Foster the holistic development and wellbeing of the child in Early Childhood
CHCECE018 Nurture creativity in children
CHCECE022 Promote children’s agency
CHCECE023 Analyse information to inform learning
CHCECE024 Design and implement the curriculum to foster children’s learning and development
Pre-Activity 1
To complete this task refer to Chapter 9 of your textbook ‘Frameworks for Learning and Development’.
You will also access the following readings:
Belonging, Being and Becoming: The Early Years Learning Framework for Australia.
Developmental Milestones and the Early Years Learning Framework and the National Quality Standards.
Documenting Learning.
Documenting Learning 2.
Educators’ Guide to the Early Years Learning Framework for Australia.
Guidelines for Planning 2013.
Guide to Developing a Quality Improvement Plan.
Kara’s Developmental Profile SAMPLE
Learning Outcomes.
Observing Children.
Planning for Learning 2.
Quality Improvement Plan Template
Sam’s Developmental Profile SAMPLE.
Summative Assessment.
Activity Instructions
Child Study One (2 – 6 years).
An essential feature of an effective planning framework is an integrated system for observing and documenting the learning and development of individual children and groups of children.
Educators use their professional knowledge and skills to observe document and interpret information about children. This information is the foundation for planning successful programs that support children’s learning.
This task requires you to gather, interpret and plan for one Focus Child aged between 2 – 6 years. Your focus child needs to be in attendance at the service for at least 3 days per week.
With your Workplace Supervisor:
Discuss the entire Child Study task with your Workplace Supervisor.
Gain permission to complete this task.
In consultation select a focus child who attends at least 3 – 5 days per week.
Plan a schedule for the completion of this task and establish the best times to perform the observations using the Child Study Activity Checklist.
When you have completed your observations and planned your experiences, discuss and seek written approval prior to implementation and submission for assessment.
Ask your Workplace Supervisor to sign and date the activity templates where indicated.
To complete this task:
You must gain written parental permission prior to commencing this taskon your focus child. Include this permission with your Child Study when you submit this assessment.
You must develop a process to gather the information and observations in collaboration with your Workplace Supervisor.
You must complete all the information and observation tasks on your focus child.
Undertake the observation documentation progressively, ensuring you gather information and observations over time and in a variety of spaces.
Use the templates provided.
Use the Child Study Activity Checklist to help you manage this task.
You must, at all times, respect the privacy and confidentiality of the child, family and service and ensure you follow the service policies, procedures and philosophy.
Think carefully about each activity and reflect on what you are learning about the child’s development and learning holistically.
Remember that all documentation for this task can be read by parents – keep your language professional and avoid making value statements about the focus child you observe.
Note: It is your responsibility to have your work signed-off, any work submitted that has not been signed off will be returned incomplete.
Child Study One: 2 – 6 years Activity Checklist
This checklist has been designed to help the student, in consultation with the Workplace Supervisor, manage time, plan and complete all the requirements for this Child Study.
Student Name:
Complete  / Date
Supervisor Signature
Discuss and plan Child Study task with Workplace Supervisor

Pre Planning
Focus child selection

Give Parental/Guardian the Observation Consent Form

Parent permission given and Observation Consent Form returned. Include with Child Study documentation.

Developmental Profile Title Page

Commence the Focus Developmental Profile once written parental permission has been granted
Activity 1
Give All About Me form to family

All About Me form returned

Complete Child Information Form

Activity 2
Physical Development Checklist

Anecdotal Observation

Work Sample

Jottings

Running Record

Learning Story on your focus child engaged in an experience.

Activity 3
Developmental Summary

Developmental Summary – Reflection and Planning

Additional Support – Using Information

Activity 4
Plan and document two Individual Experience Plans

Implement the two Individual Experience Plans

Evaluate the two Experience Plans

Activity 5
Plan, implement and evaluate small group experience – Feelings

Plan, implement and evaluate small group experience – Patterns

Plan, implement and evaluate Dramatic Play Kit

All tasks approved and signed by Workplace Supervisor

OBSERVATION CONSENT FORM This letter confirms _____________________________(student’s name) is a student of the College, undertaking assessment in relation to observing and planning for children. As a student he/she is required to learn about individual child development and complete observations. We would like to request permission to observe your child __________________________(child’s first name). Please complete the section below and return it to the Children’s Service.
OBSERVATION CONSENT FORMI give permission for observations and photographs of my child to be collected as part of the learning process for students of the International Child Care College. I understand that any information collected will be treated confidentially by the students and the staff of the college. I understand that the observations and photographs of my child will be used by the students 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. Students for the International Child Care College have my permission to observe and photograph ____________________ (child’s first name) for the purpose of course work. Signature Parent/Guardian_________________________________________________ Date: ________________________________
Activity 1
Building a Picture of the Whole Child.
This task requires you to gather information about your focus child and their family:
Give the All About Me information sheet to your focus child’s family and ask them to complete and return it. Alternatively you may interview the Parent/Guardian and child to gather the information.
Discuss with your Workplace Supervisor how you will share the child study with the child and the child’s family (i.e. will you provide a copy on the completion of all tasks?).
Discuss how you will share the information appropriately to respect confidentiality in line with the services policy and procedures.
Utilising information from your Workplace Supervisor, workplace documentation, enrolment form, parents and observations, complete the Child Information Sheet.
Document your answers on the ‘All About Me’ template and ‘Child Information’ templates.
Child Study One: 2 – 6 years All About Me
Dear Parent /Guardian I am currently undertaking workplace experience at your child’s service. As part of my studies I am required to plan experiences to support children’s development and learning. So that I can get to know your child better could you please share some information with me by completing the information below about your child. Thank you.
Child’s First Name:
Date of Birth:
Who is in my family?
My favourite things are…
My family’s goals for me…
Things I do with family…
Child Study One: 2 – 6 years Information Sheet
Complete this Information Sheet in consultation with educators, families, enrolment form, and by observing the child and their routines.
Child’s First Name:
Age: _________years ________months
Length of time the child has been attending the service:
Attendance Pattern
Monday
Tuesday
Wednesday
Thursday
Friday
Routines
Separation Routine How child separates on arrival e.g. cuddle, wave etc.

Self-Help Skills: Dress/undress self; Toilet self/wash/dry hands; Manage spoon/fork; Pour own drink.

Usual Sleep Routine: Does child usually have afternoon sleep? Comforters?

Self Expression: Ability to communicate their needs/wants.

Play/Transitions: Ability to make appropriate play choices. Ability to manage transitions, follow directions.

Child Interests: observe, ask child, ask staff, ask parents.

Child Family Background: e.g. family structure, culture

Activity 2
Observing the Whole Child.
This task requires you to complete six different types of observations of your focus child. For each observation you will need to:
Observe the child in each area of development: physical, social/emotional, cognitive, language, creative.
Interpret the observation using your knowledge of child development.
Develop goals for the child based on your observation.
Link your goals to the Early Years Learning Framework: Principles, Practices and Learning Outcomes (including sub-element).
Develop plans (including experiences, resources and strategies) to meet these goals in the future.
Discuss your observations with your Workplace Supervisor and ask them to sign all of your completed observations.
Document your answers on the ‘Observation’ templates.
Child Study One: 2 – 6 years Physical Development
Child’s First Name:
Age:____years _____months
Date:
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 Focus Child’s age. CHECKLIST KEY:  Achieving  Attempting  Not Observed/Ready
 Checklist 2 years – 3 years
 Checklist 3 – 6years
 Can turn pages of book  Able to manipulate play dough  Able to thread large beads  Able to place pegs in pegboard Able to use art/craft utensils E.g. paintbrush  Able to scribble with pencils  Moves to music and plays simple instruments  Can throw a ball with some sense of direction  Can kick a ball  Can run  Can walk along wide balance board  Can jump up and down  Can jump on trampoline Other:  
 Kick moving/stationary ball  Can throw/catch ball  Can climb up/over obstacle equipment  Can balance along beam  Can jump on trampoline  Good co-ordination and control  Have ________hand preference (right/left)  Good hand-eye co-ordination  Can thread small beads  Can manipulate scissors to cut  Holds and manipulates writing utensils to draw objects  Can join small pieces of construction  Drawing recognisable pictures  Can write his/her name Other: 
Interpretation/Analysis of Development:

READ ALSO...   MAKE-UP ARTISTRY ASSESSMENT Assignment 1 Develop a checklist…

Future Goal:Future Experience and Resources:

Early Years Learning Framework. Principle –Practice –Learning Outcome –Sub-element –

Observed By:

Supervisor Name:
Supervisor Signature:
Date:
Child Study One: 2 – 6 years Anecdotal Observation
Child’s First Name:
Age:____years _____months
Date:
Setting/Context:
Area of development:
Observation: Insert Photo/s Optional
Interpretation/Analysis of Development:
Future Goal:Future Experience and Resources:
Early Years Learning Framework. Principle –Practice –Learning Outcome –Sub-element –
Observed By:
Supervisor Name:
Supervisor Signature:
Date:
Child Study One: 2 – 6 years Work Sample
Child’s First Name:
Age:___years ____months
Observer:
Setting/context:
Area of development:
Collect a work sample from your focus child (documentation of the child’s drawing, artwork, writing sample, photograph of construction etc.). Insert the original piece of work with the child’s permission or photocopy the piece of work and insert or attach to the assessment. You are required to write a brief description about the work sample. You may include the child’s comments regarding the sample (as appropriate).
Interpretation/Analysis of Development:
Future Goal:Future Experience and Resources:
Early Years Learning Framework. Principle –Practice –Learning Outcome –Sub-element –
Observed By:
Supervisor Name:
Supervisor Signature:
Date:
Child Study One: 2 – 6 years Jottings
Child’s First Name:
Age:___years ____months
Area of development:
Insert: Photo/s Optional
Insert: Photo/s Optional
Insert: Photo/s optional
Jotting 1 Date:
Jotting 2 Date:
Jotting 3 Date:

Interpretation/Analysis of Development:
Future Goal:Future Experience and Resources:
Early Years Learning Framework. Principle –Practice –Learning Outcome –Sub-element –
Observed By:
Supervisor Name:
Supervisor Signature:
Date:

Child Study One: 2 – 6 years Running Record
Childs First Name:
Age:____years _____months
Date of Observation:
Area of development:
Location:
Other Children Present:
Time
Observations over 3 min period

Interpretation/Analysis of Development:
Future Goal:Future Experience and Resources:
Early Years Learning Framework. Principle –Practice –Learning Outcome –Sub-element –
Observed By:
Supervisor Name:
Supervisor Signature:
Date:
Child Study One: 2 – 6 years Learning Story
Write a Learning Story observation about your focus child being involved in an experience. Include the following: Title (insert title of Learning Story). Today…. (Insert: Date, child’s name and continue to write the story about what was observed). Reflection on learning…. (Insert: interpretation about the child’s learning that occurred). Where to next….. (Insert: EYLF Goal, Learning Goal, Experience and Resources). Photo/s and the inclusion of other children are optional.
(Insert Title)
Today….Reflection on learning….Insert: Photo/s Optional Where to next….
Observed By:
Supervisor Name:
Supervisor Signature:
Date:
Activity 3
Developmental Summary.
This task requires you to complete a Developmental Summary on your focus child in Child Study One. Collate the information you have gathered about your focus child in Activity 1 and the six observations completed in Activity 2.
Using the Developmental Summary reflect on what developmental area/skill/interest/learning outcomes you would like to work on to support/extend your focus child’s development. Provide a reason for why you have chosen this area/s.
Document your answers on the ‘Developmental Summary’ and’ Reflection and Planning’ templates.
Child Study One: 2 – 6 years Developmental Summary
Using point form, summarise the child’s development. What have you learned about your focus child?
Child’s Name:
Age: yrs months
Date:
Attendance Pattern:  Monday Tuesday  Wednesday  Thursday  Friday
Observer:
Family Background:
Child’s Interests:
Physical Development:
Social/Emotional Development:
Language Development/Communication:
Cognitive Development:
Child Study One: 2 – 6 years Reflection and Planning
Child’s Name:
Students Name:
Reflection:Based on your focus child’s Developmental Summary, what area/skill/interest/learning outcomes would you like to work on to support/extend your focus child’s development and/or learning? Explain why you have chosen these area/s.

Future Planning: Choose two Learning Outcomes related to your reflection above and develop a goal to support this Learning Outcome. Describe the provisions, resources, experiences, routine, teaching strategy and/or environments you could provide to promote this learning?
EYLF Outcome:
EYLF Outcome:
Goal to support Learning Outcome:
Goal to support Learning Outcome:
Future experiences/provisions:
Future experiences/provisions:
Supervisor Name:
Supervisor Signature:
Date:
Activity 4
Planning, Implementing and Evaluating Experiences.
Your task now is to plan and implement twolearning experiences to support the development of your focus child using the reflection and planning you undertook in Activity 3.
You will need to complete an experience plan for each of the two experiences prior to undertaking these experiences. Your experience plans must be approved in writing by the Workplace Supervisor at least 24 hours prior to the implementation.
Your planned experiences:
Must provide a rationale for how the experience and goals supports the child’s development.
Must link to your focus child observations, developmental summary or reflections and their interests, strengths or identified needs.
May include routine tasks or one-to-one interactions with the educator, or be set up as a provision/learning area available to all children.
May include other children if appropriate e.g. a small or large group experience.
Once you have implemented your plan, evaluate how the experience went and whether the goal was achieved. Reflect on your role in the experience and how you managed the group. Discuss with your Workplace Supervisor and use their feedback to assist you in developing a goal for your future professional development.
Document your answers on the ‘Individual Experience Plan’ templates.
Child Study One: 2 – 6 years
Individual Experience Plan – Experience 1
Name of Child:
Age: yrs months
Date of Implementation:
Goal: (How will this experience support the child’s development/learning? What do you want to achieve?)
EYLF Learning Outcome –Sub-element –
Performance Indicator/s: (What will you see and hear to demonstrate achievement of the goal?)
Rationale: (Why did you choose this experience e.g. child’s interest, skill/knowledge development, intentional teaching etc.)
Time:
Location:  Indoors  Outdoors  Routine Task_____________________  Other _____________________________
Resources:
Transition Strategy:
(List the resources and materials you will use for the experience)
(How will you gather children to the experience? How will you smoothly transition the children to the next experience/routine at the conclusion?)
Description of Experience/Procedure:
Pedagogical Practices (Teaching strategies/adult’s role):
(List/describe how you intend to implement the experience with the children from beginning (set up) to end. What will the children be required to do?)
(What role will you play in the experience? How will you facilitate children’s engagement, learning and development? E.g. initiating, modeling, prompting, coaching, encouraging, playing alongside, giving directions, asking questions, extending, demonstrating, one to one interactions. What strategies will you use to assess children’s learning and development?)
Student Name:
Experience Plan Approved:  Yes No
Comments:
Supervisor Name:
Supervisor Signature:
Date:
Child Study One: 2 – 6 years Experience Evaluation and Reflection – Experience 1
Evaluation of Goal: (How did the experience meet the goal and outcomes? Was it appropriate or not, did it go well or not so well and why? How did the child respond? What did the child gain from the experience? How successful was the implementation of the experience – including set up, resources, environment, timing, transitions etc? Were there any spontaneous teaching moments? Were there any unplanned outcomes? If so identify these aspects and what you did.)
Future Planning: (What next…how will you extend, revisit or build upon this experience, future teacher strategies, further develop goals? Will you vary the experience or work on a new skill/interest? How will you extend/encourage/challenge children’s ideas/experiences/interests/skills/development/abilities? What provisions/provocations can you set up to further the child’s learning and development?)
Reflection on your Role: (Reflect on and evaluate your teaching performance – strategies, learning, development and management. Think about your interactions with the child; how you supported the child; how you managed the experience; what you did well; what you could work on for your own professional development; anything you might change; any unexpected outcomes/problems etc. Also think about tone of voice, supervision, awareness of safety issues etc.)
Professional Goal: (What can you work on to improve your skill/s?)
Supervisor Comment/Feedback:
Supervisor Name:
Supervisor Signature
Date
Child Study One: 2 – 6 years
Individual Experience Plan – Experience 2
Name of Child:
Age: yrs months
Date of Implementation:
Goal: (How will this experience support the child’s development/learning? What do you want to achieve?)
EYLF Learning Outcome –Sub-element –
Performance Indicator/s: (What will you see and hear to demonstrate achievement of the goal?)
Rationale: (Why did you choose this experience e.g. child’s interest, skill/knowledge development, intentional teaching etc.)
Time:
Location:  Indoors  Outdoors  Routine Task_____________________  Other _____________________________
Resources:
Transition Strategy:
(List the resources and materials you will use for the experience)
(How will you gather children to the experience? How will you smoothly transition the children to the next experience/routine at the conclusion?)
Description of Experience/Procedure:
Pedagogical Practices (Teaching strategies/adult’s role):
(List/describe how you intend to implement the experience with the children from beginning (set up) to end. What will the children be required to do
(What role will you play in the experience? How will you facilitate children’s engagement, learning and development? E.g. initiating, modeling, prompting, coaching, encouraging, playing alongside, giving directions, asking questions, extending, demonstrating, one to one interactions. What strategies will you use to assess children’s learning and development?)
Student Name:
Experience Plan Approved:  Yes No
Comments:
Supervisor Name:
Supervisor Signature:
Date:
Child Study One: 2 – 6 years Experience Evaluation and Reflection – Experience 2
Evaluation of Goal: (How did the experience meet the goal and outcomes? Was it appropriate or not, did it go well or not so well and why? How did the child respond? What did the child gain from the experience? How successful was the implementation of the experience – including set up, resources, environment, timing, transitions etc? Were there any spontaneous teaching moments? Were there any unplanned outcomes? If so identify these aspects and what you did.)
Future Planning: (What next…how will you extend, revisit or build upon this experience, future teacher strategies, further develop goals? Will you vary the experience or work on a new skill/interest? How will you extend/encourage/challenge children’s ideas/experiences/interests/skills/development/abilities? What provisions/provocations can you set up to further the child’s learning and development?)
Reflection on your Role: (Reflect on and evaluate your teaching performance – strategies, learning, development and management. Think about your interactions with the child; how you supported the child; how you managed the experience; what you did well; what you could work on for your own professional development; anything you might change; any unexpected outcomes/problems etc. Also think about tone of voice, supervision, awareness of safety issues etc.)
Professional Goal: (What can you work on to improve your skill/s?)
Supervisor Comment/Feedback:
Supervisor Name:
Supervisor Signature:
Date:
PREASLEY
Insert Child’s Photo
Child Study 2
Developmental Profile
009 Child Study Two: 0-24 months
CHCECE009 Use an approved framework to guide practice
CHCECE017 Foster the holistic development and wellbeing of the child in Early Childhood
CHCECE018 Nurture creativity in children
CHCECE022 Promote children’s agency
CHCECE023 Analyse information to inform learning
CHCECE024 Design and implement the curriculum to foster children’s learning and development
Pre-Activity 1
To complete this task refer to Chapters 2 and 9 of your textbook ‘Frameworks for Learning and Development’.
You will also need to access the following readings:
Belonging, Being and Becoming: The Early Years Learning Framework for Australia.
Developmental Milestones and the Early Years Learning Framework and the National Quality Standards.
Documenting Learning.
Documenting Learning 2.
Educators’ Guide to the Early Years Learning Framework for Australia.
Guidelines for Planning 2013.
Guide to Developing a Quality Improvement Plan.
Kara’s Developmental Profile SAMPLE.
Learning Outcomes.
Observing Children.
Planning for Learning 2.
Quality Improvement Plan Template.
Sam’s Developmental Profile SAMPLE.
Summative Assessment.
Activity Instructions
Child Study Two (0 – 24 months).
An essential feature of an effective planning framework is an integrated system for observing and documenting the learning and development of individual children and groups of children.
Educators use their professional knowledge and skills to observe document and interpret information about children. This information is the foundation for planning successful programs that support children’s learning.
This task requires you to gather, interpret and plan for one focus child aged between 0 months – 24 months. Your focus child needs to be in attendance at the service for at least 3 days per week.
With your Workplace Supervisor:
Discuss the entire Child Study task with your Workplace Supervisor.
Gain permission to complete this task.
In consultation select a focus child who attends at least 3 – 5 days per week.
Plan a schedule for the completion of this task and establish the best times to perform the observations using the Child Study Activity Checklist.
When you have completed your observations and planned your experiences, discuss and seek written approval prior to implementation and submission for assessment.
Ask your Workplace Supervisor to sign and date the activity templates where indicated.
To complete this task:
You must gain written parental permission prior to commencing this taskon your focus child. Include this permission with your Child Study when you submit this assessment.
You must develop a process to gather the information and observations in collaboration with your workplace supervisor.
You must complete all the information and observation tasks on your focus child.
Undertake the observation documentation progressively, ensuring you gather information and observations over time and in a variety of spaces.
Use the reading ‘Child Study Two Observation Templates’ provided to select those that apply to the age of your focus child.
Use the Child Study Activity Checklist to help you manage this task.
You must, at all times, respect the privacy and confidentiality of the child, family and service and ensure you follow the service policies, procedures and philosophy.
Think carefully about each activity and reflect on what you are learning about the child’s development and learning holistically.
Remember that all documentation for this task can be read by parents – keep your language professional and avoid making value statements about the focus child you observe.
Note: It is your responsibility to have your work signed-off, any work submitted that has not been signed off will be returned incomplete.
Child Study Two: 0 – 24 Months Activity Checklist
This checklist has been designed to help the student, in consultation with the Workplace Supervisor, manage time, plan and complete all the requirements for this Child Study.
Student Name:
Complete  Date
Supervisor Signature
Discuss and plan Child Study task with Workplace Supervisor

Pre Planning
Focus child selection

Give Parental/Guardian the Observation Consent Form

Parent permission given and Observation Consent Form returned. Include with Child Study documentation.

Developmental Profile Title Page

Commence the Child Study once written parental permission has been granted
Activity 1
Give All About Me form to family

All About Me form returned

Complete Child Information Form

Activity 2
Cognitive Development Observation

Physical Development Observation

Social/Emotional Development Observation

Language Development Observation

Play Skills Observation

Activity 3
Developmental Summary

Developmental Summary – Reflection and Planning

Activity 4
Plan and document two Development Experience Plans

Implement the two Development Experience Plans

Evaluate the two Development Experience Plans

Activity 5
Plan, and implement small group Music Movement and Dance experience.

Reflect on and evaluate small group experience.

All tasks approved and signed by Workplace Supervisor

OBSERVATION CONSENT FORM This letter confirms ______________________________(student’s name) is a student of the College, undertaking assessment in relation to observing and planning for children. As a student he/she is required to learn about individual child development and complete observations. We would like to request permission to observe your child __________________________(child’s first name). Please complete the section below and return it to the Children’s Service.
OBSERVATION CONSENT FORMI give permission for observations and photographs of my child to be collected as part of the learning process for students of the International Child Care College. I understand that any information collected will be treated confidentially by the students and the staff of the college. I understand that the observations and photographs of my child will be used by the students 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. Students for the International Child Care College have my permission to observe and photograph ____________________ (child’s first name) for the purpose of course work. Signature Parent/Guardian_________________________________________________ Date: ________________________________
Activity 1
Building a Picture of the Whole Child.
This task requires you to gather information about your focus child and their family:
Give the All About Me information sheet to your focus child’s family and ask them to complete and return it. Alternatively, you may interview the Parent/Guardian to gather the information.
Discuss with your Workplace Supervisor how you will share the child study with the child and the child’s family (i.e. will you provide a copy on the completion of all tasks?).
Discuss how you will share the information appropriately to respect confidentiality in line with the services policy and procedures.
Utilising information from your Workplace Supervisor, workplace documentation, enrolment form, parents and observations, complete the Child Information Sheet.
Document your answers on the ‘All About Me’ and ‘Child Information’ templates.
Child Study Two: 0 – 24 Months All About Me
Child’s First Name:
Date of Birth:
Who is in my family?
My favourite things are…
My family’s goals for me…
Things I do with family…
Child Study Two: 0 – 24 Months Child Information
Complete this Information Sheet in consultation with educators, families, enrolment form, and by observing the child and their routines.
Child’s First Name:
Age: _________years ________months
Length of time the child has been attending the service:
Attendance Pattern
Monday
Tuesday
Wednesday
Thursday
Friday
Routines
Separation Routine How child separates on arrival e.g. cuddle, wave etc.

READ ALSO...   many valuable resources in the library

Self-Help Skills: Dress/undress self; Toilet self/wash/dry hands; Manage spoon/fork; Pour own drink.

Usual Sleep Routine: Does child usually have afternoon sleep? Comforters?

Self Expression: Ability to communicate their needs/wants.

Play/Transitions: Ability to make appropriate play choices. Ability to manage transitions, follow directions.

Child Interests: observe, ask child, ask staff, ask parents.

Child Family Background: e.g. family structure, culture

Activity 2
To complete this taskyou will need to access Child Study Two: 0 – 24 Months Observation Templates.
Observing the Whole Child.
This task requires you to complete five narrative observations (e.g. anecdotal, learning stories) of your focus child. For each observation you will need to:
Observe the child focusing on a specific area of development.
Interpret the observation using your knowledge of child development.
Link to Early Years Learning Framework Outcomes and sub-elements.
Develop plans (including experiences, resources and strategies) to meet these goals in the future.
There are four developmental area observations and one play observation to complete:
Observation of cognitive development.
Observation of physical development (fine motor and/or gross motor).
Observation of social/emotional development.
Observation of language development.
Observation of play skills.
You must use the Child Study Two Observation Templates relevant to your focus child’s age range (0 – 24 months).
Discuss your observations with your Workplace Supervisor and ask them to sign all of your completed observations.
Document your answers on the Observation templates appropriate to the age of your focus child.
Child Study Two Observation of Cognitive Skills
Childs Name:
DOB:
Date of Obs:
Setting:
Name of Observer:
Observation:
Interpretation:
Possible follow up:
Link to EYLF Outcome/ Indicator:
Supervisor Name:
Signature:
Date:
Child Study Two Observation of Language Skills
Childs Name:
DOB:
Date of Obs:
Setting:
Name of Observer:
Observation:
Interpretation:
Possible follow up:
Link to EYLF Outcome/ Indicator:
Supervisor Name:
Signature:
Date:
Child Study Two Observation of Physical Skills
Childs Name:
DOB:
Date of Obs:
Setting:
Name of Observer:
Observation:
Interpretation:
Possible follow up:
Link to EYLF Outcome/ Indicator:
Supervisor Name:
Signature:
Date:
Child Study Two Observation of Social & Emotional Skills
Childs Name:
DOB:
Date of Obs:
Setting:
Name of Observer:
Observation:
Interpretation:
Possible follow up:
Link to EYLF Outcome/ Indicator:
Supervisor Name:
Signature:
Date:
Child Study Two Observation of Play Skills
Childs Name:
DOB:
Date of Obs:
Setting:
Name of Observer:
Observation:
Interpretation:
Possible follow up:
Link to EYLF Outcome/ Indicator:
Supervisor Name:
Signature:
Date:
Activity 3
Developmental Summary.
This task requires you to complete a Developmental Summary on your focus child (0 – 24 months). Collate the information you have gathered about your focus child in Activity 1 and the five observations completed in Activity 2.
Using the Developmental Summary reflect on what developmental area/skill/interest/learning outcomes you would like to work on to support/extend your focus child’s development. Provide a reason for why you have chosen this area/s.
Choose two Learning Outcomes related to your reflection and develop a goal to support each learning outcome. Describe the provisions, resources, experiences, routine, teaching strategy and/or environments you could provide to promote this learning.
Discuss your summary and planning with your Workplace Supervisor and have them sign off on your completed work.
Document your answers on the ‘Developmental Summary’ and ‘Reflection and Planning’ templates.
Child Study Two: 0 – 24 Months Developmental Summary
Using point form, summarise the child’s development. What have you learned about your focus child?
Child’s Name:
Age: yrs months
Date:
Attendance Pattern:  Monday Tuesday  Wednesday  Thursday  Friday
Observer:
Family Background:
Child’s Interests:
Physical Development:
Social/Emotional Development:
Language Development/Communication:
Cognitive Development:
Child Study Two: 0 – 24 months Reflection and Planning
Childs Name:
Students Name:
Reflection:Based on your focus child’s Developmental Summary, what area/skill/interest/learning outcomes would you like to work on to support/extend your focus child’s development and/or learning? Explain why you have chosen these area/s.

Future Planning: Choose two Learning Outcomes related to your reflection above and develop a goal to support this Learning Outcome. Describe the provisions, resources, experiences, routine, teaching strategy and/or environments you could provide to promote this learning?
EYLF Outcome:
EYLF Outcome:
Goal to support Learning Outcome:
Goal to support Learning Outcome:
Future experiences/provisions:
Future experiences/provisions:
Supervisor Name:
Supervisor Signature:
Date:
Activity 4
Planning, Implementing and Evaluating Experiences.
Your task now is to plan and implement two learning experiences to support the development of your focus child using the reflection and planning you undertook in Activity 3.
You will need to complete an experience plan for each of the two experiences priorto undertaking these experiences. Your experience plans must be approved in writing by the Workplace Supervisor at least 24 hours prior to the implementation.
Your planned experiences:
Must provide a rationale for how the experience and goals supports the child’s development.
Must link to your focus child observations, developmental summary or reflections and their interests, strengths or identified needs.
May include routine tasks or one-to-one interactions with the educator, or be set up as a provision/learning area available to all children.
May include other children if appropriate e.g. a small or large group experience.
Once you have implemented your plan, evaluate how the experience went and whether the goal was achieved. Reflect on your role in the experience and how you managed the group. Discuss with your Workplace Supervisor and use their feedback to assist you in developing a goal for your future professional development.
Document your answers on the ‘Individual Experience Plan’ templates.
Child Study Two: 0 – 24 months Individual Experience Plan – Experience 1
Name of Child:
Age:
Date of Implementation:
Goal: (How will this experience support the child’s development/ learning? What do you want to achieve?)
EYLF Outcome/s –Sub-elements –
Performance Indicator/s: (What will you see and hear to demonstrate achievement of the goal?)
Rationale: (Why did you choose this experience eg. Child’s interest, skill/knowledge development, intentional teaching etc.)
Time:
Location: Indoors Outdoors Routine Task _________________ Other _____________________
Resources:
Transition Strategy:
(List the resources and materials you will use for the experience)
(How will you gather children to the experience? How will you smoothly transition the children to the next experience at the conclusion?)
Description of the Experience/ Procedure:
Pedagogical Practices (Teaching Strategies/ Adult Role):
(List/ describe how you intend to implement the experience with the children from beginning (set up) to end. What will the children be required to do?)
(What role will you play in the experience? How will you facilitate children’s’ engagement, learning and development/? Eg initiating, role modelling, prompting, coaching, encouraging, playing alongside, giving directions, asking questions, extending, demonstrating, one to one interactions.
What strategies will you use to assess children’s learning and development
Student Name:
Experience Plan approved: Yes No Comments:
Supervisor Name:
Supervisor Signature:
Date:
Child Study Two: 0 – 24 months Experience Evaluation and Reflection – Experience 1
Evaluation of Goal: (How did the experience meet the goal and outcome? Was it appropriate or not, did it go well or not so well and why? How did the child respond? What did the child gain from the experience? How successful was the implementation of the experience – including set up, resources, environment, timing, transitions etc?)
Future Planning: (What next… how will you extend, revisit or build upon this experience, future teaching strategies, further develop goals? Will you vary the experience or work on a new skill/ interest? How will you extend/ encourage/ challenge children’s ideas/ experiences/ interests/ skills/ development/ abilities? What provision/ provocations can you set up to further the child’s learning and development?)
Reflection on your Role: (Reflect on and evaluate your teaching performance – strategies, learning, development and management. Think about your interactions with the child; how you supported the child; how you managed the experience; what you did well; what you could work on for your own professional development; anything you might change; any unexpected outcomes/ problems etc. Also think about tone of voice, supervision, awareness of safety issues etc.)
Professional Goal: (What can you work on to improve your skill/s?)
Supervisor Comment/ Feedback:
Supervisor Name:
Supervisor Signature:
Date:
Child Study Two: 0 – 24 months
Individual Experience Plan – Experience 2
Name of Child:
Age:
Date of Implementation:
Goal: (How will this experience support the child’s development/ learning? What do you want to achieve?)
EYLF Outcome/s –Sub-elements –
Performance Indicator/s: (What will you see and hear to demonstrate achievement of the goal?)
Rationale: (Why did you choose this experience eg. Child’s interest, skill/knowledge development, intentional teaching etc.)
Time:
Location: Indoors Outdoors Routine Task _________________ Other _____________________
Resources:
Transition Strategy:
(List the resources and materials you will use for the experience)
(How will you gather children to the experience? How will you smoothly transition the children to the next experience at the conclusion?)
Description of the Experience/ Procedure:
Pedagogical Practices (Teaching Strategies/ Adult Role):
(List/ describe how you intend to implement the experience with the children from beginning (set up) to end. What will the children be required to do?)
(What role will you play in the experience? How will you facilitate children’s’ engagement, learning and development/? Eg initiating, role modelling, prompting, coaching, encouraging, playing alongside, giving directions, asking questions, extending, demonstrating, one to one interactions.
What strategies will you use to assess children’s learning and development).
Student Name:
Experience Plan approved: Yes No Comments:
Supervisor Name:
Supervisor Signature:
Date:
Child Study Two: 0 – 24 months
Experience Evaluation and Reflection – Experience 2
Evaluation of Goal: (How did the experience meet the goal and outcome? Was it appropriate or not, did it go well or not so well and why? How did the child respond? What did the child gain from the experience? How successful was the implementation of the experience – including set up, resources, environment, timing, transitions etc?)
Future Planning: (What next… how will you extend, revisit or build upon this experience, future teaching strategies, further develop goals? Will you vary the experience or work on a new skill/ interest? How will you extend/ encourage/ challenge children’s ideas/ experiences/ interests/ skills/ development/ abilities? What provision/ provocations can you set up to further the child’s learning and development?)
Reflection on your Role: (Reflect on and evaluate your teaching performance – strategies, learning, development and management. Think about your interactions with the child; how you supported the child; how you managed the experience; what you did well; what you could work on for your own professional development; anything you might change; any unexpected outcomes/ problems etc. Also think about tone of voice, supervision, awareness of safety issues etc.)
Professional Goal: (What can you work on to improve your skill/s?)
Supervisor Comment/ Feedback:
Supervisor Name:
Supervisor Signature:
Date:
Activity 5
Small Group Experience One – Music, Movement and Dance.
For this task you are required to demonstrate the ability to plan, implement and evaluate a suitable music, movement and dance experience for young children based on one of the following music/movement concepts.
Tempo (fast/slow).
Body parts – head, neck, shoulders, back, stomach, arms, legs, hands, feet, wrists, ankles, toes, fingers, elbows, knees.
Relationships – over/under, on/off, near/far, inside/outside, in front/behind/around.
Or another area of interest.
Specifically, you will plan a small group experience (4 – 6 children). You will need to be mindful of the individual physical development abilities of the children in your group.
Complete an experience plan priorto undertaking this experience. Your experience plans must be approved in writing by the Workplace Supervisor at least 24 hours prior to implementation. Your plan must include:
A rationale for how the experience and goals support the children’s development.
Link to the EYLF.
Consideration of the method/s of evaluation you will use to assess children’s learning and development in this area.
When planning your experience you will need to:
Include an introductory activity e.g. familiar action rhyme, story, warm-up, stretching.
Include: a music, movement and/or dance experience that promotes the relevant concept chosen using a song. You may choose a new or familiar song to the children but you must not use a CD for your song – learn it and teach!).
Use simple props e.g. puppet/s, felt characters, musical instruments, scarves etc.
Include a transition activity e.g. a familiar action rhyme, movement games such as marching like an animal.
Consider the age and skills of the children as well as the physical space you are using to ensure it is safe for the children to participate in the experience.
Consult with your Workplace Supervisor about whether you will need another team member to support your implementation of your experience given the age and abilities of the children in your group.
Once you have implemented your plan, evaluate how the experience went and whether the goal was achieved. Reflect on your role in the experience and how you managed the group. Discuss with your Workplace Supervisor and use their feedback to assist you in developing a goal for your future professional development.
To complete this task you may like to refer to the following websites for ideas and resources:
ABC Play School: http://abc.net.au/children/play/
Family Education:https://www.familyeducation.com/search/Movement+and+Music+Activities+for+ToddlersGary and Carol Crees – Adventures in Music, Movement and Wellbeing: http://www.adventuresinmusic.com.au/
Songs for Teaching: http://www.songsforteaching.com/preschoolkindergartenearlychildhood/activity-movement-songs/
Document your answers on the ‘Small Group Experience Plan’ and ‘Evaluation and Reflection’ templates.
Child Study Two: 0 – 24 months Small Group Experience Plan
Age of children in group:
Number of children in group:
Date of Implementation:
Goal: (How will this experience support the child’s development/ learning? What do you want to achieve?)
EYLF Outcome/s –Sub-elements –
Performance Indicator/s: (What will you see and hear to demonstrate achievement of the goal?)
Rationale: (Why did you choose this experience eg. Child’s interest, skill/knowledge development, intentional teaching etc.)
Time:
Location: Indoors Outdoors Routine Task _________________ Other _____________________
Resources:
Transition Strategy:
(List the resources and materials you will use for the experience)
(How will you gather children to the experience? How will you smoothly transition the children to the next experience at the conclusion?)
Description of Experience/Procedure:
Pedagogical Practices (Teaching Strategies/Adult’s Role):
(List/describe how you intend to implement the experience with the children from beginning (set up) to end. What will the children be required to do?)
(What role will you play in the experience? How will you facilitate children’s engagement, learning and development? E.g. initiating, modelling, prompting, coaching, encouraging, playing alongside, giving directions, asking questions, extending, demonstrating, one to one interactions. What strategies will you use to assess children’s learning and development?)
Student Name:
Experience Plan Approved:  Yes No
Comments:
Supervisor name:
Supervisor Signature:
Date:
Child Study Two: 0 – 24 months Evaluation and Reflection
Evaluation of Goal: (How did the experience meet the goal and outcome? Was it appropriate or not, did it go well or not so well and why? How did the child respond? What did the child gain from the experience? How successful was the implementation of the experience – including set up, resources, environment, timing, transitions etc?)
Reflection on your Role
Comment on:
Your teaching performance – strategies, planning, appropriateness of experience, materials, props etc.
Your tone of voice, supervision, awareness of safety issues etc.
How did you acknowledge each child’s unique ideas and contributions to the experience?
How you managed the experience; what you did well; what you could work on for your own professional development.
How did you support children’s efforts? Assist? Encourage?
Were there any children who required additional support or attention? In what way did they need support and what did you do?
Anything you might change; any unexpected outcomes/problems etc.
Additional comments.
Professional Goal
Professional Goal: (What can you work on to improve your skill/s?)
Supervisor Comment/Feedback: (please comment on the children’s learning related to the goal and the practices of the student within the experience).
Supervisor Name:
Supervisor Signature:
Date:
STELLA
Insert Child’s Photo
Child Study 3
Developmental Profile
010 Child Study Three: 0-6 years
Interest Based Play
CHCECE009 Use an approved framework to guide practice
CHCECE017 Foster the holistic development and wellbeing of the child in Early Childhood
CHCECE018 Nurture creativity in children
CHCECE022 Promote children’s agency
CHCECE023 Analyse information to inform learning
CHCECE024 Design and implement the curriculum to foster children’s learning and development
Pre-Activity 1
To complete this task refer to Chapters 2, 3, 4, 5, 6 and 9 of your textbook ‘Frameworks for Learning and Development’ and Chapters 7 of your textbook ‘Birth to Big School’.
You may also access the following readings:
Belonging, Being and Becoming: The Early Years Learning Framework for Australia.
Developmental Milestones and the Early Years Learning Framework and the National Quality Standards.
Educators’ Guide to the Early Years Learning Framework for Australia.
Evaluating and communicating about children’s learning.
Guidelines for Planning 2013.
Guide to the National Quality Standard.
Interest-based learning.
Inquiry-based learning.
Noticing and recording learning.
Planning the program.
Responding to children’s play.
Activity Instructions
Child Study Three (0 – 6 years).
One way educators facilitate children’s learning is by working with interactive small groups to explore specific concepts based around children’s interests. This task requires you to gather, and interpret observations for one focus child aged between 0 years – 6 years and use this information to collaborate and plan an interest-based project experience for a one week period. Your focus child needs to be in attendance at the service for at least 3 days per week.
. With your Workplace Supervisor:
Discuss the entire Child Study task.
Gain permission to complete this task.
In consultation select one focus Child who attends at least 3 – 5 days per week.
Plan a schedule for the completion of this task and establish the best times to perform the observations using the Child Study Activity Checklist.
When you have completed your observations and planned your experiences, discuss and seek written approval prior to implementation and submission for assessment.
Ask your Workplace Supervisor to sign and date the activity templates where indicated.
To complete this task:
You must gain written parental permission prior to commencing this taskon your focus child. Include this permission with your Focus Child Profile when you submit this assessment.
You must complete all the information and observation tasks on this focus child.
Undertake the observation documentation progressively, ensuring you gather information and observations over time and in a variety of spaces.
Reflect on what you are learning about your focus child’s development and learning style and ensure your planning reflects their interests, abilities and needs.
Use the templates provided where applicable.
Use the Child Study Activity Checklist to help you manage this task.
You must, at all times, respect the privacy and confidentiality of the child, family and service and ensure you follow the service policies.
Think carefully about each activity and reflect on what you are learning about the child’s development and learning holistically.
Remember that all documentation for this task can be read by parents – keep your language professional and avoid making value statements about the focus child you observe.
Note: It is your responsibility to have your work signed-off, any work submitted that has not been signed off will be returned as incomplete.
Child Study Three: 0 – 6 years Activity Checklist
This checklist has been designed to help the student, in consultation with the Workplace Supervisor, manage time, plan and complete all the requirements for this Child Study.
Student Name:
Complete  / Date
Supervisor Signature
Discuss and plan Child Study/Interest based project task with Workplace Supervisor

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Pre Planning
Focus child selection (in conjunction with workplace supervisor).

Give Parental/Guardian the Observation Consent Form

Parent permission given and Observation Consent Form returned. Include with Child Study documentation.

Commence the Child study/Interest based project once written parental permission has been granted
Activity 1
Give All About Me form to family

All About Me form returned

Complete Child Information Summary

Activity 2
Gather three Observations of your focus child as they engage in play

Interpret the three observations and link to the EYLF

Activity 3
Developmental Summary – analyse and summarise information

Reflect on your focus child’s development and develop goals

Identify one Learning Outcome, goal and future experiences

Activity 4
Brainstorm ideas for an interest-based project.

Develop a web plan for your interest-based project.

Identify at least 4 potential ways you could develop the project based on the interest area and goals

Activity 5
Collaborate with your focus child to determine a direction for the project

Documenting children’s response

Identify follow-up experience for interest – add to web plan

Activity 6
Weekly Experience plan – complete daily

Set up experience related to interest resource indoors/outdoors

Discuss your evolving plan with your Workplace Supervisor daily

Identify changes to resources/strategies daily

Submit a photo of your experience/display.

All tasks approved and signed by Workplace Supervisor

OBSERVATION CONSENT FORM This letter confirms ______________________________(student’s name) is a student of the College, undertaking assessment in relation to observing and planning for children. As a student he/she is required to learn about individual child development and complete observations. We would like to request permission to observe your child __________________________(child’s first name). Please complete the section below and return it to the Children’s Service.
OBSERVATION CONSENT FORMI give permission for observations and photographs of my child to be collected as part of the learning process for students of the International Child Care College. I understand that any information collected will be treated confidentially by the students and the staff of the college. I understand that the observations and photographs of my child will be used by the students 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. Students for the International Child Care College have my permission to observe and photograph ____________________ (child’s first name) for the purpose of course work. Signature Parent/Guardian_________________________________________________ Date: ________________________________
Activity 1
Building a Picture of the Whole Child.
This task requires you to gather information about your focus child and their family:
Give the All About Me information sheet to your focus child’s family and ask them to complete and return it. Alternatively, you may interview the Parent/Guardian and child to gather the information.
Discuss with your Workplace Supervisor how you will share the child study with the child and the child’s family (i.e. will you provide a copy on the completion of all tasks?).
Discuss how you will share the information appropriately to respect confidentiality in line with the services policy and procedures.
Utilising information from your Workplace Supervisor, workplace documentation, enrolment form, parents and observations, complete the Child Information Sheet.
Document your answers on the ‘All About Me’ and ‘Child Information’ templates.
Child Study Three: 0 – 6 years All About Me
Child’s First Name:
Date of Birth:
Who is in my family?
My favourite things are…
My family’s goals for me…
Things I do with family…
Child Study Three: 0 – 6 years Child Information
Complete this Information Sheet in consultation with educators, families, enrolment form, and by observing the child and their routines
Child’s First Name:
Age:_________ years ________months
Length of time the child has been attending the service:
Attendance Pattern
Monday
Tuesday
Wednesday
Thursday
Friday
Routines
Separation Routine How child separates on arrival e.g. cuddle, wave etc.

Self-Help Skills: Dress/undress self; Toilet self/wash/dry hands; Manage spoon/fork; Pour own drink.

Usual Sleep Routine: Does child usually have afternoon sleep? Comforters?

Self Expression: Ability to communicate their needs/wants.

Play/Transitions: Ability to make appropriate play choices. Ability to manage transitions, follow directions.

Child Interests: observe, ask child, ask staff, ask parents.

Child Family Background: e.g. family structure, culture.

Activity 2
Gathering and Interpreting Information.
This task requires you to complete three different observations of your focus child as they engage in play. Play experiences can be planned or spontaneous and may relate to everyday routine experiences e.g. a baby responding to one to one interaction with the educator. (You may also be a participant in these experiences yourself if appropriate).
Your observations should focus on gathering information in regards to both your focus child’s interests and their skills and development. You may use any of the formats attached or one of your own but each must include:
Context and location for the observation including others involved.
Interpretation of the observation. Think about:
What do you think interests the child?
What do you think the child was engaged with?
What captures the child’s interest, sustains their play?
What existing developmental skills/knowledge is the child drawing on?
What does the observation tell you about the child?
Link to Early Years Learning Framework Principles, Practices, Learning Outcomes and sub-elements.
For children aged 0 – 2 years: When interpreting your focus child 0 – 2 years think about the child’s interests and abilities along with the characteristics and developmental milestones of children of this age. Use the text reference as a reminder. An interest for a child 0 – 2 years of age might be directly related to: Interactions with educators (responses, facial expression, using language etc.). Interactions with the environment (resources, textures, sensory responses, cause and effect etc.). A particular schema that the child is exploring e.g. transporting, enveloping.
For children aged 2 – 6 years: When interpreting your focus child 2-6yrs think about the child’s interests and abilities along with their interactions with others. An interest for a child 2 – 6 years of age might be directly related to: A skill, ability or concept. A topic. Relationships with others. An experience or event.
Document your answers on the ‘Observation’ templates or use a format of your own.
Child Study Three: 0 – 6 years Anecdotal Observation
Child’s First Name:
Age:
Date:
Setting/Context:
Observer:
Observation:
Interpretation:

EYLF Principle – Practice – Learning Outcome – Sub-element –
Supervisor Name:
Supervisor Signature:
Date:
Child Study Three: 0 – 6 years Jottings
Child’s First Name:
Age:
Observer:
Insert: Photo/s Optional
Insert: Photo/s Optional
Insert: Photo/s optional
Jotting 1 Date:
Jotting 2 Date:
Jotting 3 Date:

Interpretation:
EYLF Principle –Practice –Learning Outcome –Sub-element –
Supervisor Name:
Supervisor Signature:
Date:
Child Study Three: 0 – 6 years Running Record/Time Sample
Childs First Name:
Age:
Date:
Observer:
Location:
Others Present:
Time
Observations

Interpretation
EYLF Principle –Practice –Learning Outcome –Sub-element –
Supervisor Name:
Supervisor Signature:
Date:
Child Study Three: 0 – 6 years Learning Story
(Insert Title)
Today….Reflection on learning….Insert: Photo/s OptionalWhere to next….
EYLF Principle – Practice – Learning Outcome – Sub-element –
Observed By:
Supervisor Name:
Supervisor Signature:
Date:
Activity 3
Analysing Information to Inform Planning.
This task requires you to analyse the information you have gathered about your focus child to complete a summary of your focus child’s development and determine a direction for planning a project relevant to your child’s interests and abilities.
Analysing Information:
Collate the information you have gathered about your focus child in Activity 1 and the observations and interpretations you have completed in Activity 2. Discuss this information with your Workplace Supervisor and colleagues.
Analyse and reflect on the information they give you as well as your own knowledge of the child, and the information you have collected through your observations. Use this analysis to complete a Developmental Summary for your focus child.
Planning for future learning:
Based on your focus child’s Developmental Summary, identify an interest area that is meaningful for your focus child that you would like to work on to extend their development and/or learning. Provide a reason for why you have chosen this area.
Identify a Learning Outcome and sub-element related your focus child’s learning and development that you will work towards achieving through the chosen interest area.
Develop a goal to support this Learning Outcome.
Jot down some suggestions/ideas for provisions, resources, experiences, teaching strategy and/or environments related to the chosen area that you could provide to meet this goal?
Discuss your summary and planning with your Workplace Supervisor and have them sign off on your completed work.
Document your answers on the ‘Developmental Summary’ and ‘Reflection and Planning’ templates.
Child Study Three: 0 – 6 years Developmental Summary
Using point form, summarise the child’s development. What have you learned about your focus child?
Child’s Name:
Age: yrs months
Date:
Attendance Pattern:  Monday Tuesday  Wednesday  Thursday  Friday
Observer:
Family Background:
Child’s Interests:
Physical Development:
Social/Emotional Development:
Language Development/Communication:
Cognitive Development:
Child Study Three: 0 – 6 years Reflection and Planning
Childs Name:
Students Name:
Reflection:Based on your focus child’s Developmental Summary what interest area would you like to work on to extend your focus child’s development and/or learning? Explain why you have chosen this area.
Future Planning: (Identify a Learning Outcome related your Focus Child’s learning and development that you will work towards achieving through the chosen interest area. Develop a goal to support this Learning Outcome. Jot down some ideas/suggestions for provisions, resources, experiences, teaching strategies and/or environments related to the chosen area that you could provide to meet this goal).
Early Years Learning Framework. Principle –Practice –Learning Outcome –Sub-element –
Goal to support learning outcome:
Future experiences/provisions:
Supervisor Name:
Supervisor Signature:
Date:
Activity 4a
Collaborative Project Planning Using a Web.
This task involves collaborating with your colleagues and children to develop a plan for an interest-based project based on the interest, outcomes and goals you have identified for your focus child in Activity 3.
To complete this task you will need to:
Collaborate with your colleagues and children to brainstorm ideas for an interest-based project.
Develop a web plan for your interest-based project. On the web plan template provided, document ideas and potential experiences/topics that are related to this interest that you can plan for the child. Your web plan should:
Identify at least four potential ways you could develop the project based on the interest and goals previously identified. You will be required to add to this (in different colour) as you move through the project.
Include links to the EYLF Learning Outcomes where appropriate.
To see a sample go to: Pinterest page (http://www.pinterest.com/intchildcarecol/) Planning and Documentation boards  Project approach airplane unit.
Document your planning on the ‘Web Planning’ template.
Child Study Three: 0 – 6 years Web Planning
Identified Interest
Activity 4b
Interest Area/ Table.
This task involves you setting up an interest area/ interest table based on the child/ group identified interest.
To complete this table you will need to:
Identify the interest.
Identify the age group.
Identify the resources required.
Describe the setup.
Identifyfive additional experiences that you could provide to extend, challenge and reinforce interest. Consider concepts of science, maths and technology.
Provide rationale for your experience choices.
Document your planning on the ‘Interest Area/ Table’ template.
Child Study Three: 0 – 6 years Interest Area/ Table
Identified Interest:
Age Group of Children:
Resources (list):
Describe the setup of your interest area/ table and photograph. (Attach to your assessment)
List and describe five additional experiences that you could provide to extend, challenge and reinforce interest. Consider concepts of science, maths and technology.
Rationale: How will the follow-up experiences offer opportunity for children to be challenged, explore and experiment.
Activity 5
Collaboration with focus child.
Using the ideas from Activity 4a and 4b, talk with your focus child to determine what resources/materials/equipment the child would like incorporated into the interest area.
Add the child’s ideas to the web plan (Activity 4a) to build a basis for further planning.
From this discussion, complete a learning story to document the collaboration.
Document your answers on the ‘Web Planning’ and ‘Learning Story’ templates.
Child Study Three: 0 – 6 years Learning Story
(Insert Title)
Today….Reflection on collaboration….Insert: Photo/s OptionalWhere to next….
Observed By:
Supervisor Name:
Supervisor Signature:
Date:
Activity 6
Planning an evolving interest based experience.
You are required to plan and implement the project for a week-long period based on the child’s/ groups identified interest. This involves implementing fiveexperiences based on observing children’s learning and modifying the interest area/ table in response to children’s interactions over the course of the week.
For Example:
Interest Learning Centre Area ‘Dinosaur’- Building a prehistoric model with a volcano and explore science concepts, take photos of the process and display with children’s stories/comments as it develops.
Interest Learning Centre Area ‘Sense of Self’ – Providing children with canvases or cardboard with mirrors to create a portrait in stages, background, sketch & paint. Provide artists books/examples of portraits, photos of children, photos of each stage with the children’s comments and stories in creative area.
To complete this task you will need to:
Refer to your web plan and choose an appropriate follow-up experience.
Use collaboration with colleagues and children to guide your planning.
Refer to the five additional experiences from observations in Activity 4b.
Discuss the additional ideas for your week long interest based project with your supervisor. Consult with the children on materials to be added or made available.
Your additional ideas will be introduced on daily basis to supplement the information, resources, materials already presented in the interest area/ table.
Once you have implemented your planned project over the week, evaluate how the experience went. Reflect on your role in the experience and how you managed the interest and learning. Discuss with your Workplace Supervisor and use their feedback to assist you in developing a goal for your future professional development.
Document your plans and reflections on the attached ‘Weekly Planning Interest Based Experience Plan’ and ‘Evaluation and Reflection’ templates.

Child Study Three: 0 – 6 years Weekly Planning Interest Based Experience Plan
Monday Date:
Experience:Strategies/Resources:
What happened? Complete jottings on the children’s responses/interactions/interests/learning.

Evaluation and reflections
Comment on – Planned Outcomes:Unplanned Outcomes
Where to next: Planning for the following day including modifications to experience/space/resources, consultation with children for their ideas/resources required.

Tuesday Date:
Experience:Strategies/Resources:
What happened? Complete jottings on the children’s responses/interactions/interests/learning.

Evaluation and reflections
Comment on – Planned Outcomes:Unplanned Outcomes
Where to next: Planning for the following day including modifications to experience/space/resources, consultation with children for their ideas/resources required.

Wednesday Date:
Experience:Strategies/Resources:
What happened? Complete jottings on the children’s responses/interactions/interests/learning.

Evaluation and reflections
Comment on – Planned Outcomes:Unplanned Outcomes
Where to next: Planning for the following day including modifications to experience/space/resources, consultation with children for their ideas/resources required.

Thursday Date:
Experience:Strategies/Resources:
What happened? Complete jottings on the children’s responses/interactions/interests/learning.

Evaluation and reflections
Comment on – Planned Outcomes:Unplanned Outcomes
Where to next: Planning for the following day including modifications to experience/space/resources, consultation with children for their ideas/resources required.

Friday Date:
Experience:Strategies/Resources:
What happened? Complete jottings on the children’s responses/interactions/interests/learning.

Evaluation and reflections
Comment on – Planned Outcomes:Unplanned Outcomes
Where to next: Planning for the following day including modifications to experience/space/resources, consultation with children for their ideas/resources required.

Child Study Three: 0 – 6 years Evaluation and Reflection
Name of Child:
Date of Implementation: W/C
Student Name:
Evaluation of Experience: (How did the experience meet the goal and outcomes? Was it appropriate or not, did it go well or not so well and why? How did the child respond? What did the child gain from the experience? How successful was the implementation of the experience – including set up, resources, environment, timing, transitions etc.? )
Future Planning: (What next…how will you extend, revisit or build upon this experience, future teacher strategies, further develop goals? Will you vary the experience or work on a new skill/interest? How will you extend/encourage/challenge children’s ideas/experiences/interests/skills/development/abilities? What provisions/provocations can you set up to further the child’s learning and development?)
Reflection on your Role: (Reflect on and evaluate your teaching performance – strategies, learning, development and management. Think about your interactions with the child; how you supported the child; how you managed the experience; what you did well; what you could work on for your own professional development; anything you might change; any unexpected outcomes/problems etc. Also think about tone of voice, supervision, awareness of safety issues etc.)
Professional Goal: (What can you work on to improve your skill/s?)
Supervisor Comment/Feedback:
Supervisor Name:
Supervisor Signature:
Date:

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