CHCECE038 Observe Children To Inform Practice Assignment Sample

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Textbook reference

Kearns, K. (2020)Birth to Big School 5th ed., Cengage Learning Australia, Melbourne.

Chapters 8, 10

Textbook reference

Kearns, K. (2020) The Big Picture, 5th ed., Cengage Learning Australia, Melbourne.

Chapters 3

Readings

Australian Children’s Education & Care Quality Authority (ACECQA). (2018). National Quality Standard (A4 Poster)

https://www.acecqa.gov.au/sites/default/files/2018-07/RevisedNQSHandoutA4.pdf

Blue Bay Early Learning Centre.Privacy and Confidentiality Policy

O’Donnell, D. (adapted from) (1999).  Essential Elements of Measurable Annual Goalshttp://kskits.dept.ku.edu/ta/Packets/CreatingIEPs/Essential%20Elements%20Goals.pdf

Reading

National Quality Standard (A4 Poster) (2018). Australian Children’s Education & Care Quality Authority

https://www.acecqa.gov.au/sites/default/files/2018-07/RevisedNQSHandoutA4.pdf[Or visit the ACECQA website www.acecqa.gov.au National Quality Framework> National Quality Standard, scroll down to download the 2018 National Quality Standard A4 Poster]

Each child’s learning and development is assessed or evaluated as part of an ongoing cycle of observation, analysing learning, documentation, planning, implementation and reflection

Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included

Curriculum decision-making contributes to each child’s learning and developmentoutcomes in relation to their identity, connection with community

Children are supported to collaborate, learn from and help each other

Each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program

Critical reflection on children’s learning and development, both as individuals and in groups, drives program planning and implementation

All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning

The expertise, culture, values and beliefs of families are respected and families share in decision-making about their child’s learning and wellbeing

Textbook reference

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

Chapter 10 (page 359) Figure 10.4‘Six-step planning cycle’

Question, analyse and interpret information

2

Develop goals for learning

1

Gather information about and observations on the child

5

Review, reflect on and evaluate the process

6

Plan learning experiences or activities

3

Decide on teaching strategies and implement

4

Textbook reference

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

Chapter 10 (page 360) Figure 10.5 ‘The planning process: Planning individual and group programs for children follows a cycle of observe, interpret, plan and implement’

·         Does the experience reflect the child's interests and abilities?

·         Does your experience allow for exploration/practice/hands-on learning?

·         What you want the child to do?

Decide on a goal/s

·         Target a specific interest, skill or need

·         Establish how your goal links to one or more domains of development

·         Work out whether your goal reflects your observations and interpretation/analysis of your observations

Interpret (analyse) your observations

·         Is the child demonstrating age-appropriate skills in all domains?

·         What do your observations tell you about the whole child?

Evaluate the process

·         Who, what, where and how the child plays

·         How the child expresses their views – asking questions, sharing ideas

·         How the child responds to challenges/problems

Decide on teaching strategies and implement

·         Would you do anything differently?

·         How did the child respond – what did the child say/do?

·         Were there any unexpected outcomes?

·         What are the child's needs?

Decide on experience/activity

·         How will you encourage the child to participate?

·         What do you want the child to be able to do, know, practice or understand?

·         What will you do and say to support, direct or guide the child?

Collect observations

Textbook reference

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

Chapter 10 (page 361) Figure 10.6 ‘Reasons for observing and recording information’

Educator Zahir observes Rosa’s emotions when separating from her mother and as she settles on arrival

c

Each week the educators evaluate the program to determine if the planned learning outcomes have been achieved

b

Educator Felix records samples of Fadek’s speech for possible referral to a speech pathologist

d

Educator Max observes Lia’s behaviour as he interacts with others during lunch, when transitioning and during group experiences

a

Educator Kate uses a development checklist and observations to assess each child’s development

e

Textbook reference

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

Chapter 10 (pp. 358-363)

Statement

True

False

Gathering information about the child’s background is not part of the observation and planning cycle

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Observing groups of children doesn’t contribute to an evaluation of the play and learning environment

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Goals are the planned steps that educators take to achieve a particular outcome

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Observing young children is an easy task

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The learning outcomes in the EYLF are deliberately quite narrow

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?

Australia does not have a national early childhood curriculum; instead, each service must develop its own curriculum, which must reflect the EYLF or an equivalent framework

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?

The first stage of the planning cycle is observation

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?

EYLF teaching practices encompass working from the child’s strengths and building on the child’s existing skills and knowledge by scaffolding learning

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?

Educators only observe individual children – not groups of children

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Observing children requires educators to draw on their professional knowledge of child development

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Assessment for learning is the process of gathering and analysing information as evidence about what children know, can do and understand

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?

When observing children, educators focus solely on play

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?

All services plan and program in exactly the same way

?

?

Textbook reference

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

Chapter 10 (page 363)

Scenario

Primary

Secondary

The educator observes how Lisa (2 years) separates from her mother on arrival at the service

?

?

The educator talks to her colleague Matt about his experience last year in caring for Ali (2years), who has a developmental delay

?

?

The educator reads a letter from Kieran’s (4 years) speech pathologist

?

?

The educator asks Baakir (4 years) what she did on the weekend

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?

Based on his observations of Carl (4.9years), the educator meets with a local welfare officer. The educator believes that Carl is at risk of harm

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?

Textbook reference

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

Chapter 10(page 365) Figure 10.7 ‘Where and when to observe a child’s development’

When required to share with others

Communication/language

Manipulating/grasping objects

Emotional wellbeing

Interacting with peers during play

Fine motor skills

Transitioning into care on arrival

Gross motor skills

Recalling songs and rhymes

Cognitive

Sharing ideas during play – engaging in cooperative play

Social

Outdoor climbing equipment

Temperament

Textbook reference

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

Chapter 10 (pp. 363-369)

All quality early childhood programs base their planning on the individual

b. on a number of occasions to build up an accurate picture of their development.

Developmental records should serve as a basis for identification of

c. children’s relationships and achievements

Children should be observed during regular play sessions and daily routines, in different situations, at different times of the day/week and

i. a detailed and authentic ‘picture’ of the child and the group

Keeping developmental records helps educators to build up

g. additional needs and the referral to agencies for support

The observational process used to collect information forms the basis of

e. competence, strengths, interests and needs of each child.

From observations, we discover what the child is

f. the individual profile developed for each child

Developmental records should serve as an effective tool in

j. interested in learning about

Where observations are used to look closely at a child’s behaviour, the observations should be conducted over an extended period of time

d. to gain an accurate picture of behaviour.

The ‘when’ and ‘where’ to observe will depend to a certain degree on

h. parent and educator communication.

Developmental records should document children’s

a. the child’s age, disposition and individual routine.

Textbook reference

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

Chapter 10

Educator strategy

Developmentaldomain

Educators support toddlers to walk up and down the steps of the change table

Cognitive

Each day two preschool children are responsible for working together to set the tables for meals

Gross motor

Educators work with families to plan individual separation rituals for each child

Social

Each day educators in the preschool room talk to children about what they did the previous day or over the weekend

Emotional development

At meals times two spoons are provided for the toddlers so that one can be used by the educator to feed the child while the other can be used by the toddler as they learn to feed themselves

Fine motor

Textbook reference

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

Chapter 10 (pp. 372-379)

Short notes made by the observer about significant behaviours or events that are observed

Language sample

A story, recorded after the event, about a moment in time as the child is engaged in some aspect of the daily program

Provide an overview or summary of the background information about a child from various sources and a child’s developmental progress from the time of enrolment

Learning story

A story about a moment in time in a child’s day, and usually includes photographs, comments, or reflections from the observer

Jotting

Documentation which records exactly what the child does and says over a specific period of time. These can be challenging and time consuming.

Developmental checklist

A series of age-related sequential skills usually arranged under developmental domains such as motor, cognitive, social, language, emotional and sometimes self-help skills

Running record

A record of what a child says spontaneously when engaged in play with others, typically used when there are concerns about a child’s speech or language

Anecdotal record

Textbook reference

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

Chapter 10 (pp. 372-379)

Scenario

Observation technique

Educator Annie was reflecting on a game the children were playing and decided to write an observation about this to use for future planning

e

Educator George needed to prepare an overall summary of each child for the parent as part of an end of year progress report

b

Educator Lisa gathered the notes and photographs she had taken earlier in the day of an artwork a child had completed, and wrote an observation based on them

a

Educator Rob needed to record details from a period of a child’s play as requested by a pediatrician

d

Educator Rebecca was concerned about a child’s speech and was observing the child talking to a peer

c

Textbook reference

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

Chapter 10 (pp. 372-379)

Scenario

Past

Present

Suzy is playing with Sarah in the sandpit. Tom runs through and knocks down her sandcastle. Suzy begins to cry. The educator comforts her.

?

?

During morning outdoor play, I could hear Kai repeatedly making yelling sounds down in the kitchen. I walked down the hill to see what was happening.

?

?

Kai was standing on the top of the steps in the outdoor play space throwing a ball.

?

?

Kai approaches the obstacle course and walks around the climbing equipment by himself, looking at the equipment.

?

?

Freddy calls over to Ben, ‘Do you want to come and play with the blocks?’. Ben says, ‘Can I use the big blocks?’. Freddy states, ‘No, I need them to build my road.’

?

?

Textbook reference

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

Chapter 10 (pp. 366 – 368)

Professional record

Carissa (4 years 4 months) has a number of challenging behaviours. She has poor self-esteem, poor self-regulation skills, a difficult temperament and is not able to persist at tasks she finds challenging. Carissa is not able to sustain friendships because she is quick to become angry with others when things don’t go her way. When she’s angry Carissa will hit, push, yell and call other children names such as ‘stupid’ or ‘idiot’.

Carissa finds it difficult to enter into a play situation as she is often very demanding. Other children tend to exclude her from their play, saying that Carissa is ‘too bossy’.

Carissa’s mother is aware of Carissa’s challenging behaviour – she has stated that as a single parent she finds herself giving in to Carissa to ‘keep the peace’. Carissa’s mother is very supportive of the current behaviour management program that has been implemented at theservice and has tried to implement similar management strategies at home.

Unprofessional record

Carissa (4 years 4 months) has a number of bad behaviours. She has poor self-esteem, poor self-regulation skills, a bad temper and avoids tasks she finds challenging. Carissa is unfriendly, has a quick temper and always likes to get her own way.Carissa is very spiteful – she will hit, push, yell and call other children names such as ‘stupid’ or ‘idiot’.

Carissa has no friends because she is too bossy. The other children don’t like her.

Carissa’s mother knows her daughter is a handful and is happy that the service has implemented a behaviour management program.

The major unprofessional aspect t ahs adequately implicated with the proper development t of the work that is assigned with the "negative labelling of Carissa".

The evaluation of thje required unprofessional ranges has implied effective changes in the working range. This is the major reason which is implicated to consider "the unprofessional record is unprofessional"

Textbook reference

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

Chapter 10 (page 380)

Three required key points for the interpretation to the child have adequately analysed and amke reflection on the way to understand by the child. the three key aspects in these ranges are " simultaneous interpretation (SI), consecutive interpretation, and whispered interpretation"

Textbook reference

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

Chapter 10 (page 354)

The valuation of the three required stages has implied and created a reflection on the effective range tio develop work in an effective way. the valuation of the three required stages of child development has included "early childhood, middle childhood, and late childhood"

Textbook reference

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

Chapter 10 (pp. 370 - 380)

The accumulation of the three required ranges used by the educator has implied and made a reflection on the stated range. The two required aspects are "Everyday conversations and Listening to a proper conversation with answering questions"

Textbook reference

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

Chapter 10 (page 383)

Reading

Essential Elements of Measurable Annual Goals(1999). Adapted from O’Donnell, D.

http://kskits.dept.ku.edu/ta/Packets/CreatingIEPs/Essential%20Elements%20Goals.pdf

It can be implied by showing an effective learning process and making a reflection on the way to understad all ranges in the defined range. 

Scenario

Goal

Asher (22 months) uses the teapot to make himself a cup of tea. He fills each cup with water from the teapot until the teacup overflows and then moves on to the next cup. When the teapot is empty, he looks towards the educator, holds up the teapot and says ‘more’.

·         To extend on Asher’s interest in cause and effect.

·         To further Asher’s role play/imaginative play skills

·         To provide an opportunity for Asher to explore further water play experiences.

Harry (9 months) is now able to move about- he can roll, creep and pull himself to a standing position. The educator places a basket of objects just out of Harry’s reach. Harry focuses on the basket and gradually moves himself so that he can explore the various materials. He explores each object by grasping, mouthing and banging.

·         To extend Harry's interest in all ranges with “cause and effect”.

Gilly (31 months) is beginning to walk across a wide beam. Gilly requests to hold an educator’s hand while walking and walks slowly, putting her feet one beside the other to walk across. Gilly is quite nervous about walking on the beam but is proud of her achievement, smiling once completed.

·         To develop Gilly's role play/imaginative play skills

Robert (4.11 months) is becoming frustrated while attempting to cut with the scissors. He is unsure about holding the scissors and making small snips into the paper. An educator sits beside Robert supporting and guiding Robert to use the scissors to cut the paper

·         To extend Robert's patient at the adverse and effective range

Textbook reference

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

Chapter 10 (page 363)

Sources of information

During her programming time, Educator Billie was developing some short- and long-term goals for Abby (3 years), who has a speech delay. She was also planning experiences for Abby to include in next week’s program.

To assist her, Billie reviewed the following:

·         a report from an early intervention service involved in supporting Abby that has recommended educators encourage her use of descriptive words

·         an email received from Abby’s parents updating her about their goals for Abby, and the progress they are seeing at home.

·         her own and other educators’ observations.

Using this information, Billie set some activities which incorporated Abby’s interest in butterflies. Billie sourced some non-fiction butterfly books, some magnifying glasses and butterfly bug blocks, and plastic butterflies, to encourage and support Abby’s descriptive word development.

Billie also discussed her ideas with the other primary educators who worked in the room with Abby. Billie highlighted points from the early intervention report so that the educators understood the focus areas and could share their own ideas and strategies and best support Abby in their interactions.

When she was done, Billie made sure all the documentation was returned to the locked files and saved in a password protected area of the computer.

The different sources of information Billie has referred to are secondary and primary sources.

It is adequately related to other educators with the information as "Children are confident and involved learners" 

Ensuring that the securitization and prevention of the various data and resources of the client have been maintained during the overall documentation.

The development of Nature Treasure Hunt can help in developing an understanding related to ensuring confidentiality with the attached documentation

Textbook reference

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

Chapter 10(pp. 370 - 380) Kai Case Study Parts 1 - 7

Molecular behaviour tells about developed “age-appropriate emotional skills”.

Optimistic behaviour tells us about Kai has positive and effective self-esteem.

Pessimistic behaviour tells us that Kai has effectively developed “age-appropriate social skills”.

Trusting behaviour tells us about Kai’s behaviour that has appropriate imagination when it has engaged in the required play

Envious behaviour

"Overt and covert" behaviour

Trusting behavior

Voluntary and involuntary behaviour

Textbook reference

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

Chapter 8 (page292)Figure 8.10 ‘Sample goals for receptive and expressive language’

Chapter 8(page 298) Figure 8.15 ‘Sample goals for cognitive development’

Chapter 10 (pp. 370 – 380)‘Kai Case Study Parts 1 – 7’

Experience Plan

Planned for

? Individual child

? Small group

? Large group

Child’s name

Kai

Child’s age/Age group

3years 10 months

Goals

Language goal 1:  Kai will use descriptive language to describe his ‘Wild Thing’

Language goal 2:   The goal should be to focus on behaviour and the other Trusting social skills.

(student to complete)

Socials skills goal 1:Kai will interact and share his ideas with his peers as he creates his ‘Wild Thing’

Socials skills goal 2: The goal should be to effectively interact with the other associated ranges of share with the other ‘Wild Thing’

(student to complete)

Date

Planned from

? Child’s interests

? Educator (Intentional teaching)

Experience plan

Location

? Indoors

? Outdoors

Timing

? Free play

? Group-time

? Routine task

Preparation (how you will set up the experience)

Children will be invited to create their own ‘wild thing’ to add to a wall frieze.

Equipment required

A3 card

Pens, water colours, collage materials/glue, scissors

Large roll of paper for wall frieze

Experience description – what you will do

Beginning

How will the child/ren be introduced to the experience?

Display book ‘Where the Wild Things Are’ and talk about the physical features of the ‘Wild Things’, encouraging Kai/children to describe what they see and what they imagine other ‘Wild Things’ might look like.

Invite Kai/children to create their own ‘Wild Thing’ to create a wall frieze.

Middle

How will you support the child/ren?

As the children/Kai are working ask open-ended questions to encourage descriptive language and imagination.

Use a clipboard to document children’s/Kai’s comments and take photos of children/Kai as they are working to create a group book about the experience.

End

How will you conclude the experience?

Invite Kai/children to provide a brief description of their Wild Thing to use as text for the group book.

Assist children to attach their wild thing to the wall frieze.

Evaluation of the experience

Was the goal achieved? Describe what you saw and heard the child/ren say and do during the experience relating to the goal.

Thechildren/Kai enthusiastically created Wild Things.

There was a great deal of discussion about what a Wild Thing should look like. Kai said a Wild Thing should have ‘sharpclaws and teeth; red eyes and a snarly mouth’. He also added that they ‘should be a bit funny because they aren’t really scary. He added ‘I’m going to put glitter on mine and I’m going to give him a funny party hat.’

Throughout the experience Kai interacted with other children, asking them questions, commenting on their work and sharing ideas. When Kai added a party hat to his Wild Thing other children followed his lead.

Kai and the other children provided a comment/description of their Wild Thing to add to the group book.Kai asked me to write: ‘This is Juno. He’s a happy/scary glittery Wild Thing.’

Links to the Early Years Learning Framework

? 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

? Cognitive

? Social/Emotional

? Physical

? Language

Future planning

(Follow up activity and description)

? Extend the interest

? Vary the experience

? Repeat the experience

? Work on a new skill

Comments:

Over the next few days I will work with the children to create the group book. Each child will be invited to draw or add a photo of their Wild Thing. I will add the text collected from the children. Together we will read and discuss the book and then place the book in the children’s library.

Textbook reference

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

Chapter 10 (pp. 370 – 380) (Case Study: Kai)

Reading

Privacy and Confidentiality Policy, Blue Bay Early Learning Centre

Change in family circumstance - Part 1

It’s Monday morning and Kai arrives at Blue Bay Early Learning Centre with his grandparents with sad news. Kai’s older sister was hit by a car on Saturday morning and is in intensive care with head and possible spinal injuries. Kai will be staying with his grandparents for the next few weeks. His parents will have dinner with Kai and his grandparents each evening.

Kai seemed happy to be at the service. He told educator Jack that his sister was in hospital because,‘she got runned over by a big car.’

Kai didn’t show any signs of distress or anxiety until rest time when he asked if he could sit on Jack’s knee. Jack asked Kai about staying with nanny and poppy.

Kai: Me and poppy are going to catch a lizard from his garden.Poppy lets me help feed the birds and wepicked some tomatoes.

Jack: Wow, it sounds like nanny and poppy’s house is very special and lots of fun!

Kai: When is mummy and daddy coming home?

Jack: I don’t know Kai. They are staying with your sister at the hospital, so she won’t be scared. Your nanny told me they’re coming for dinner tonight at nanny and poppy’s house.

Kai nods and snuggles into Jack.

Thefollowing day Kai follows Jack around, refusing to leave his side. He refuses to play with his friends and shows little interest in the small world play Jack set up for Kai focusing on sharks. Kai looks sad and anxious and asks again when mum and dad were coming home.

When his grandparents come to collect Kai, his grandmother tells Jack that Kai is not sleeping well and last night wet the bed (something he hasn’t done for 12 months).

The goal should be to focus on behaviour and other Trusting social skills. 

Change in family circumstance - Part 2

The following week the news of Kai’s sister is not good – she remains in a coma and doctors have reported that they are concerned about damage to her brain.

Grandmother:My son is not coping with his daughter’s condition and has started drinking heavily. Kai has been wetting the bed every night. We are all tired and stressed. I’m finding it hard to cope when I can’t get a good night’s sleep.

Jack is feeling uncomfortable and out of his depth.

Jack: Thanks for sharing that with me. It’s a very stressful time for all of you. Would you mind if I shared this information with Kate, our director? She is very experienced and may be able to suggest some things that can help.

The goal should be to effectively interact with the other associated ranges of share with the other ‘Wild Thing’

It has focus on the behaviour of other associated ranges of share with the other ‘Wild Thing’

Textbook reference

The Big Picture(5th edition) by Karen Kearns

Chapter 3 (pp. 89-93)

It has required to make changes in the "trying to balance work and parenting"

The development of changes at the effective ranges to balance work. 

The development of changes with maintaining previous responsibilities. 

The development of relationship conflict with the ranges of changes in the adverse effect