Child Observation Form - B for Play and Development
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Added on 2023/06/06
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Record your interaction with children less than two years old using Child Observation Form - B for Play and Development. Get insights on child's interaction and language skills, play stage and parent feedback.
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Child Observation Form - B Certificate III in Early Childhood Education Assessment Workbook 4 Child’s Name:William Age:2 years Use this form to record your interaction with children less than two years old. Follow the instructions below: 1.With the assistance of the parent, interact with the child. 2.Gather more information from the parent’s own experiences with the child 3.Record relevant stories or anecdotal information from the parent 4.Use the form below to document your observations: Observation Guide Frequency Comments Never Rarely Sometime Often INTERACTION SKILLS Child looks at the parentA child never looks at their parents more often. Child shifts attention from an object or person to the parent (demonstrates joint attention) A child can rarely shift their attention from things to their parents which specifically denotes the joint attention. Child initiates to the parent (verbally or non-verbally) Child responds to the parent (verbally or non-verbally) Child’s interaction style: Social |Reluctant |Passive |Own Agenda Comments: By the development of the interaction skills, children are able to increase their skill and develop a positive surrounding around them. These are able to commutate with other with effective manner. LANGUAGE SKILLS Gestures: a)Child uses a few gestures (e.g. showing, waving bye- bye) Children uses gestures such as waving their hands to say bye bye. TEMPLATES BY:
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Child Observation Form - B Certificate III in Early Childhood Education Assessment Workbook 4 b)Child uses lots of gestures, including pointing c)Child imitates gestures Single words: a)Child uses a few single words b)Child uses lots of single words c)Child imitates single words Single words combined with gestures: a)Child uses complementary gestures (a word + a gesture that represents the same thing. For example, child says “Daddy” when pointing to his dad.) By using specific gestures, these are help to other to develop the understanding of what they need to explain. b)Child uses supplementary gestures (a word + a gesture that adds new information to the message. For example, child says “Daddy” and points to the ball he wants.) By using supplementary gestures, children can effectively able to point over things such as pointing towards water to drink. Word combinations: a)Child uses a few word combinations b)Child uses lots of word combinations c)Child imitates word combinations Child’s stage of communication: Discoverer |Communicator |First Words User |Combiner Comments: This is the first stage of the learning style and help in the good communication and these are help in the what happen around them. PLAY Child’s stage of play: Functional Play|Constructive Play |Pretend Play TEMPLATES BY:
Child Observation Form - B Certificate III in Early Childhood Education Assessment Workbook 4 Comments: These functional play assist the child in repetition in their physical actions, the languages as well as the operations of the objects which are associated with the requirements of the physical activity. PARENT FEEDBACK Provide examples of relevant stories or anecdotal information the child’s parent shared with you about the child: The evidence which the child’s parent has shared with educator such as children often uses gestures as well as pointing towards the things which they want. OVERALL COMMENTS: William is able to increase their gross motor skill and increase brain development by playing functional play. TEMPLATES BY: